Module 2 - Lesson 2 - Unpacking of MELC - ARTITCHEA, KRISNA

Republic of the Philippines
Department of Education
Region IVA- CALABARZON
SCHOOLS DIVISION OF LAGUNA
PAAGAHAN ELEMENTARY SCHOOL
BRGY.PAAGAHAN, MABITAC, LAGUNA
NAME: KRISNA MAE A. ARTITCHEA
UNPACKING OF MELCs
Subject Area: ENGLISH 3
Most Essential Learning Competency Learning Objectives
Describe one’s drawing about the Define the simple and compound sentences
stories/poems listened to using simple and
compound
sentences
Explain the drawing about the stories

listened to

LIST OF TARGETED LEARNER INTERVENTIONS
Learner Group Targeted Intervention

Learners without parents or household -volunteer/assigned Para teacher
member who can guide and support their
learning at home
Beginning readers (K to 3) -Teacher read aloud while students follow along
their book.
-Students re-echo-read, choral read learners
read, text
Struggling readers (Grades 4 – 12) -repeated reading
-assisted reading
-visualize the text
No access to devices and internet -Journal
-Module
Inaccessible (living in remote and/or -community-based interventions and services
unsafe areas)
Indigenous Peoples -physical activity
-taught by indigenous teachers
PWD -provide activities that are multi sensory.
NAME: KRISNA MAE A. ARITCHEA

LEARNING TASKS FOR DL

Distance Distinguishi Essential Resources Role of Role of Role of
Learning ng Feature Teacher Parent or School
Modality Republic of the Philippines Household
Department of Education Member
Modular Learning Computer, software, Learner Tutor/coach, Learner
Distance Modules printer,
PAAGAHAN ELEMENTARY SCHOOL Learning
paper. Ink, Facilitator/Ass Facilitator/As
Learning (hard /Soft photocopier. DEPED MABITAC,
BRGY.PAAGAHAN, essor LAGUNAModules sessor
(MDL) Copy) MELC compliant Liaison/ Command
work/activity Forwarder center, main
sheets/modules/learning distribution/re
/evaluation materials trieval hub,
recording and
archival
Online Digital copy, Computer Learner Learning Learner
Distance Information (desktop/Laptop) Facilitator/Ass Modules Facilitator/As
Learning on just a Mobile devices essor Tutor/coach sessor
(ODL) click (smartphones//Table), Command
WIFI modem, Pocket center, main
WIFI, Internet service distribution/re
provider (ISP) software, trieval hub,
printer, paper. Ink, recording and
photocopier. DEPED archival
MELC compliant
work/activity
sheets/modules/learning
/evaluation materials
TV-Based Video Television set, TV Learner Learning Learner
Instruction Broadcast antenna, Electricity. Facilitator/Ass Modules Facilitator/As
(TVBI) DEPED MELC essor Tutor/coach sessor
compliant work/activity Command
sheets/modules/learning center, main
/evaluation materials distribution/re
trieval hub,
recording and
archival
Radio- Audio Radio (Transistor./ Learner Learning Learner

Based Broadcast Portable) battery, Facilitator/Ass Modules Facilitator/As
Instruction electricity, DEPED essor Tutor/coach sessor
(RBI) MELC compliant Command
work/activity center, main
sheets/modules/learning distribution/re
/evaluation materials trieval hub,
recording and
archival
Blended Combination Computer Learner Learning Learner
Distance of Broadcast (desktop/Laptop) Facilitator/Ass Modules Facilitator/As
Learning ( Mobile devices essor Tutor/coach sessor
Audio/video (smartphones//Table), Command
) Learning WIFI modem, Pocket center, main
Modules WIFI, Internet service distribution/re
(hard /Soft provider (ISP) software, trieval hub,
Copy) printer, paper. Ink, recording and
Digital copy, photocopier Television archival
Information set, TV antenna, Radio
on just a (Transistor./ Portable)
click battery, electricity,
DEPED MELC
compliant work/activity
sheets/modules/learning
/evaluation materials
ASSESSMENT METHODS IN DL
Assessment Method How to Adapt the Assessment Method in DL

Formative Assessments of Learners will be provided with weekly self-learning

the Self-Learning Modules, modules, activity sheets or lesson exemplars to answer in a
Activity Sheets, & Learning weeklong span. Learners will need to accomplish the given
Exemplars learning tasks in a given period of time. After accomplishing
all the learning activities, their parents will submit it to the
designated SLMs drop boxes strategically located in their
respective barangay.
essay/reflection I will ask question where they can reflect on their learning
through Written response
Project Learners will be instructed and provided with a list of project

Making/Performance or performance to be done in a particular lesson especially
Assessment when the lesson requires performance output or a project
output. Learners’ outputs will be assessed and evaluated using
rubrics.
Portfolios All the activities and required performances should be

compiled in a portfolio
GRADE 3 WEEKLY HOME LEARNING PLAN

SCHOOL YEAR 2020-2021
QUARTER 1 WEEK 4
October 26-30, 2020
Day & Learning Learning
Learning Tasks Mode of Delivery
Time Area Competency
7:00 – 7:30 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
7:30 – 8:00 Have a short exercise/meditation/bonding with family.
Monday
Araling Nakapagbabasa Gawain sa Pagkatuto Bilang 2: Have the parent
Panlipunan at Sagutin ang sumusunod na hand-in the output
nakapagsasagawa katanungan. Isulat ang titik ng to the teacher in
ng interpretasyon school.
tamang sagot sa kwaderno. (Pahina
tungkol sa 19)
kinalalagyan ng Gawain sa Pagkatuto Bilang 3:
iba’t ibang Batay sa nabasa, sagutin ang mga
lalawigan sa katanungan sa ibaba. (Pahina 19)
rehiyon gamit ang Gawain sa Pagkatuto Bilang 5:
mga batayang Iguhit ang mapa ng sariling rehiyon
heograpiya tulad sa kuwaderno. Bigyan ng
ng distansya at
8:00 – 12:00 pagkakakilanlan ang bawat
direksyon
lalawigan sa pamamagitan ng
pagkulay gamit ang iba ibang
kulay. Isulat ang detalye ng bawat
lalawigan ayon sa lokasyon,
direksiyon, laki, at kaanyuan sa
sagutang papel. (Pahina 20)
Gawain sa Pagkatuto sa Bilang 6:
Punan ang mga patlang upang
makumpleto ang pangungusap.
Pumili ng tamang sagot sa loob ng
kahon. (Pahina 21)
12:00 – 1:00 LUNCH BREAK
1:00 - 5:00 English Use plural form of Learning Task 1 : Write the plural Have the parent
regular nouns by form of the following nouns. (Page hand-in the output
adding /s/ or /es/ 20) to the teacher in
(e.g., dog, dogs; school.
Learning Task 2: Copy this and
wish, wishes) 3 G circle the correct plural form of the
10 Use plural form nouns. (Page 20)
of frequently Learning Task 3: Write the plural
occurring irregular form of the following nouns that
nouns (e.g. end in –s, -x, -z,-ch and –sh. (Page
children, feet, 20)
teeth) Learning Task 4: Choose the
plural form of the words ending
with –f, -ff and -fe. Write the letters
of your answers in your notebook.
(Page 22)
Learning Task 5: Identify the

correct plural form of the words
ending in -y. Choose the letter of
the correct answer. (Page 22)
Tuesday
8:00 – 12:00 ESP Napahahalagaha Gawain sa Pagkatuto Bilang 1: Have the parent
n ang pagkilala Tukuyin kong ang nakasaad ay hand-in the output
sa kayang gawin pagpapakita ng katatagan ng to the teacher in
ng mag-aaral na kalooban. Lagyan ng thumbs up school.
kung Oo at thumbs down naman
sumusukat sa
kung Hindi. (Pahina 19)
kanyang Gawain sa Pagkatuto Bilang 2:
katatagan ng Sagutin ang bawat aytem ayon sa
loob tulad ng: nilalaman at mensahe ng awit.
a. pagtanggap sa (Pahina 21)
puna ng ibang Gawain sa Pagkatuto Bilang 5:
tao sa mga hindi Pag-isipan kung ang kilos na
magandang nakasaad ay nagpapakita ng
gawa, kilos, at katatagan ng kalooban. Isulat ang
gawi salitang Tama kung Oo at Mali
b. pagbabago naman kung Hindi. (Pahina 22)
Gawain sa Pagkatuto Bilang 6:
ayon sa
Magkaroon ng repleksiyonn sa
nararapat na natutuhan mo sa linggong ito.
resulta Punuan ang mga patlang ayon sa
hinihingi. (Pahina 22)
Basahin at unawain ang bawat
aytem. Piliin ang letra ng tamang
sagot. (Pahina 23)
1:00 - 5:00 Mathematics . Compares values Gawain sa Pagkatuto Bilang 1: Have the parent
of the different Paghambingin ang kabuuang hand-in the output
denominations of halaga ng dalawang pangkat gamit to the teacher in
coins and bills ang >,< at =. (Pahina 20) school.
through php1 000
Paghambingin ang presyo ng mga
using relation bagay sa ibaba gamit ang >,<, at =.
symbols. 2 11. (Pahina 21)
Adds 3- to 4-digit Gamitin ang >, < at = upang
numbers up to paghambingin ang halaga ng pera
three addends sa ibaba. (Pahina 21)
with sums up to 10 Gawain sa Pagkatuto Bilang 1:
000 without and Isulat ang T kung tama ang
with regrouping. addition sentence at M kung mali.
(Pahina 22)
Ibigay ang kabuuan o sum. (Pahina
23)
Ibigay ang kabuuan ng mga
sumusunod. (Pahina 23)
Wednesday
Science Classify objects Gawaing Pagkatuto Bilang 6: Have the parent
and materials as Tukuyin ang bawat larawan kung hand-in the output
solid, liquid, and ito ay solid, liquid o gas. Tukuyin to the teacher in
gas based on ang mga katangian nito. Gumawa school.
ng dalawang kahon at pagsamahin
some observable
ang magkakaparehong bagay.
characteristics. Iguhit ito sa iyong kuwaderno.
(Pahina 16)
Gawaing Pagkatuto Bilang 7:
Ilarawan ang bawat bagay ayon sa
weight nito. (Pahina 16)
Kopyahin ang kahon sa kuwaderno.
Gumuhit ng dalawang bagay na
solid, liquid o gas na matatagpuan
sa inyong tahanan, sa inyong
8:00 – 12:00 bakuran o kapitbahay.(Pahina 17)
Gamit ang mga naiguhit na
larawan, tukuyin ang mga hugis
nito. (Pahina 17)
Isulat sa sagutang papel ang MN
kung ang molecules ng larawan ay
malayang nakagagalaw, BN kung
bahagyang nakagagalaw at DN
kung hindi nakagagalaw. (Pahina
18)
Basahin at unawain ang sumusunod
na tanong. Isulat ang tamang sagot
sa sagutang papel. (Pahina 19)
1:00 - 5:00 FILIPINO Nasasagot ang Gawain sa Pagkatuto Bilang 1: Have the parent
mga tanong Basahin at unawain ang mga hand-in the output
tungkol sa pangungusap. Isulat sa iyong to the teacher in
napakinggang kuwaderno ang letra ng tamang school.
sagot. (Pahina 20)
kuwento
Iayos ang mga letra upang maitama
Nababasa ang ang baybay ng mga salita. (Pahina
mga salitang may 21)
tatlong pantig Gawain sa Pagkatuto Bilang 4:
pataas Piliin ang letra ng tamang sagot.

(Pahina 21)
Nakakagamit ng Gawain sa Pagkatuto Bilang 2 :
mga pahiwatig Gamit ang diksiyonaryo, ibigay ang
kahulugan ng sumusunod na salita.
upang malaman
(Pahina 23)
ang kahulugan ng Gawain sa Pagkatuto Bilang 3:
mga salita Basahin at unawain ang mga
paggamit ng mga katanungan. Piliin at isulat ang
palatandaang letra ng tamang sagot sa
nagbibigay ng kuwaderno. (Pahina 23)
kahulugahan
(kasing
kahulugan)
Thursday
8:00 – 12:00 MTB-MLE Uses the Gawain sa Pagkatuto Bilang 2: Have the parent
combination of Isulat ang mga salita sa iyong hand-in the output
affixes and root kuwaderno. Guhitan ang mga to the teacher in
words as clues to panlaping ginamit sa mga salita. school.
(Pahina 20)
get meaning of
words. (Note: Isulat ang wastong panlapi upang
Align with specific mabuo ang mga salita. Piliin ang
competencies in sagot sa kahon. (Pahina 21)
GA). Gawain sa Pagkatuto Bilang 4:
Tukuyin ang mga salitang-ugat ng
mga salitang may salungguhit sa
seleksyon. (Pahina 21)
Punan ang tsart ng mga salita
upang makita ang paraan ng
pagbubuo ng salita. Gayahin ang
pormat at gawin ito sa iyong
kuwaderno (Pahina 22)
Gumuhit ng malaking bituin at
ilagay mo sa loob nito ang iyong
mga kahilingan o pangarap mo sa
buhay. Gumuhit naman ng
malaking puso at isulat sa loob nito
ang mga gusto o umaasa kang
matutupad na hiling mo. Gumuhit
naman ng isang malaking salamin
at dito mo iisulat ang mga plano
mong gawin para sa iyong pamilya.
(Pahina 24)
Isulat sa papel ang iyong mga
obligasyon,responsibilidad o duty
bilang: anak , kapatid,
mamamayan, at miyembro ng
pamilya (Pahina 24)
MAPEH Gawain sa Pagkatuto Bilang 1: Have the parent
(ARTS) Pagmasdang mabuti ang larawan. hand-in the output
Suriin kung ano-ano mga bagay na to the teacher in
makikita sharapan, gitna at school.
likurang bahagi ng larawan.
(Pahina 32)
Gawain sa Pagkatuto
bilang 2: Punan ng wastong
sago tang patlang. PIliiin at
isulat ang letra ng tamang
sagot. (Pahina 33)
1:00 - 5:00
Gawain sa Pagkatuto
Bilang 3: Basahin at
unawain ang mga
pangungusap. (Pahina 34)
Gawain sa Pagkatuto
bilang 4: Sa iyong iginuhit
na tanawin sa inyong lugar,
itala ang mga bagay na
makikita sa sumusunod:
harapan, gitna. Likuran
(Pahina 34)
Friday
8:00 – 10:00 Self-assessment tasks, preparation of portfolio and other requirements.
10:00 - 11:30 Parents and Teachers meet to return all modules and answer sheets for the week and get new
modules to be used for the following week.
1:00 FAMILY TIME
Onwards

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

SCHOOL YEAR 2020-2021
Learner’s Name:Learner
JUAN MIGUEL
is not making significant progress in a timely manner.
Grade Level: Intervention
Grade 3 strategies need to be revised.
Intervention
Status LearnerInterventio
is making significant progress. Continue with theStatus
Learner’s learning plan.
Learnin Learner’s n Monitoring
Learner has reached mastery of theInsignificant
competencies in learning plan.
g Area Needs Strategies Date Significan
Mastery
Provided Progress t Progress
Math Pagbasa at Magbibigay October √
ang guro ng 16, 2020
Pagsulat
mas madaling
ng Bilang panuto o mag
Hanggang dadagdag pa
ng
10 000LIN
karagdagang
halimbawa sa
nasabing
paksa.
Mas
padadaliin ng
guro ang
antas ng
gawain ng
mag-aaral.
RAPID ASSESSMENT OF LEARNING RESOURCES
Is the LR Material... 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. from 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?
The material is based on the MELCs
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?
No the LR materials can be use as a supplementary materials in the class and these are already
prepared by the division office
3. Are there other aspects of the material not covered by the tool but still need to beassessed? Specify
which aspect/s.
I think there is still a need to assess if the material is localized or indigenized
4. How does this exercise help you in picking the right and appropriate LRs for yourlesson and your
learners?
This will help us to decide if the LR materials are enough for the opening of the classes

Module 2 - Lesson 2 - Unpacking of MELC - ARTITCHEA, KRISNA

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Republic of the Philippines

NAME: KRISNA MAE A. ARTITCHEA

Subject Area: ENGLISH 3

Most Essential Learning Competency Learning Objectives

Explain the drawing about the stories

NAME: KRISNA MAE A. ARTITCHEA

LIST OF TARGETED LEARNER INTERVENTIONS

Learner Group Targeted Intervention

NAME: KRISNA MAE A. ARITCHEA

LEARNING TASKS FOR DL

Radio- Audio Radio (Transistor./ Learner Learning Learner

NAME: KRISNA MAE A. ARTITCHEA

Assessment Method How to Adapt the Assessment Method in DL

Formative Assessments of Learners will be provided with weekly self-learning

Project Learners will be instructed and provided with a list of project

Portfolios All the activities and required performances should be

NAME: KRISNA MAE A. ARTITCHEA

GRADE 3 WEEKLY HOME LEARNING PLAN

7:30 – 8:00 Have a short exercise/meditation/bonding with family.

Learning Task 5: Identify the

pataas Piliin ang letra ng tamang sagot.

8:00 – 10:00 Self-assessment tasks, preparation of portfolio and other requirements.

NAME: KRISNA MAE A. ARTITCHEA

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

NAME: KRISNA MAE A. ARTITCHEA

RAPID ASSESSMENT OF LEARNING RESOURCES

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

1. Connected and relevant to the ∕

2. Appropriate to the grade level and ∕

3. easy to reproduce and/or ∕

4. from a credible source/author? ∕

5. culture- and gender-fair? ∕

6. free from red flags on possible ∕

7. the layout and format easy to read ∕

The material is based on the MELCs

I think there is still a need to assess if the material is localized or indigenized

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