Manuevo, Eric J.-LDM 2-Module 3-A

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF SAN JOSE DEL MONTE CITY
KAKAWATE HIGH SCHOOL
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDM’S
Activity 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—
faceto-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words,
define each modality. Write your own definitions.
Answer:
Face-to-face (F2F) Learning is a regular class set up where teachers and students
come to school in a regular basis for classes. Distance Learning is a teaching through
internet connection using different platforms such as Google Meet, Edmodo and
more. Blended Learning (BL) is a combination of printed modular approach and
distance learning. For homeschooling, it is a type of learning where student is being
taught at home with the lessons almost the same in school.
Activity 2
DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Role of Role of Role of
Learning Feature Resources Teacher Parent or School
Modality Household
Member
Printed Individualized Self-learning Supervise the Serve as a Supervise
Modular Instruction Modules learners and learning distribution
Distance monitor their facilitator of modules
Learning performance towards the according to
(PMDL) through learners. the MELC’s.
Facebook
Messenger. Monitor
distribution
Provide of modules
remediation sufficiently.
and
Address: Paradise III, City of San Jose Del Monte, Bulacan

Contact No: 0917 840 2801
email: 307502.csjdm@deped.gov.ph
enhancement
as much as
possible.
Online It requires both Learning Learning Periodic Monitor
Distance teachers and Management Facilitator Supervision class hours
Learning learners to System and according to
(ODL) have good and (LMS) Guidance the grade
stable internet level.
connection. DepEd
Commons
LR Portal
TV-Based It provides DepEd Learning Supervise Provide the
Instruction flexibility of Channel TV Facilitator the screen broadcast
(TVBI) time and space 13 time of schedule of
in learning watching the lessons.
lesson on
screen.
Radio- It provides Radio Keep and Guide the Provide the
Based opportunities maintain learners broadcast
Instruction to the listeners records of during aerial schedule of
(RBI) and enables learners. listening lessons.
them to to time.
acquire
equivalency in
basic
education
through the
broadcast of
lessons
Blended A learning Modules Supervise the Provide Provide the
Distance delivery that Activity/Wor learners and guidance and needed
Learning combines k monitor their support to modules and
different Sheets performance the learners. facilities in
learning through delivering
modalities or Facebook blended
mix of online Messenger. learning.
distance
learning and Provide
printed remediation

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modular and
distance enhancement
learning. as much as
possible.
Activity 3
Consider the situation in your School/Division—your organizational capabilities, your
level of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc. Then rank the DL types
—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement.
Ranking (1 to 5, from Type of DL Why?

easiest to hardest to
implement)
1 Printed Modular Distance The parents expressed their
Learning (PMDL) willingness to support
distribution and retrieval of
printed modules for their
children. It is more practical
for them.
2 Online Distance Learning Some parents opt to this ODL

(ODL) since they have phones and
reloadable broadband and
data connection which is
more safe for their children.
3 Blended Distance Learning Teachers tend to apply BDL

for remediation and
enhancement purposes.
4 TV-Based Instruction Learners may view the virtual

(TVBI) lesson through the DepEd
Channel and Facebook
DepEd Official Page.
5 Radio-Based Instruction Radio is not anymore use in

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(RBI) the community.
Activity 4
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below
are some examples which may be relevant to your context. Add others as appropriate.
Learner Group Targeted Intervention

Learners without parents or household Home visitation
member who can guide and support their
learning at home.
Beginning readers (K to 3) Reading Materials
Struggling readers (Grades 4-12) Home visitation and other reading materials
No access to devices and Internet Activity Sheets
Inaccessible (living in remote and/or unsafe Supervision through Facebook Messenger.
areas) Monitoring through direct call to the
parents/guardian.
Indigenous Peoples Home visitation
Persons with Disabilities Home visitation
Monitoring through direct call to the
parents/guardian.
Others/Specify

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LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMS
Activity 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation.
1. What is Lesson Designing or Lesson Planning?
Answer:
Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning “the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods, and deciding on
the
pacing and allocation of instructional time” (Virginia Department of Education, as cited in
DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are fundamental to
ensuring the delivery of quality teaching and learning in schools. In order for the design to be
effective, teachers need to consider the learners’ characteristics and be responsive to the needs
of the learners.
2. Why is lesson designing important?
Answer:
Lesson designing helps ensure that:
 Time is maximized for instruction and learning
 Lessons are responsive to learner’s needs
 Teachers set learning targets for learners
 Teachers carry out a lesson successfully
 Teachers master their learning area content
 Teachers become more reflective about their teaching
 Learners successfully reach the set learning goals

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3. What are the three elements or components of a well-designed lesson?
Answer:
The three elements or components of a well-designed lesson includes the following;
 Clearly articulated lesson objectives (What should be taught?)
 Well-selected and logically sequenced presentation of learning resources and activities
to help learners meet the objectives (How should it be taught?)
 Appropriate and timely assessment activities that provide relevant information
and feedback for both teachers and learners (How should learning be assessed?)
Activity 2
The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives. These
learning tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3) after
the lesson.
Before the Lesson Lesson Proper After the lesson

1. Review previous 1. Explain, model, 1. Wrap up activities.
lesson. demonstrate, and illustrate the 2. Emphasize key information
2. Clarify concepts from concepts, ideas, skills, or and concepts discussed.
previous lesson. processes that students will 3. Ask learners to recall key
3. Present warm-up eventually internalize. activities and concepts
activities to establish 2. Help learners understand discussed.
interest in new lesson. and master new information. 4. Reinforce what teacher has
4. Check learner’s prior 3. Provide learners with taught.
knowledge about the feedback. 5. Assess whether lesson has
new lesson. 4. Check for learners’ been mastered.
5. Present connection understanding.
between old and new
lesson and establish
purpose for new
lesson.
6. State lesson objectives
as guide for learners.
Activity 3

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Lesson design does not end after implementing the lesson. After the delivery of the
lesson, teachers should take time to reflect on what worked well and why, and what could have
been done differently. Identifying successful and less successful activities and strategies would
make it easier to adjust and revise the lesson plan as needed.
Copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP)
listed below, then highlight which part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP:

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Answer:
After the lesson is being delivered, REFLECTION must be assessed. Conferring to the
DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be occupied up
after the lesson is distributed. Teachers are encouraged to think about their lessons, particularly
the parts that went well and the parts that were weak and write about those briefly.
In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented and which ones need
improvement or could be adjusted in the future. Teachers should also take note of the number
of learners who earned 80% in the evaluation, the number of learners who require additional
activities for remediation, and the difficulties teachers encountered so that their superior/head
teachers may address the problem and think of the possible solution.
Activity 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and
accomplish the following table. Then choose one lesson from a Self Learning Module (SLM) for
students that you have on hand. Imagine that you will deliver this lesson to your learners through
DL. In the second column, identify which of these tasks are already present in the SLM. In the
third column, identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means.

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Learning Delivery Modality (select one): ODL PMDL TV/RBI BL

Grade Level and Learning Area: Grade 9-MAPEH
Lesson/Topic: Module 1 Vocal and Instrumental Music of Medieval, Renaissance
and Baroque Periods
Learning Objectives: Listen perceptively to selected vocal and instrumental music of Medieval,
Renaissance and Baroque music.. MU9LU-Ia-1
Learning Resources/Materials Needed: Modules and writing materials
Part of Lesson / Learning Check if already present in Additional Remarks: (ex. can
Tasks the SLM be done via voice calls, can
be facilitated by a household
partner, can be done via a
learning activity sheet, can be
facilitated during a
synchronous learning, can be
presented via an internet
based resource session, etc.)
Before the Lesson
1. Review previous ✔ Can be facilitated by a
lesson. household partner.
2. Clarify concepts from ✔ Can be facilitated during a
previous lesson. synchronous learning session.
3. Present warm-up ✔ Can be facilitated during a
activities to establish synchronous learning session.
interest in new lesson. ✔
4. Check learner’s prior Can be done via .learning
knowledge about the activity sheet.
new lesson. ✔
5. Present connection Can be presented via internet

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between old and new based resource learning.

lesson and establish
purpose for new ✔
lesson.
6. State lesson objectives Can be facilitated during a
as guide for learners. synchronous learning session.
Lesson Proper
1. Explain, model, ✔ Can be facilitated during a
demonstrate, and synchronous learning session.
illustrate the concepts,
ideas, skills, or
processes that
students will
eventually internalize.
2. Help learners ✔ Can be facilitated by a
understand and master household partner.
new information.
3. Provide learners with
feedback. ✔
4. Check for learners’ Can be facilitated by a
understanding. household partner.
After the Lesson
1. Wrap up activities. ✔ Can be done by a learning
activity sheet.
2. Emphasize key ✔ Can be done by a learning
information and activity sheet.
concepts discussed.
3. Ask learners to recall ✔

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key activities and Can be facilitated by a

concepts discussed. ✔ household partner.
4. Reinforce what Can be facilitated by a
teacher has taught. ✔ household partner.
5. Assess whether lesson Can be done by a learning
has been mastered. ✔ activity sheet.
6. Transfer ideas and Can be done by a learning

concepts to new activity sheet.
situations.
Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials or resources can
you create or curate to supplement the SLM?
Answer:
Curated LRs available at the DepEd LRMDS Portal can be downloaded and
made available to the learners as needed. It is important that the chosen materials are
educationally sound, thoroughly evaluated, and quality assured by teachers before
they are presented to the learners.
2. What kind of additional support can you give: a) the learner, and/or b) the household
partner so that they are guided throughout the lesson?
Answer:
First, the objectives of the lesson must be clearly given. It provides a guide for
the students direction, so that they can go through the materials and activities in the
modules accordingly. They are also provided with the group chat per subject. Hence,
the learners may ask the teacher concern regarding the lesson.
2. How can the teacher gather feedback on the different learning tasks, in order to refine

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or modify current and future lessons?
Answer:
Since group chat is available for every sections, a meet and greet
or Telekamustahan is provided. Questions for verification and feedback are being
talked about. Teacher may also explore tasks and tools that enable him/her to
monitor, assess, and facilitate the students’ learning. At the same time, enable each
learner to reflect on what they have learned and communicate their insights to you and
their classmates, considering various touch points such as text messaging, voice calls,
or virtual face-to-face interaction to monitor learner’s progress and provide
timely feedback on learning.
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and
summative. Take Activity note of the similarities and differences between the two. Write your
answers in a Venn diagram.
Formative Assessment Summative Assessment
Assessment for Learning: Learners may be Assessment of Learning:

To make adjustments in the assessed
To measure if the learners
lesson. individually or
meet the content and
collaboratively.
Maybe integrated in all the performance standards.
aspects of the lesson: before Can be a written
Done after the lesson/end of
the lesson, during lesson work or
the quarter.
proper, afterAddress: Paradise III, City of
the lesson. San Jose Del Monte, Bulacan
performanced-
Contact No: 0917 840 2801based result. Enable the teachers to describe
Results mustemail: 307502.csjdm@deped.gov.ph
be recorded to how well the learners
study the patterns of learning Should promote
comprehend with the
demonstrated by the students. self-reflection and
competencies which could be
Recorded but not classified as a accountability.
reflected in the class record.
Activity 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Guidelines on Classroom Assessment to see examples such as games, quizzes, and interviews.
These methods that are commonly used in the classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you
would like to try. For each one, write how you plan to use it in DL.
Assessment Method How to Adapt the Assessment Method in DL

1. Short quiz I will send probably 10 item short quiz through Google
Classroom to check if the learners understood the lesson.
2. Written works I will send written activities thru messenger (group chat) after
the lesson. Based on the responses, I will check if the learners
got the lesson easily.
3. Motivational Games I will prepare games before the lesson to engage the learners’
attention towards the new lesson.
4. Performance task I will send additional activities thru messenger (group chat)
which will direct them to make output-based presentation.
5. Integrated Discussion I will make a video lesson that will serve as a point of
discussion wherein the learners are usually ask to recite their
understanding towards the topic being discussed.
Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?

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Answer:
Motivational Games is the common assessment methods among the group.
2. What are the challenges in doing assessment in DL?
Answer:
Internet connectivity which fluctuates and the electrical power supply in the
community are the challenges in doing and sending assessment to the learners.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Answer:
Despite the given challenges, opportunities are still there to make the assessment
doable in DL. Exploring platforms such as Google Classroom, Facebook Messenger,
DepEd Portals and DepEd Commons. These are some alternative strategies for both the
teachers and the learners to cope up easily.
Activity 7
Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to
find out how to construct and use it.
After reading the references, answer the following quiz to check your understanding
about using a portfolio to assess the learner.
Questions True False

1. A portfolio mainly
displays the academic ✔
achievements of the
learner.
2. Testimonies of
parents/guardians and
learning facilitators ✔
regarding the learner’s

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progress may be
included in a
portfolio.
3. There is a fixed list of

items that should be ✔
included in a
portfolio.
4. The teacher can only

comment on a ✔
learner’s portfolio.
5. For asynchronous
learning, teachers ✔
allow learners to work
on their outputs
during their own time.
The latter will submit
the portfolio within
the schedule that the
teachers set.
6. The learners may

submit, store, and ✔
manage their portfolio
via file sharing
programs or they may
submit the actual
softcopies of their
work saved on a
CD/DVD/USB flash
drive.
7. Portfolios of DL
learners with outputs
in hard copies or ✔
physical forms may be
handed over to the
teacher by the parents

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or learning
facilitators.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMS
Activity 1
Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in column B.
Column A Column B
C 1. These are the knowledge, understanding, skills, a. learning area

and attitudes that learners need to demonstrate
in every lesson and/or learning task.
D 2. These are the formative learning opportunities b. mode of delivery

given to learners to engage them in the subject
matter and to enhance their understanding of the
content.
Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area
7:30 - 8:30 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
8:30 - 9:00 Have a short exercise/meditation/bonding with family.
Monday

Contact No: 0917 840 2801
9:00 - 12:00 Filipino Nasusuri ang mga Maikling Kwento sa Timog- Modular Distance
pangyayari at ang Silangang Asya Learning
kaugnayan nito sa
kasalukuyan sa lipunang -Nang Minsang Maligaw si Ang lahat ng mga
Adrian kasagutan ay isusulat sa
Asyano batay sa
napakinggang akda. sagutang papel.
-Anim na Sabado ng
(F9PN-Ia-b-39) Beyblade
-Ang Ama
Nabubuo ang sariling
paghatol o
pagmamatuwid sa mga Pagbuo ng sariling paghatol o
ideyang nakapaloob sa pagmamatuwid buhat sa
akda(F9PB-Ia-b-39) akda.
12:00-1:00 LUNCH TIME

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1:00 - 4:00 Araling ● Nailalapat ang Narito ang mga kailangan Ibigay sa iyong
Panlipuna kahulugan ng mong gawin sa loob ng isang magulang ang modyul
n Ekonomiks sa pang- linggo. at sagutang papel upang
araw-araw na personal niyang
pamumuhay bilang ● Alamin ang antas ng maisumite sa naatasang
kaalaman sa pagsagot sa
isang mag-aaral, guro sa itinalagang
kasapi ng pamilya at “Subukin” sa pahina 1-4. lugar.
● Simulan ang pag-aaral sa
lipunan (AP9MKE-Ia-
1) pagbasa sa “Balikan” na
nasa pahina 4.
● Pagkatapos ay sagutan
ang “Tuklasin”
namakikita sa pahina 5 ng
SLM. Sa gawain
subukang bumuo ng
sampung (10) salita
(English o Tagalog) na
hango sa salitang
Ekonomiks. Ang mga
salita ay maaring may
kinalaman sa pang araw-
araw na gawain sa iyong
buhay. Maaring maulit
ang letra kung
kinakailangan at
pagkatapos sagutin ang
mga pamprosesong
tanong.
● Dumako sa “Suriin”,na
nasa pahina 6-8. Sa
bahaging ito ng modyul
mababasa ang kabuuang
nilalaman at pagtalakay
ng paksang-aralin.
● Upang malaman kung
naunawaan mo ang
tekstong binasa, sagutin
ang “Pagyamanin” na
nasa pahina 9-10. Ang
unang tatlong gawain
muna ang dapat mong

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Tuesday
9:00 - 12:00 MATH Illustrates quadratic Mathematics Personal submission by

equations. Module 1, the parent to the
teacher in the
Solves quadratic Lesson 1 designated retrieval
equations by (a)
Module 2, area.
extracting square roots;
(b) factoring: © Lesson 1 and 2
completing the square; Module 3,
(d) using the quadratic Lesson 1 and 2
formula.
Quarter 1,
Week 1
1:00 - 3:00 TLE
Wednesday
9:30 - 11:30 ENGLISH
1:00 - 3:00 MAPEH
Thursday

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9:30 - 11:30 SCIENCE

Explain how the
respiratory and
circulatory systems
work together to
transport nutrients,
gases, and other
molecules to and from
the different parts of
the body (S9LT-Ia-b-26)
1:00 - 3:00 ESP Natutukoy ang mga

elemento ng mga EsP Module 1, Personal submission by
kabutihang panlahat. Lesson 1 the parent to the
teacher in the
Nakakapagsusuri ng mga Quarter I, designated retrieval
halimbawa ng Week 1
pagsasaalang-alang sa area.
kabutihang panlahat sa
pamily, paaralan,
pamayanan o lipunan.
Friday
8:00-9:00 Revisit all modules and check if all required tasks are done.
9:00 - 12:00 Parents/Learners meet to return all modules and answer sheets for the week and
get new modules to be used for the following week.
4:00 onwards Family Time
A 3. This refers to the prescribed subject that learners c. learning competencies
take.
B 4. This refers to the method of submission of learning d. learning task

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outputs preferred by the learner/parent based on their

context.
Activity 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-

00162which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are.
After that, view the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following
when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and
discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are
any suspensions of classes due to calamities (DepEd, 2020).33 LDM2: Learning Delivery
Modalities Course for Teachers
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also
be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Day & Learning Learning Competency Learning Tasks Mode of Delivery

Time Area
7:30 - Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
8:30
8:30 - Have a short exercise/meditation/bonding with family.

9:00
Monday
9:00 - ESP Natutukoy ang mga EsP Module 1, Lesson Google Meet

Contact No: 0917 840 2801
10:00 elemento ng 1
kabutihang panlahat.
Quarter 1, Week 1 Classting
Nakapagsusuri ng mga
halimbawa ng
pagsasaalang-alang sa
kabutihang panlahat
sa pamilya, paaralan,
10:00- TLE
11:00
12:00- LUNCH TIME

1:00
1:00 - ENGLISH ● Explain what a English Module 1, Google Meet

2:00 conditional sentence Lesson 1
is. Classting
● Use the Quarter I, Week 1
correct form of the
verb in type 1
conditional sentences.
2:00- SCIENCE ● Identify the Science Module 1, Google meet

3:00 key parts of the Lesson 1
human breathing Classting
Quarter I, Week 1
system.
● Analyze and
describe each function
of the parts of the
human breathing
system.
Tuesday
9:00 - MAPEH
10:00

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10:00- TLE
11:00
12:00- LUNCH TIME

1:00
1:00 - FILIPINO Nasusuri ang mga ikling Kwento sa Google Meet

2:00 pangyayari at ang Timog-Silangang
Classting
kaugnayan nito sa Asya
kasalukuyan sa
-Nang Minsang
lipunang Asyano batay
sa napakinggang akda. Maligaw si Adrian
(F9PN-Ia-b-39) -Anim na Sabado ng
Beyblade
-Ang Ama
Nabubuo ang sariling
paghatol o
pagmamatuwid sa
mga ideyang Pagbuo ng sariling
nakapaloob sa paghatol o
akda(F9PB-Ia-b-39) pagmamatuwid
buhat sa akda.
2:00- SCIENCE
3:00
Wednesday
9:00 - MAPEH
10:00
10:00- MATH
11:00

Contact No: 0917 840 2801
12:00- LUNCH TIME

1:00
1:00 - ENGLISH ● Distinguish the English Module 1, Google Meet

2:00 types of Lesson 1
conditionals. Classting
Quarter I, Week 1
● Identify the
distinguishing
functions of type
1 conditionals.
2:00- SCIENCE ● Explain how Science Module 1, Google Meet

3:00 the lungs work. Lesson 1
Classting
● Describe how
the movement of the Quarter I, Week 1
diaphragm helps the
air go in and out of the
lungs.
Thursday
9:00 - ESP Natutkoy ang mga EsP Module 1, Lesson Google Meet
10:00 elemento ng 1
kabutihang panlahat. Classting
Quarter 1, Week 1
Nakakapagsusuri ng
mga halimbawa ng
pagsasaalang-alang sa
kabutihang panlahat
sa pamilya, paaralan,
10:00- MATH
11:00

Contact No: 0917 840 2801
12:00- LUNCH TIME

1:00
1:00 - FILIPINO
2:00
2:00- Araling ● Nailalapat ang Google Meet

3:00 Panlipunan kahulugan ng
Ekonomiks sa Classting
pang-araw-araw
na pamumuhay
bilang isang mag-
aaral, kasapi ng
pamilya at
lipunan (AP9MKE-
Ia-1)
Friday
9:00 - MAPEH
10:00
10:00- MATH
11:00
12:00- LUNCH TIME

1:00
1:00 - ENGLISH ● Give examples English Module 1, Google Meet

2:00 of arguments Lesson 1
Classting
using conditionals.
● Recognize the Quarter I, Week 1
use of the word if
in conditional
sentences;
2:00- Araling ● Nailalapat ang Google Meet

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3:00 Panlipunan kahulugan ng

Ekonomiks sa
pang-araw-araw
na pamumuhay
bilang isang mag-
aaral, kasapi ng
pamilya at lipunan
(AP9MKE-Ia-1)
WEEKLY HOME LEARNING PLANS
Weekly Home Learning Plan for Modular Distance Learning
Weekly Home Learning Plan for Grade 9
Week 1, Quarter 1, October 5 - 9, 2020
Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the
module and the teacher may prepare a checklist of the module’s parts for additional monitoring guide
for both teacher and the learner.
Activity 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162.

After you read the guidelines on creating an ILMP, copy and fill out the table below in your
Study Notebook to see how the ILMP differs from the WHLP.
Weekly Home Learning Individual Learning

Plan (WHLP) Monitoring Plan (ILMP)
Purpose This refers as a tool to guide This is a tool for monitoring
learners and learning learners who lag behind

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facilitators or household based on the results of their

partners in tracking the formative and summative
subject areas to be tackled assessments.
and activities to perform at
home.
It serves as the document that
Thus, functions as an aid to will show if the learner has
the teachers and parents in shown either mastery of
keeping track of the day-to- the learning competencies,
day in-school and off-school significant progress, or
general learning processes. insignificant progress.
For Whom?  Learners  Teachers

 Learning facilitator  Learning facilitator or
or household partner. household partner.
Components  Learning area  Learner’s Needs,

 Learning  Intervention Strategies
Competencies  Monitoring Date
 Learning Tasks  Learner’s Status
 Mode of Delivery
Has to be communicated to Absolutely, yes. Absolutely, yes.

the parents
Activity 4
Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty the
learner may have encountered in accomplishing the learning tasks. Apply what you have learned
about ILMPs in Activity 3 and create an ILMP for that particular learner who lags behind. Read
and use the Individual Learning Monitoring Plan Template. Consider the components of the
ILMP that were described in Activity 3.
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name
Grade and Section:
Learner’s Status
Learning Learner’s Intervention Monitorin Insignifican Significant Mastery

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Area Needs Strategies g Date t Progress Progress

Provided
MAPEH Non- Call the October, The learner Reflected
compliance attention of her 2020(1st able to by his
in adviser to get and 2nd submit his Summative
submitting of the active week) outputs and Test.
video contact activities
outputs and number so as based on
other to inform his the given
activities for parents schedule.
three personally.
consecutive
weeks. Send
information at
the group chat
reminding the
students to
pass their
output on time. October The learner
Moreover the 18, 2020 displays
additional improvemen
Difficulty in activities which t in following
following may be instructions
instructions recorded as through
provided in performance feedback of
the modules task. his
especially classmates.
performance Message/call
tasks. him personally Positive
then explain results of
what need to outputs and
be done. activities.
Provide more
guided
activities,
exercises and
worksheets
that aim in
familiarizing
the music of
the lowlands of
Luzon.
INTERVENTION LEARNER IS NOT MAKING SIGNIFICANT PROGRESS IN A

Contact No: 0917 840 2801
STATUS TIMELY MANNER. INTERVENTION STRATEGIES NEED TO BE

REVISED.
LEARNING IS MAKING SIGNIFICANT PROGRESS. CONTINUE
WITH LEARNING PLAN.
LEARNING AS REACHED MASTERY OF THE COMPETENCIES IN
LEARNING PLAN.
Source: DepEd Memorandum DM-CI-2020-00162

Contact No: 0917 840 2801

Manuevo, Eric J.-LDM 2-Module 3-A

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Republic of the Philippines

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LESSON 1: UNDERSTANDING THE DIFFERENT LDM’S

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Ranking (1 to 5, from Type of DL Why?

2 Online Distance Learning Some parents opt to this ODL

3 Blended Distance Learning Teachers tend to apply BDL

4 TV-Based Instruction Learners may view the virtual

5 Radio-Based Instruction Radio is not anymore use in

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(RBI) the community.

Learner Group Targeted Intervention

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LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMS

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation.

1. What is Lesson Designing or Lesson Planning?

2. Why is lesson designing important?

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3. What are the three elements or components of a well-designed lesson?

Before the Lesson Lesson Proper After the lesson

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Components of the DLL/DLP:

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Learning Delivery Modality (select one): ODL PMDL TV/RBI BL

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between old and new based resource learning.

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key activities and Can be facilitated by a

6. Transfer ideas and Can be done by a learning

Answer the following questions:

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or modify current and future lessons?

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

Formative Assessment Summative Assessment

Assessment for Learning: Learners may be Assessment of Learning:

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Assessment Method How to Adapt the Assessment Method in DL

1. What assessment methods are common among the group members?

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2. What are the challenges in doing assessment in DL?

Questions True False

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3. There is a fixed list of

4. The teacher can only

6. The learners may

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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMS

C 1. These are the knowledge, understanding, skills, a. learning area

D 2. These are the formative learning opportunities b. mode of delivery

8:30 - 9:00 Have a short exercise/meditation/bonding with family.

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12:00-1:00 LUNCH TIME

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9:00 - 12:00 MATH Illustrates quadratic Mathematics Personal submission by

12:00-1:00 LUNCH TIME

1:00 - 3:00 TLE

9:30 - 11:30 ENGLISH

12:00-1:00 LUNCH TIME

1:00 - 3:00 MAPEH

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9:30 - 11:30 SCIENCE

12:00-1:00 LUNCH TIME