Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

MODULE 2 OUTPUTS

UNPACKING OF MELCS
K to 12 MEL
Learning Cs
Competenci
es
Distinguish how spore-bearing
Merged/Clustered and cone-bearing plant reproduce.
Discuss the interaction among
living-things and non-living things
Discuss the interaction among
in tropical rainforest, coral reefs
living things and non-living things
and mangrove swaps.
in tropical rain forest, coral reefs
and mangrove swamps.
Describe theappearance and
Describe the appearance and uses
Retained uses uniform and-uniform uniform and non-uniform mixture.
mixture..
Tell the benefits of separating
Dropped mixtures from products in N/A
community.

COMBINING MELCS
QUARTER 1 CONTENT PERFORMANCE MELC’s
STANDARD STANDARD
I Ang bata ay nagkakaroon ng Ang bata ay 1. Nakikilala ang sarili
pag-unawa sa konsepto ng mga nakapagpapamalas ng (SEKPSE-OO-1)
sumusunod na batayan upang tamang pagkilos sa lahat

Module 2 ( S.Y 2020-2021 )

lubos na mapahalagahan ang
sarili.
ng pagkakataon na may
paggalang at
pagsasaalang-alang sa
sarili at sa iba 2. Nakikilala ang pangalan
at apelyido (SEKPSE-la-1.1)
3. Nakikilala ang kasarian.
(SEKPSE-lb-1.2)

4. Nakikilala ang
gulang/kapanganakan (SEKPSE-
lc-1.3)

5. Use the proper

expression in introducing
oneself e.g I am/My name is
___________. (SEKPSE-llc-1.4)
.
 List of Targeted Learner Interventions.
Learning tasks for Distance Learning.
Assessment methods in Distance Learning.
Weekly Home Learning Plan for 1- subject who lags behind in completing
the learning tasks.
LAC 3 Teaching Engagement Report (Optional is LAC session was
conducted)
LAC 3 Session Report (Optional if LAC session was conducted)

Targeted Learner Interventions

Learner Group TARGETED INTERVENTIONS
Learners without parents or household member Make a weekly supervisory plan for them and
who can guide and support their learning at home check their module and activity sheets
Module 3A ( S.Y 2020- Communicate to respective teacher on what to do
through text, call, chat on Facebook messenger.
2021 )
Beginning readers (K to 3)
Also ask co-parenting around your area.

Provide them materials that will suited to their

learning ability

Communicate with parents for a reading warrior

(volunteer) to help the school in implementing the
BR-B4 (Blue Rizal: Barangayan para sa Bawat Bata
 Bumabasa).

Struggling readers (Grades 4-12) Provide them materials that will suited to their
learning ability

Communicate to the previous teacher and

parents. Include them to the reading remediation
under BR-B4.
No access to devices and Internet Provide all the learning package like module,
worksheets.

Communicate with LGU to have free access Wifi in

the community there is what we call Montalban-
Connect project.

Inaccessible (living in remote and/or unsafe areas) Provide them modules and making sure to check
their work weekly

Look for a LR mover volunteer to access the

inaccessible areas of the community.
Persons with disabilities Provide them the learning materials that are
suited to them. Communicate with parent and let
them attend on a seminar on psychosocial
approach. Also in retrieval of modules they are
included in LR Pasabay.
 Learning Tasks for Distance Learning

Before During After

● Review previous lesson ● Provide learners with ● Wrap up activities

feedback
● Clarify concepts from previous ● Emphasize key information and
lesson ● Check learners’ concepts discussed
understanding
● State lesson objectives as guide ● Assess whether lesson has been
for learners ● Explain, model mastered
demonstrate and
● Present connection between old ● Transfer ideas and concepts to
illustrate Check
and new lesson and establish new situation.
learner’s prior
purpose for new lesson.
knowledge about the ● Check learner’s prior knowledge
new lesson. about the new lesson.
● The concepts ideas,
skills, or processes of
the students.
● Present warm-up
activities to establish
interest in new lesson
 ASSESSMENT METHODS IN DISTANCE LEARNING
Assessment Method
Formative Assessments of the Self-Learning Modules,
Activity Sheets, & Learning Exemplars
Portfolio Making
Project Making/Performance Assessment
Journal Reflection Assessment
How to Adopt the Assessment
Method in Distance Learning?
Learners will be given with weekly self-learning
modules, to answer in a weeklong span. Learners will
need to accomplish the learning tasks in a period of time.
After accomplishing all the learning activities, their
parents will submit it to the designated Kiosk
strategically located in their respective barangay.
Learners will be instructed to compile all their outputs
per learning area. Every learner should have to submit a
learning output portfolio wherein learner’s reflection is
attached to it for the teacher to determine an authentic
response towards what the pupils learned. In assessing
the portfolio of every learner, the teacher should use
rubrics to further assess and evaluate learner’s
understanding on the lessons given.
Learners will be instructed on project or performance to
be done in a particular lesson especially when the lesson
requires performance output or a project output.
Learners’ outputs will be assessed and evaluated using
rubrics
Learners will be required to submit a journal reflection
in every lesson given to them. Learners’ reflection will
be submitted to their teachers. Rubrics will be used to
evaluate learners’ journal reflections.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 1
Week 2 Quarter 1
October 12-16, 20202

Day & Learning Learning

Learning Tasks Mode of Delivery
Time Area Competency
8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng sarli

9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.

Ipasa ang output o

Naibibigay -Sagutin ang mga sagot ng mga mag-
Lunes MTB
ang unang Gawain. aaral ng kanilang
letra o tunog magulang sa paaralan
ng mga salita.
Panuto: isulat sa inyong ayon sa itinakdang
kuwaderno ang isang araw at oras ng guro.
pangalan ng bagay, tao,
● Sa pagpunta
hayop o pangyayari na
ng mga
nagsisimula sa mga letra magulang sa
na nakasulat sa kahon. paaralan ay
Sundan ang unang mahigpit na
halimbawa. ipatutupad ang
minimum
Z-zipper health
protocols ng
E- I- S-
DOH at IATF.
F- A- O-
T- V- C-
B- U- D-
Naibibigay
ang unang
letra o tunog
Panuto: sundan ang mga
ng mga salita.
nasusulat na hakbang
 MTB para mabuo ang Gawain
o awtput.
1. Kumuha ng
Martes isang pirasong
papel
2. Tupiin ito ng
pirasong papel
3. Kulayan ang
magkabilang
bahagi ng kulay
asul.
4. Gumuhit ng
araw sa bahagi
ng papel na may
kulay .
5. Lagyan ng
Naibibigay pangalan.
ang unang
letra o tunog
ng mga salita.

Panuto: basahin ang mga

sumusunod na salita.
Uliting bigkasin ang tunog
ng mga unang letra.
MTB

Amo itlog
Masa laso
Sasa mama
Mesa nanay
Miyerkules
Gamit kahon
Naibibigay
ang unang
letra o tunog
ng mga salita.
 Panuto: basahin ang mga
nakatakdang Gawain.
Sundin ito.
1. Isulat sa inyong
kwaderno ang
pangalan ng
iyong magulang
at mga kapatid.
MTB
2. Isulat ang mga
unang letra ng
bawat pangalan.
3. Basahin ito ng
dalawang beses.
4. Magsulat ng
isang salita na
nagsisimula sa
parehas ng letra.
HUWEBES

Panuto: tingnan ang mga

larawan simula sa unang
pahina ng modyul
hanggang sa pahina na
ito.
1. Isulat ang mga
pangalan ng mga
larawan.
2. Isulat ang unang
letra.
MTB 3. Bigkasin at
basahin ang
nakasulat ng
letra.
 BIYERNES

INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT

WHO LAGS BEHIND IN COMPLETING THE LEARNING TASKS
Learner’s Name: KELVIN RONDINA
Grade Level: ONE
Learner’s Status
Intervention
Learner’s Significan
Learning Area Strategies Monitoring Date Insignificant
Needs t Mastery
Provided Progress
Progress
Struggles to
read with
MTB a. seek help October 12-30, /
fluency and
from a 2020
comprehension
capable
immediate
family
member to
help the
learner in
answering
the
learning
modules

b. give
sufficient
time for the
learner to
accomplish
the
learning
modules
c. scheduled
home
visitation of
the teacher
to help the
learner in
answering
the
activities in
the
learning
modules.
d. make and
provide
 learning
activities
suited to
his pace of
learning
e. if possible,
the teacher
provides
direct
guidance
and
supervisio
n in the
completion
of the
learner

Learner is not making significant progress in a timely manner. Intervention strategies need to be
revised.
Intervention
Status / Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

 OUTPUT FOR MODULE 3-B
Two accomplished LR Rapid Assessment Tools with reflections.
 RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material YES NO Cannot be determined

1. Connected and ̸
relevant to the
MELCs?

2. easy to reproduce ̸
and/or disseminate?

3. from a credible ̸
source/author?

4. culture- and gender- ̸

fair?
Module 3B ( S.Y 2020-
5. free from red flags ̸
on possible
2021 ) copyright and
plagiarism issues?

6. the layout and ̸

format easy to read
and pleasing to the
eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?
Yes, the materials was able to meet all the requirements.

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?
None
 3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
This assessment tool was a great help for us teachers in choosing the
best LR for our subject matter. It taught us to consider first all requirements
needed in obtaining our desired L .R.

OUTPUT FOR MODULE 3-B

Two accomplished LR Rapid Assessment Tools with reflections.

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be determined

7. Connected and relevant to the MELCs? /

8. Appropriate to the grade level and learner /

characteristics in terms of language, activities?

9. easy to reproduce and/or disseminate? /

10. from a credible source/author? /

11. culture- and gender-fair? /

12. free from red flags on possible copyright and /

plagiarism issues?

13. the layout and format easy to read and pleasing /

to the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements?
 Yes
6. 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?
Yes, I will study it first, before giving it to my learners.

7. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
8. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
It makes me pick the right LR by looking at data of the checklist.

REFLECTIONS
SELF-LEARNING MODULE IN MTB 1
 The Self-Learning Module in MTB 1 that I downloaded was developed by
the Department of Education which is the primary learning resource materials
to be utilized by Grade 1 learners across the country in the new normal. This
SLM in MTB 1 is K to 12 compliant, based from the MELCs and passed the
ADM Learning Resources Standards. This means that this SLM in MTB 1 was
designed to cater the needs of our learners on what they should essentially
need to learn now that face-to-face learning is not possible because of the
health risks brought about by Covid 19.

As I go through the indicators and as I answered the Rapid Assessment

of Learning Resources that in this case, the SLM in MTB 1 was evaluated. I
have two indicators that I think brought some minor issues. First is “easy to
reproduce and/or disseminate.” We cannot deny the fact that no matter how
complete the SLMs, still we are challenged on the mass production of SLMs
because this requires huge budget allocation. Scarcity fund is a problem in
order to reproduce these self-learning modules. Second is “free from red flags
on possible copyright and plagiarism issues.” The development of SLMs
includes the use of suited references; however SLMs writers might not be able
to properly cite the references they used. So, the issue of copyright
infringement is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing

better learning outcomes and teachers have big significant roles in the
selection of appropriate learning resource materials to be used in their
teaching. Relatively, this process had helped me a lot.

As I go through this SLM review in MTB 1, I was enlightened that one of

the essential roles of a teacher is to look and study carefully the most
appropriate learning resource materials he will be using. It is his responsibility
to scrutinize carefully the learning resource materials he will be using because
if he does, there will be significant learning outcomes for our children despite
this global health pandemic.
 OUTPUT FOR MODULE 4
INDIVIDUAL DEVELOPMENT PLAN

Action Plan
 (Recommended
Developmental Intervention)
Strengths Developmenta Timeline Resources
l Needs Needed
Learning Intervention
Objectives of the
PD Program

Applying knowledge Align the lessons To model the Equip myself and Whole school Webinars
and content within with the targeted effective familiarize the year
and across concepts stated applications of learning
curriculum teaching in the MELC. content competencies
areas. knowledge stated in the
within and MELC.
across
curriculum
teaching areas.

Using a range of Evaluate the use Model a Study or search Year - round Internet
teaching strategies and development comprehensive new strategies to
webinars
that enhance learner of teaching selection of be used in this
achievement in strategies that effective new normal and
literacy and promote learner teaching in different
numeracy skills. achievement in strategies that modalities.
literacy and promote learner
numeracy skills. achievement in
literacy and
numeracy skills.

Enhance skills in
using various and Attending
Ability to work Needs assistance
necessary webinars, LAC
collaboratively in on technology- Whole year round School funds
technologies sessions about the
groups related work
used in different use of ICT
LDMs