LORETO NORTH DISTRICT

NUEVA GRACIA ELEMENTARY SCHOOL

Individual
Output

ELLEN B. NIPA
Adviser

Name: Ellen B. Nipa

LAC Session ID : Team 4
Number of LAC Session: 3A
 Module 3A

LESSON 1: Understanding the Different LDMs

ACTIVITY 1.

Do a quick check of your knowledge of the four modalities prescribed in the LCP—face- to-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook. When you are done, check
Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F learning component? Write
down your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer
Key 2.
Face-to-face modality is the normal school system in which learners regularly attend
classes in schools in the presence of their teachers.

Distance Learning is a learning modality in which the learners do not attend schools and
study away from their formal teachers. It can be done online, by use of modules, television, radio
and the like.

Blended learning is a combination of face-to-face and one or more of the possible modes in
blended learning.

Home schooling is a more formal and institutionalized program of the DepEd for learners
with specific needs due to other reasons and does not require the physical presence of teachers.

ACTIVITY 2.  

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task
Force (IATF) and by the local government unit (LGU) concerned, any of the DL modalities may
be combined with F2F learning to come up with a BL. Learn more about BL in the
Supplementary Handout on Blended Learning Delivery Modalities.
Distance Distinguishing Feature Essential Role of Teacher Role of Parent Role of
Learning Resources or Household School
Modality Member
Modular
Distance The roles of the
Learning delivery modality where the adviser and the
(MDL) teacher and learner/s are learning area teacher The parents are
physically in one venue. There available are the same as their willing to co-
are opportunities for active reference/supplemen roles in supervise and The school
engagement, immediate tary materials for co-monitor the orients the
feedback and socioemotional distribution to the the school-based progress of their teachers,
development of learners. It learners. F2F modality. In this children's parents and
may be conducted in any setup, learners who learning as well learners about
available physical learning are enrolled in the as provide the Modular
space school guidance to learning
their children. policies and
are organized into directions to
sections by grade ensure that
with the adviser. Just everyone is
like in other learning properly
informed and
delivery modalities, guided.
lessons delivered
using modules
should be based on
the
MELCs.
Online
Distance recommended for learners make use of a The teacher should
Learning
(ODL) The use of digital devices at learning update the answers
home such as a management system and facilitate the
(LMS) like Google result of each series The parents are The school has
desktop computer, laptop, or a Classroom. of answer sheet.. willing to co- email facility
smartphone. It is also The self- learning supervise and or domain
recommended as an have module has co-monitor the name for all
access in learning. In the progress of their teachers and
latter, the learning exercises children's users. Note:
which the learner online learning. The school
learners may be given a self- can do at home. can outsource.
learning module in digital
format.  The school
has helpdesk
personnel
working under
Teachers have the platform
access to device/s managers
and connectivity at whose main
the school. task will be to
directly
answer usage
queries of both
teachers and
students.

 The school
has complete
and
appropriate
content
TV-Based
Instruction facilitator who
(TVBI) guides and supports
The school has a MOA/MOU The school has a the The parents
with a Television Network or MOA/MOU with a learner during the ensure
Radio Station for the needed Television Network off-school activities. children's The school
airtime/slot. or Radio Station for access to orients the
the needed television and teachers,
 The school has complete airtime/slot. radio parents and
and appropriate content learners about
(Learning Modules/Self- the Modules
Learning Modules in video learning
format and radio-based lesson policies and
format/radio script as well as directions buy
in print/e-copy) for Quarter 1. means of
video
 The school have available presentation
reference/supplementary to ensure that
materials for distribution to the everyone is
learners. properly
informed and
 The parents ensure guided.
children's access to television
and radio.

Radio-Based
Instruction facilitator who The school
(RBI) guides and supports orients the
The school orients the The school has a the teachers,
teachers, parents and learners MOA/MOU with a learner during the parents and
 off-school activities.
about the TV/Radio-based Television Network learners about
Instruction policies and or Radio Station for the Modules
directions to ensure that the needed learning
everyone is properly informed airtime/slot. policies and
and guided. directions buy
means of
 The school has a video
MOA/MOU with a Television presentation
Network or Radio Station for to ensure that
the needed airtime/slot. everyone is
properly
 The school has complete informed and
and appropriate content guided.
(Learning Modules/Self-
Learning Modules in video
format and radio-based lesson
format/radio script as well as
in print/e-copy)

Blended Provide and at the

Distance can be a parent, same time monitor
Learning modality using a combination guardian, sibling, or the progress of the
of the features of F2F learning other community learner by means of The school
and distance learning. It can be members considered Multimedia or face orients the
(1) F2F and modular distance a to face session. The parents teachers,
learning; (2) F2F and online have expressed parents and
distance learning; (3) F2F and responsible adult willingness for learners about
TV-based instruction/Radio- capable of guiding the option of the modular
based instruction; or (4) F2F and supporting the online distance learning
and any combination of the learner’s learning learning for policies and
other types of distance process at their children directions to
learning. home. ensure that
everyone is
properly
informed and
guided.

 The school
has complete
and
appropriate
content
(Learning
Modules/Self-
Learning
Modules in
print and e-
copy for those
with device)
for Quarter 1
available for
distribution to
learners.

 The school
has available
reference/supp
lementary
materials for
distribution to
the learners.
 NOTE: This activity involves more on reading articles in the supplementary materials.

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. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.

Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)

1
MDL Internet connectivity is not very much a necessity
2
ODL Basic use of social media may be applied
3
RBI Needs technical platform
4
TVBI Needs a more sophisticated technology
5
Obviously combining the first four will entail more
BL
problems

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. Write down your
answers in your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household Teachers living within their communities are
member who can guide and support their assigned as advisers so that if questions
learning at home arose, the teachers are just within their
residence.

Beginning readers (K to 3)
Home visitation in a limited hours.

Teachers living within their communities are

Struggling readers (Grades 4-12) assigned as advisers so that if questions
arose, the teachers are just within their
residence
No access to devices and Internet
Use of modules
Inaccessible (living in remote and/or unsafe
Use of modules distributed and retrieved by
areas)
barangay personnel
Indigenous Peoples
n/a

Persons with Disabilities

n/a

Others? Specify.
n/a

Lesson 2: Designing Lessons and Assessments in the Different LDMs

ACTIVITY 1.  
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson planning is writing an outline of the possible things that a teacher will do based
on standard competencies, the expectations and the methods of assessing the learning
outcomes.
2. Why is lesson designing important?

Lesson planning is important because it will serve us your guides in performing the
lessons.. For the teacher to deliver lessons effectively and within a given time frame,
lessons should be planned ahead.
3. What are the three elements or components of a well-designed lesson?

The three components are:

a. well defined objectives
b. strategies applied and organized
c. relevant assessment

Compare your answers to those found in Lesson 2, Activity 1 Answer Key

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.
In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

Review previous lesson
Present connection between Wrap up activities
Clarify concepts from old and new lesson and
previous lesson establish purpose for new

State lesson objectives as lesson. Emphasize key information

guide for learners and concepts discussed

Ask learners to recall key Check learner’s prior

 activities and concepts knowledge about the new Check for learners’
discussed lesson understanding

Present warm-up activities to
establish interest in new
lesson
Explain, model, demonstrate, Assess whether lesson has
and illustrate the concepts, been mastered
ideas, skills, or processes that
students will eventually
internalize
Provide learners with
feedback

Help learners understand and

master new information
Reinforce what teacher has
Transfer ideas and concepts to taught
new situations

Refer to the list of learning tasks below, and identify which section of the lesson these learning
activities can be presented by placing each task under the appropriate column.

List of Learning Tasks:

1. Wrap up activities

2. Review previous lesson

3. Clarify concepts from previous lesson

4. State lesson objectives as guide for learners

5. Provide learners with feedback

6. Present connection between old and new lesson and establish purpose for new lesson

7. Emphasize key information and concepts discussed

8. Assess whether lesson has been mastered

9. Check for learners’ understanding

10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that
students will eventually internalize
11. Help learners understand and master new information
 12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson

Compare your answers to Lesson 2, Activity 2 Answer Key

ACTIVITY 3.  

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.
In your Study Notebook, 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

Compare your answer to Lesson 2, Activity 3 Answer Key.

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.
 Learning Delivery Modality (select one): ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: FILIPINO 2
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Check if
Part of Lesson / Learning
already present
Tasks
in the SLM
Before the Lesson
1. Review previous
lesson
2. Clarify concepts from
previous lesson
3. Present warm-up
activities to establish
interest in new lesson
4. Check learner’s prior
knowledge about the
new lesson
5. Present connection
between old and new
lesson and establish
purpose for new
lesson
6. State lesson
objectives as guide
for learners
Lesson Proper
1. Explain, model,
demonstrate, and
illustrate the
concepts, ideas, skills,
or processes that
students will
eventually internalize
Additional Remarks:
(ex. can be done via voice calls, can be facilitated by a
household partner, can be done via a learning activity sheet,
can be presented via an internet- based resource, can be
facilitated during a synchronous learning session, etc.)
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
2. Help learners
understand and
master new
information
3. Provide learners with
feedback
4. Check for learners’
understanding
After the Lesson
1. Wrap up activities
2. Emphasize key
information and
concepts discussed
3. Ask learners to recall
key activities and
concepts discussed
4. Reinforce what teacher
has taught
5. Assess whether lesson
has been mastered
6. Transfer ideas and
concepts to new
situations
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session
 can be done at home
  can be facilitated by a household partner
 can be facilitated by teachers in a given session
 can be facilitated during a synchronous learning session

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can
you create or curate to supplement the SLM?

Supplementary materials printed and distributed an alternative activity sheets made by

the teachers which followed the text matching in our curricular textbooks can be an
alternative solution.
 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?

Guidance thru LAC sessions of few number of parents under the supervisions of
teachers.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

Printed assessment materials or feedback forms can be distributed and retrieved from the
learners.

ACTIVITY 5.  

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 note of the similarities and differences between the two. Write your answers in a Venn
diagram in your Study Notebook. Follow the example below.

Formative Summative
Assessment Assessment

assessment FOR learning: assessment OF learning:

aimed at helping
 assessment for learning students perform well  usually occurs toward the
 assessment as learning in relation to the end of a period of
 may be given at any learning standards learning
time during the  measures whether
teaching and learning learners have met the
process content and performance
 a way to check the standards.
effectiveness of
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the
instruction other
similarities and differences between the two types of assessments.

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

Example: Short quiz

Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during
Our retrieval of each modules.

1. Paper reflection as to what Thru OLS for ODL, LAS for MDL
are the topics that they
found difficult to
understand

2. Buzz Group Activity An allotted time given to those learners who are in need to thorough
discussion of the topic.

3. Gathering Feedback Provide the students with an optional way of acquiring the
knowledge , not only depending on the modules given to them it
could be the textbooks or online research

4. Observations As to the effectiveness of this modalities, further observation should

took place since the challenge was just to start and the process is
very far from what is expected . Close monitoring should be done.

5. Recitations Any online platform for ODL

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?

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

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

Answers:

1. Summative Test
2. It would be hard work since there are lots of assesment to be prepared for each modules. The
weekly distribution of modules is pack and so as the making of assessment is also in bunch.
3. The making of assessment are distributed by groups so that it would be more easy to the
teacher to finish the task.

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 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 or learning 
facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show how
much

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. Write your answers in your Study Notebook.

Column B
Column A
c 1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every
lesson and/or learning task. b. mode of delivery
2. These are the formative learning opportunities given to
a learners to engage them in the subject matter and to
c. learning competencies
enhance their understanding of the content.
3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning d. learning task
d outputs preferred by the learner/parent based on their
context.

b
Check your answers using Lesson 3, Activity 1 Answer

ACTIVITY 2.  

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which

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).
• 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 Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5
hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
hours (two in the morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the
other 2 hours in the afternoon)

Share your prepared WHLP during your LAC Session.

Individual Weekly Learning Plan
ESP Quarter 1
Day & Time Learning Area Learning Learning Tasks Mode of Delivery
(Section) Competency

Monday Edukasyon sa Natutukoy ang -Basahin at suriin ang -Pakikipag-uganayan

8am-10:30am Pagpapakatao kahalagahan ng konteksto ng modyul sa magulang sa araw,
Section 1 pagkakaroon ng ang aralin at bumubuo oras at personal na
kakayahan o talent. dito. pagbibigay at
Naiisa-isa ang pagsauli ng modyul
pammaraan upang A. Basahin ang sa paaralan at upang
mapaunlad ang Alamin sa ph. 1 magagawa ng mag-
sariling talento o Sagutin aaral ng tiyak ang
kakayahan. -Subukin ph.2 modyul.
3. Naibabahagi at Tuklasin(Gawain 1:
naipapakita ang Larawan Suriin) sa -Pagsubaybay sa
kakayahan o talento ph.4 progreso ng mga
na kayang gawin. mag-aaral sa bawat
gawain.sa
pamamagitan ng
text, call fb, at
internet.

- Pagbibigay ng
maayos na gawain sa
pamamgitan ng
pagbibigay ng
malinaw na
instruksiyon sa
pagkatuto.

- Magbigay ng
feedback sa bawat
linggo gawa ng mag-
aaral sa reflection
chart card.
Tuesday B. Basahin ang Suriin
8am-10:30am sa ph.5-6
Section 2 -Sagutin
Pagyamanin
Gawain 2: Tukuyin
Mo ph. 7
Gawain 3: Iguhit Mo
ph. 7

Wednesday
8am-10:30am C. Basahin ang Isaisip:
Section 3 ph. 8
Thursday Sagutin ang
8am-10:30am Pagyamanin
Section 4 -Sagutin
Isagawa ph.9
Tayahin ph. 10-11
Karagdagang Gawain
ph. 11
Friday Personal na
pagbabalik at
pagkuha ng modyul
sa paaralan
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 Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Purpose A tool to guide learners and A tool for monitoring learners
learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments
and activities to perform at
home
For Whom? Learners and learning Teachers and learning
facilitator or household partner facilitator or household
partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks,
mode of delivery strategies,
monitoring date, learner’s
status
Has to be communicated to Yes Yes
parents?

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in
touch with the household partner who provides assistance as needed while the learner is
doing the learning tasks at home.

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.
Share the ILMP that you made for that specific learner during your next LAC Session.
 SAMPLE
INDIVIDUAL LEARNING MONITORING PLAN
Learners Name LEARNING LEARNERS NEED INTERVENTION/STRATE LEARNERS STATUS
COMPETENCIES GIES Insegnificant progress
Segnificant progress
Mastery
Nasasabi ang mensahe, • Done in the respective homes
Richard Johnson TY Nagagamit ang naunang paksa o tema na nais of the Mastery
kaalaman o karanasan sa ipabatid sa patalastas, learners, in learning spaces in
pag-unawa ng kuwentong kathang – isip the
napakinggang teksto ( hal: pabula, maikling community in small clusters,
F2PN-Ia-2 kuwento, alamat), o teksto
or whole
F2PN-IIb-2 hango sa tunay na
F2PN-IIIa-2 pangyayari (hal: balita, sub-class depending on the
talambuhay, tekstong availability of
pangimpormasyon)* learning facilitators
- Short quizzes
- Stories
- Puzzles
- pictures