MELCs UNPACKING OF COMPETENCIES
FILIPINO 5
Sample MELCs
Naipapahayag ang sailing opinyono
reaksyon sa isang balita, isyu o usapan. 2.Write compound and complex sentences
MELC Code: F5PS-Ia-j-1
Nagagamit nang wasto ang mga
pangngalan at panghalip sa pagtalakay
tungkol sa sarili,sa mga tao,hayop,
lugar, bagay at pangyayari sa paligid;
sa usapan; at sa paglalahad tungkol sa
sariling karanasan.
MELC Code: F5WG-Ia-e-2
Nakasusulat ng maikling tula, talatang
nagsasalaysay at talambuhay
MELC Code: F5PU-Ie-2.2
Learning Objectives
1.Identify compound and complex sentences
using appropriate connectors
3.Use compound and complex sentences to
show cause and effect
4.Use compound and complex sentences to
show problem and solution
1. Use the different forms of regular and
irregular
adjectives in comparing people, places,
animals,
things and events
2. Identify the correct order of adjectives in a
sentence
3. Use adjectives in series correctly
1. Identify the adverbs of frequency;
2. Use adverbs of frequency in the sentence;
and
3. Write clear and coherent sentences using
adverbs of frequency.
 Targeted Learner Intervention
LEARNER GROUP DISTRIBUTION
Learners without parents or household
member who can guide and support their
learning at home
Beginning readers (K to 3)
Struggling readers (4-6)
No access to devices and internet
Inaccessible (those learners living in remote
and far-flung areas)
Indigenous People (IPs)
Persons with disabilities
TARGETED INTERVENTION
 Coordinate with the Barangay
officials, Local Government Unit
(LGU) assigned in the area.
 Ask for help to neighbors and/or
relatives to pacify learner’s needs in
learning.
 Prepare and provide reading materials
and parents should facilitate and ask
the other members to assist the pupil.
 For K to 3, we can use the Marungko
approach in reading.
 For Grade 4 to 6, we can use simple
stories, CVC words and
comprehension stories.
Provide non ICT based materials like printed
modules and activity sheets. Modular
approach can be used in this case.
Parent-Teacher tandem can help a lot as well
as peer learning or family members shall act
as the facilitator of learning acquisition.
 Use modular learning with localized
learning materials.
 Coordinate with the Barangay Local
Government Unit (BLGU).
 Use modular learning with localized
learning materials.
 Access to SPED Learning Materials to
address their needs.
 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 learning with authentic 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 t new situations.
15. Present warm-up activities to establish interest in new lesson.
16. Check learner’s prior knowledge about the new lesson.
 Assessment method in Distance Learning

There are various methods of assessment. Read DepEd Order No. 8, s2015 table 2 on Policy and
Guidelines on Classroom Assessment to see examples such as games, quizzes and interviews.
These methods that are commonly and frequently used in the classroom may be modified to be
suited for DL.

Assessment
How to Adapt the Assessment Method in DL
Method
I will send a three-item quiz via text message every Monday morning
after the distribution of the modules. Based on the responses, I will take
Short Quiz
note of the common misconceptions and clarify them to both the parents
and learners via text message or phone calls.
This activity can be done in 3 parts as in beginning, during and at the
KWL Activities end of the lesson. This will stimulate learners mind in connecting the
information provided.
An activity requiring sufficient time in accomplishing because it is
Open-Ended
usually subjective type. This can be sent via chat, text messages or an
Questions
additional worksheet in printed modules.
Can identify learners’ prior knowledge about the topic. It can be done
Fact or Bluff
through worksheets.
A summative assessment form at the end of the quarter or opted in every
lesson weekly. This can be access via printed modules (some can be
Performance Task
found in our GIYA) or it can also be sent via messenger for those who
have one.
This will function as additional activities supporting the task in the
Written Works
modified modules.
Provide rubrics in the activity sheets then parents will assess the output
Essay
through the assistance of the teacher.
 RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR materials … YES NO Cannot be determined

1. Connected and relevant to the MELCs? 
2. Appropriate to the grade level and learner
characteristics in terms of language,
activities? 

3. Easy to reproduce and/or disseminate? 

4. Form a credible source/author? 
5. Culture and gender fair? 
6. Free from red flags on possible copyright
and plagiarism issues? 

7. The layout and format easy to read and

pleasing to the eyes? 

Reflection Questions:
1. Was the material able to meet all the requirements?
 In my own point of view, I believe not. It is because I am not sure if all the resources are
original and were not plagiarized by the portal and might have copyright issues.
2. Were there any questions in the assessment tool where you answered “No” or “cannot be
determined”? What decision will you make on the LR material? Why?
 Make sure to cite all the necessary information needed in the materials including the
writer of certain learning materials and make sure that the portal can be accessed all the
time. On personal experience, I rarely access the LR Portal because it is always
inaccessible due to some internet traffic issues. And aside from that there are only few
contents to be retrieved in the portal and I find it not useful in my teaching most of the
time.
3. Are there other aspects of the materials not covered by the tool but still need to be assessed?
Specify which aspect/s.
 None.
 LR CONCERNS

PROPOSED STEPS TO
LAC CONCERNS ADDRESS THE
CONCERNS

LAC 1 None

LAC 2 None

LAC 3 None

LAC 4 None

LAC 5 None

LR NEEDS OF SCHOOLS

LEARNING LEARNING
NAME OF
DISTRICT DELIVERY RESOURCES
SCHOOL
MODALITY NEEDED

Printed Modular More accessible

Delivery Modality learning materials
for the LR Portal
which are relevant
and useful in this
time of pandemic.
Lower Tungawan Tungawan Field
Elementary School Office Immobilize and
recreate learning
materials suited to
the kind of
alternative learning
delivery that the
DepEd employed.
 LOWER TUNGAWAN ELEMENTARY SCHOOL

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental
Intervention)
Developmental Resources
Strengths Timeline
Needs Needed
Learning
Objectives of the Intervention
PD Program
Can make a
Attend
schedule for Whole
Time Submitting seminars/webinars, School
the different Year
Management reports promptly orientation, LAC Funds
task of Round
sessions
teachers
Focusing Teaching Can make the Making lesson Attend orientation
and Learning best lessons plan align with about MELC, Whole
School
for the new the MELC LAC session Year
Funds
normal class provided by the discussing MELC- Round
DepEd based lesson plan
Community Can follow-up Conduct
School
Involvement home symposium for
Monitoring Funds,
visitation parents while Monthly
learners’ progress Personal
observing proper
Expenses
health protocols
 LOWER TUNGAWAN ELEMENTARY SCHOOL

DISTANCE LEARNING MATRIX

Distance Role of Parent

Distinguishing Essential Role of Role of
Learning or Household
Feature Resources Teacher School
Modality Member
Plans,
Monitors the
prepares and
learner
SLMs as well monitors the
progress and
as textbooks performance
Individualized sets a feedback
and learners’ of the pupils.
instruction mechanism to Learning
materials
where learners help learners facilitators
Modular (LMs), copies Collaborates
use self- meet the who provide
Distance of video with the
learning MELCs while learners with
Learning lessons in a Barangay
modules seeing the instructional
(MDL) flash drive or Officials
(SLMs) in connection of support as
uploaded in (BLGU)
print or digital one lesson to needed.
facebook or
format the next to
sent via Accepts
reinforce the
messenger donations
coherence of
from the
the curriculum.
stakeholders
 Lower Tungawan Elementary School

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT
OBJECTIVES RELATED TO THE SPECIFIC TOPICS
MODALITIES

Making Weekly Home Learning Plan (WHLP) MELCs, unpacking and combining
with MELCs by DepEd competencies
Applying the assessment tool I choosing Learning resources, using of LRMDS and
learning resource for the modules. DepEd Commons
 Lower Tungawan Elementary School

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

STRONGLY STRONGLY
ITEMS AGREE DISAGREE
AGREE AGREE

1. I can use the modality with ease.

2. I can confidently use the

platforms in the modalities.
3. I can use the pedagogies
associated with the modalities and
platforms.
4. I can very well manage my
learners/class in the modality
partners in assisting learners.
5. I ca very well engage with
parents and community partners in
assisting learners.
 RAPID ASSESSMENT OF LEARNING RESOURCES

Note: This rapid assessment is intended for the GIYA, given by the Division of Zambaoanga Sibugay.

Is the LR materials … YES NO Cannot be determined

1. Connected and relevant to the MELCs? 
2. Appropriate to the grade level and learner
characteristics in terms of language,
activities? 

3. Easy to reproduce and/or disseminate? 

4. Form a credible source/author? 
5. Culture and gender fair? 
6. Free from red flags on possible copyright
and plagiarism issues? 

7. The layout and format easy to read and

pleasing to the eyes? 
 Reflection

The modules also-known-as ‘the GIYA’ crafted by selected teachers under the Division
of Zamboanga Sibugay and spearheaded by the Division Superintendent Jeanelyn A. Aleman,
CESE is a concrete example of the learning resources we need in this trying times especially that
the DepEd decided to pursue in delivering quality education among learners in the province. It
paved the way for teachers to be able to help learners in learning through their hard work, effort
and perseverance to write comprehensive, well-thought out learning exemplar (LE) and learning
activity sheets (LAS) following the competencies given in MELC.
Being one of the chosen writer and given the chance to know and learn more about the
LDM2, its outline, assessment methods, alternative mode of learning and its entirety brought me
to a realization that as teachers, we have much to do not just paper works but to be able to
monitor the progress of our learners through individual monitoring plan and home visitation.
This gives us the chance to visit the learners in their respective homes especially those who lags
in learning and be able to give appropriate and effective interventions to mediate their learning
difficulties. The GIYA, which is the learning resource we use is not enough for the pupils to
learn in my own opinion. As a teacher, I really believe that we still need to give them additional
learning resources especially in reading that is also based on the learner’s pace in reading. Not all
learners can read and comprehend well, I understand that and that is why we need to bring
something to the table for the learners to learn reading through their parents, older siblings,
neighbors and the community as a whole. I understand the notions and sentiments of the parents
regarding the difficulty they encounter upon helping their children answer the modules but it is
as required by the educational system. We, as teachers are opted to always have follow-ups to
our learners despite the trying times and we can do it through texts and calls. Learning resources
for me is not only a means of getting it from any internet portal like the LR portal or the GIYA
Portal, t can be retrieved through personal explanations from teachers, learning from parents or
anybody from the community as long as children can learn it is already a learning resources.

As a reflection, it saddens to say that the making and crafting of the GIYA is not perfect
because of some typographical errors, misunderstood and unclear instructions and lack of
materials can be compared to our individual lives. Why? It is because, just like the content of the
GIYA, we are also not perfect as a teacher we also have our lapses, our limitations, our turning
point.