Department of Education

CARAGA Administrative Region

District of Sison
TOLEDO S. PANTILO SR. MEMORIAL NATIONAL HIGH SCHOOL
Sison, Surigao del Norte

Ldm 2
Learning Delivery Modalities Course
For Teachers

PRACTICUM
PORTFOLIO
S.Y. 2020-2021

CANDICE D. GERMATA
SST-I

TABLE OF CONTENTS
 LDM ARTIFACT PPST STRAND

INDIVIDUAL LEARNING 3.1. Learner’s gender, needs, strengths, interest and experiences.
MONITORING PLANS
3.4. Learners in difficult circumstances.

LESSON PLANS (DLP, 4.1. Planning and management of teaching and learning process
DLL,WHLP,WLP,WLL, 4.2. Learning outcomes aligned with learning competencies.
&LESSON EXEMPLAR)
5.1. Design, selection, organization and utilization of assessment
strategies.

TEACHER-MADE/ MODIFIED
LEARNING RESOURCES. 4.5. Teaching and learning resources including ICT.

CERTIFICATES OF 7.3. Professional links with colleagues.

PARTICIPATION IN ANY
PROFESSIONAL 7.5. Professional development goals.
DEVELOPMENTY (PD)
REFLECTIVE SUMMMARY 7.4. Professional reflection and learning to improve practice.

MOV’S ON ENGAGING 5.2. Monitoring and evaluation of learner progress and achievement.
LEARNERS FOR THEIR
PROGRESS AND 5.3. Feedback to improve learning.
ACHIEVEMENT.
MOV’S ON PROFESSIONAL
ENGAGEMENT WITH 7.3. Professional links with colleagues.
COLLEAGUES.
MOV’S ON ENGAGING KEY 5.4. Communication of learner needs, progress and achievement to
STAKEHOLDERS IN THE key stakeholders.
TEACHING LEARNING
6.2. Engagement of parents and wider school community in the
PROCESS. educative process.
REQUIRED
ARTIFACTS
LDM ARTIFACT: INDIVIDUAL LEARNING
MONITORING PLANS

PROFESSIONAL STANDARDS/STRAND:

3.1. Learner’s gender, needs, strengths,

interest and experiences.

Department of Education
CARAGA Administrative Region
District of Sison
 TOLEDO S. PANTILO SR. MEMORIAL NATIONAL HIGH SCHOOL
Sison, Surigao del Norte

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Delarmente , Jobelyn

Grade Level: 7
Learner’s Status
Intervention
Monitoring Insignifica Mastery
Learning Area Learner’s Needs Strategies Significant
Date nt
Provided Progress
Progress
Ang mga mag- Gabayan November
Filipino 7 aaral ay dapat ang mga 20,2020 /
maintindihan
mag aaral
ang wastong
gamit ng uri kung
ng mga papano
tayutay kilalani ang
uri ng
tayutay.
Intervention Learner is not making significant progress in a timely manner.
Status Intervention strategies need to be revised.
Learner is making significant progress. Continue with the learning
plan.

Prepared by:

CANDICE D. GERMATA
SST-I

ANNOTATION:
I always monitor my students to give feedbacks and follow-up. Providing them simple examples
and explained to them clearly through phone call and messenger. Communication is the key to
attained learner’s need.
 LDM ARTIFACT: LESSON PLANS (DLP, DLL,
WHLP, WLL, & LESSON
EXEMPLAR)

PROFESSIONAL STANDARDS/STRAND:

3.4. Learner’s in difficult circumstances.

4.1. Planning and management of teaching and learning
process.
4.2. Learning outcomes aligned with
learning competencies.
5.1. Design, selection, organization and
utilization of assessment strategies.

LDM ARTIFACT: LESSON PLANS (DLP, DLL, WHLP, WLL, & LESSON EXEMPLAR)
PROFESSIONAL STANDARDS/STRAND:
 3.4. Learner’s in difficult circumstances.
Weekly Home Learning Plan for Modular Distance Learning
Weekly Home Learning Plan for Grade 7- Filipino

Day & Time Learning Area MELC’s Learning Task Mode of Delivery
Filipino 7
7:00- 8:00 AM Preparing self to get ready for an awesome day!
MONDAY TO THURSDAY
8:00-9:00 Nahihinuha ang Makamit ang lahat Modular Approach
10:00-11:00 kaugalian at ng gawain sa pag-
1:00-2:00 Filipino 7 kalagayang aaral na makikita -Modules will be
3:00-4:00 panlipunan ng sa Filipino 7 delivered and
lugar na Modyul 1, Aralin 1 picked-up house to
pinagmulan ng Kwarter 1, Unang house or on the
kuwentong-bayan Linggo agreed drop
batay sa mga point/area of the
pangyayari at Barangay.
usapan ng mga
tauhan. -Parents will pick-up
and return the
module on the
agreed date and
time in the school.

FRIDAY
8:00 -11:45 AM -Revisit all modules and check if all required task are done.
1:00-5:00 PM -Parents/learners meet to return all modules and answer sheets for the week and get
new modules to be used for the following week.

ANNOTATION:

This pandemic brought too much challenges for the students, parents and teachers to
continue education. This weekly home learning plan is very helpful in facilitating learning especially
our school used modular distance learning modality. The WHLP served as guide of the students in
performing their modular study. It contained learning competency, learning task and specific
instruction for what lesson they are need to study in that particular week. So, the leaners difficult
circumstances in this trying time had being resolved through this strategies that we have. And we
teachers become agent of change and bridge in pursuing dreams of our student thru education .

LDM ARTIFACT: LESSON PLANS (DLP, DLL, WHLP, WLL, & LESSON EXEMPLAR)
PROFESSIONAL STANDARDS/STRAND:
 4.1. Planning and management of teaching and learning
process.
Performance Activity: Pagsulat ng isang Tula

Directions: Gumawa ng isang tula ang nilalaman ay ang pangyayari sa panahon ng pandemya.

Rubrik sa Pagsulat ng Tula

15 10 5
Pagkakabuo Angkop at wasto ang mga May iilang salitang ginamit Walang kaugnayan at
salitang ginamit sa na hindi angkop at wasto hindi at hindi wasto ang
pagbuo. mga salitang ginamit.
Nilalaman Mabisang naipahayag ang Hindi gaanong Hindi naipahayag nang
mensahe ng tula. naipahayag ng mabisa mabisa ang nilalaman ng
ang mensahe ng tula tula.

ANNOTATION:

Though we are not in a face to face set up, I always make a performance task where they can
showcase their creativity and talents through poem making activity. In which the learners may able to
express their thought and ideas regarding their lesson.

LDM ARTIFACT: LESSON PLANS (DLP, DLL, WHLP, WLL, & LESSON EXEMPLAR)
PROFESSIONAL STANDARDS/STRAND:

BANGHAY ARALIN
Layunin
a. Naibibigay ang kahulugan ng mga salita sa isang akda batay sa pagkagamit sa
pangungusap (PB1Aa).
b. Nasasagot nang wasto ang mga tanong tungkol sa akdang narinig (PN1Ab).
c. Nakapagbabahagi ng epektong pandamdamin ng akda (PB1Cb).
d. Nakapagbibigay ng sariling hinuha sa kinahinatnan ng mga pangyayari sa akda (PB1Ac).

I. Paksa
Nagbabagong Ako – Lunsarang Teksto: “Sandaang Damit” ni Fanny Garcia

II. Kagamitan
 Kopya ng akdang “Sandaang Damit”
 Kartolina/manila paper para sa panimulang pagtataya (talasalitaan)
 Larawan/Video na nagpapakita ng “bullying”

III. Pamamaraan
A. Panimulang Pagtataya
 TALASALITAAN: Ipapaskil sa pisara ang kartolina/manila paper na naglalaman ng
mga salita at pangungusap na matatagpuan sa kuwento.

teheras pupitre
paanas abaloryo
mapakagat – labi pambubuska
walang – imik pagyayabang

1. Madalas na nag – iisa sa isang sulok _____________ ang batang babae.

2. Mahina at ___________ pa kung ito’y magsalita.
3. Kung minsa’y di bahagyang sulyapan ang mga pagkaing nasa ibabaw ng
_____________ ng kaniyang mga kaklase.
4. Tumindi ang ________________ at panlalait ng mga kaklase sa batang
babae.
5. Punung – puno ng maliliit, makikinang, at makukulay na ___________ ang
damit ng batang babae.
6. Nakadispley sa _______________ ang sari – saring damit ng batang babae.

Ipababasa sa mga mag – aaral ang mga pangungusap nang isa – isa.
Papipiliin sila ng salitang akma sa bawat pangungusap, mula sa kahon. Ibibigay
sa klase ang kahulugan ng mga salita ayon sa gamit nito sa pangungusap.
B. Pagganyak
Magpapakita ng mga larawan at video ng “bullying”. Itatanong sa mga mag –
aaral ang mga sumusunod:
 Alam ba ninyo kung ano ang “bullying”?
 Mayroon na ba sa inyong nakaranas nang ma – bully?

C. Presentasyon at Pagpapayaman ng Teksto

Magtatawag ng mga mag – aaral na magbabasa nang malakas sa bawat
bahagi ng kuwento (pinutol ng mga gabay na tanong ang kabuuan ng kuwento).
Hihinto sa pagbasa sa bawat tanong na isiningit. Tatawag ng mga estudyanteng
nais sumagot sa tanong. Pagkatapos ay tatawag ng iba naman mag – aaral para
magbasa ng susunod na bahagi ng kuwento. Uulitin ang proseso hanggang
matapos.
Mga Gabay na Tanong:
 Ilarawan ang pisikal at emosyunal na kalagayan ng batang babae.
 Bakit naging malulungkutin at walang – kibo ang batang babae?
 Ano sa iyong palagay ang estado sa buhay ng pamilya ng batang
babae? Patunayan ang iyong sagot.
 Naniniwala ka bang may sandaang damit ang batang babae? Bakit oo?
Bakit hindi?
 Ano sa iyong palagay ang nangyari sa batang may sandaang damit?
Bakit kaya siya hindi nakakapasok sa eskuwela?

D. Pagpapayaman
1. Pangkatang Gawain
PANGKAT I: Mula sa napakinggang akda, itala ang mga pagbabago o
transpormasyong naganap sa pangunahing tauhan sa kanyang ugali,
pananaw niya sa kanyang sarili at sa pagtingin niya sa kaniyang
kalagayan sa buhay. Gamitin ang paraang pick-up lines.
PANGKAT II: Mula sa napakinggang akda, itala ang mga pagbabago o
transpormasyong naganap sa pangunahing tauhan sa kanyang ugali,
pananaw niya sa kanyang sarili at sa pagtingin niya sa kaniyang
 kalagayan sa buhay. Gamitin ang paraang sabayang pagbigkas sa
paglalahad.
PANGKAT III: Mula sa napakinggang akda, itala ang mga pagbabago o
transpormasyong naganap sa pangunahing tauhan sa kanyang ugali,
pananaw niya sa kanyang sarili at sa pagtingin niya sa kaniyang
kalagayan sa buhay. Gamitin ang paraang talkshow sa paglalahad.
PANGKAT IV: Mula sa napakinggang akda, itala ang mga pagbabago o
transpormasyong naganap sa pangunahing tauhan sa kanyang ugali,
pananaw niya sa kanyang sarili at sa pagtingin niya sa kaniyang
kalagayan sa buhay. Gamitin ang paraang “Q&A” na tulad ng sa isang
“pageant” sa paglalahad.
2. Pag – uulat ng pangkat
3. Pagbibigay ng feedback ng mag-aaral
4. Pagbibigay input ng guro

E. Sintesis
Matapos mapakinggan ang kuwento, ano ang iyong naramdaman para sa
batang babae? Bakit ganito ang iyong naramdaman?

IV. Takdang Aralin

1. Ano ang diskriminasyon?
2. Magdala ng mga larawang nagpapakita ng iba’t ibang uri ng diskriminasyon.

Inihanda ni:
Gng. Candice D. Germata
Guro sa Filipino 7

Isinuri ni:
Gng. Merly M. Figueroa
Master Teacher I

Nilagdaan ni :

Gng: Cristie M. Curias

Punung-guro

ANNOTATION

In making classroom observation plan, evaluation must jive to learning objectives. So, the learners output should be
aligned with the learning objective. We used Curriculum Guide (CG) and SLM as reference and guide in ensuring
that learning outcomes always aligned with competencies need by studen

LDM ARTIFACT: LESSON PLANS (DLP, DLL, WHLP, WLL, & LESSON EXEMPLAR)
PROFESSIONAL STANDARDS/STRAND:

5.1. Design, selection, organization and utilization of

assessment strategies.
POST-TEST
Directions. Read the following statements carefully. Write the letter of your chosen answer on the space provided in
each number.

___1. The statements below are sanitary practices when storing salads and appetizers EXCEPT:
A. Store food and ingredients properly.
B. Keep in contact with food when you are ill.
___2. Desserts should turn heads in the dining room. It should be an integral
part of how you build your recipe.
A. Custards
B. Art of Dessert Plating
C. Pastry Cream
D. Dessert syrup
___3. Contains starch as well as eggs, resulting in a much thicker and more stable product.
A. Flour
B. Pastry Cream
C. Nut Garnish
D. Custards

___4. It is consist of milk , sugar, eggs and flavourings. Used as pile fillings, as a dessert by itself and as a basis
for many bake puddings.

A. Cookie garnish
B. Dessert syrup
C. Fruit garnish
D .Custard
___5. It refers in flavored simple syrup use to moisten cakes.

A. Dessert syrup
B. Cream Anglaise
C. Pastry cream
D. Custards

ANNOTATION:

This post-test is a kind of assessment strategies that suited for student’s level. And I gave them
enough time on answering this one.
LDM ARTIFACT: TEACHER-MADE/ MODIFIED LEARNING RESOURCES.
PROFESSIONAL STANDARDS/STRAND:

4.5. Teaching and learning resources including ICT.

Activity: Presentation on how to prepare fillings spread and sandwiches.

ANNOTATION:

A power point presentation of the students is performance task of learners that collaborate with the ICT resources.

LDM ARTIFACT: CERTIFICATES OF PARTICIPATION IN ANY PROFESSIONAL

DEVELOPMENT (PD)

PROFESSIONAL STANDARDS/STRAND:
7.3. Professional links with colleagues.
7.5. Professional development goals.
ANNOTATION:

These are some of my certificates from various trainings and seminars I’ve attended .The seminar taught
me a variety of strategies for teaching my students with new normal set up.

LDM ARTIFACT: REFLECTIVE SUMMARY

PROFESSIONAL STANDARDS/STRAND:
7.4. Professional reflection and learning to improve
practice.

REFLECTION:

Learning something new can be scary and need a little bit of time, indeed I admit it.
However, in this Learning Delivery Modalities Course (LDM 2) it is interesting because it
tackled about of what the course is all about. This course aims to support us in preparation for
the new learning delivery modality (LDM) in our school. I learned in our discussion throughout
in our LAC session about the different LDMs and platforms: their features, uses, and
pedagogies, proper planning and preparation of learning materials for the implementation of
the school-adopted LDMs.

For me this course reminds us that we teachers hold on the important task in continuing
education to our beloved students despite in this health crisis we all suffered. Our agency the
Department of Education affirms its commitment to sustaining the delivery of quality,
accessible, relevant, and liberating Philippine basic education services anchored on the
“Sulong Edukalidad” framework. And it ensures that learning standards are relevant and
flexible to address the complex, disruptive, volatile, and ambiguous impact of COVID-19 in our
country particularly in the basic education sector. Therefore I am grateful for us teachers for
our tireless services and efforts in ensuring safe and quality education amidst this pandemic.
And this changes also is an opportunity for us to learn more.

ANNOTATION:

In my reflective summary, it is an in-depth reflection about my personal experiences in

implementing the LDM. This LDM course helps me a lot to survive this school year that full of
challenges.

SELF-
SELECTED
 ARTIFACT
S

LDM ARTIFACT: MOV’S ON ENGAGING LEARNERS FOR THEIR

PROGRESS AND ACHIEVEMENT.

PROFESSIONAL STANDARDS/STRAND:
5.2. Monitoring and evaluation of
learner progress and achievement.
5.3. Feedback to improve learning.
ANNOTATION:

I consistently communicate to my learners through text, calls, and chats. I also checked
their outputs in modules performances task as a basis in making their grades.

LDM ARTIFACT: MOV’S ON PROFESSIONAL

ENGAGEMENT WITH
COLLEAGUES

PROFESSIONAL STANDARDS/STRAND:
7.3. Professional links with colleagues
ANNOTATION:

I attended the webinars, online LAC session to help me develop my skills and knowledge. Through this I
have learned a lot on different strategies and approaches that are applicable on our new normal set up.

LDM ARTIFACT: MOV’S ON ENGAGING LEARNERS FOR THEIR

PROGRESS AND ACHIEVEMENT.

PROFESSIONAL STANDARDS/STRAND:
 6.2. Engagement of parents and wider
school community in the educative
process.

ANNOTATION:

In modules distribution and retrieval, I personally talked to the parents/guardians about

the students’ progress and status.
ANNOTATION:

I consistently communicate to my learners through text, calls, and chats. I also checked
their outputs in modules performances task as a basis in making their grades.

LDM ARTIFACT: MOV’S ON ENGAGING LEARNERS FOR THEIR PROGRESS AND ACHIEVEMENT.
PROFESSIONAL STANDARDS/STRAND:

5.3. Feedback to improve learning.

ANNOTATION:

I created a GC to easily check them. I often asked them about the lessons. Or I called
their parents and asked for the feedback and progress of their children.
LDM ARTIFACT: MOV’S ON
PROFESSIONAL
ENGAGEMENT WITH COLLEAGUES

PROFESSIONAL STANDARDS/STRAND:
7.3. Professional links with colleagues.

LDM ARTIFACT: MOV’S ON PROFESSIONAL ENGAGEMENT WITH COLLEAGUES

PROFESSIONAL STANDARDS/STRAND:

7.3. Professional links with colleagues.

ANNOTATION:

I attended the webinars, online LAC session to help me develop my skills and knowledge. Through this I
have learned a lot on different strategies and approaches that are applicable on our new normal set up.
LDM ARTIFACT: MOV’S ON ENGAGING
LEARNERS FOR THEIR
PROGRESS AND
ACHIEVEMENT.

PROFESSIONAL STANDARDS/STRAND:
6.2. Engagement of parents and wider
school community in the
educative process.

LDM ARTIFACT: MOV’S ON ENGAGING LEARNERS FOR THEIR PROGRESS AND

ACHIEVEMENT.

PROFESSIONAL STANDARDS/STRAND:
6.2. Engagement of parents and wider school community in the educative process.
ANNOTATION:

In modules distribution and retrieval, I personally talked to the parents/guardians about

the students’ progress and status.