Module 2

Lesson 1

Activity 1

1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher, what do
you think are the fundamental concerns in terms of curriculum standards that need to
be addressed in order to ensure learning continuity? Cite a specific example. Do you
think these concerns could be solved by teachers alone? Why or why not?

ANSWER:

As stated by John Dewey in educational philosophy, crisis is a breakdown or

breakthrough of education. This summarizes what the education sector is going
through as it battles against the effects of COVID-19 pandemic, one of which is the
treat of schools closure that may lead to some challenges to deliver comprehensive
and equitable education to all.

As a teacher, there are fundamental concerns which I believe should be

addressed in order to ensure the continuity of education. These are as follow:

A. Contextualization and Localization of Most Essential Learning

Competencies. It is given that the Department of Education has come up with the
Basic Education Learning Continuity Plan that promotes the creation of MELCS in
order to compress the lengthy Learning Competencies used before the outbreak of
the pandemic but how sure are we that the contextualization and localization will be
observed and applied by all teachers and parents as they supervise and facilitate the
blended learning?

The idea of implementing the MELC as backbone for the Self Learning
Modules of the learners is indeed ideal but this cannot be managed by the teachers
alone. The teachers and parents need to re-skill and up-skill and to learn and re-
learn and even unlearn if needed. As learning prepares them for life, the lessons in
the self- learning modules should be attainable and realistic. The teachers and
parents should be equipped with strategies on how they can contextualize and
localize the content so that the learners will see the significance of the lesson. The
learners’ outputs to exhibit learning should reflect lifelong skills that will help them
adapt to change and to meet the local and global demands in the future.

I believe, LACs and seminars can pull the motivation trigger among teachers
but they also need support on how they can realize the theories and strategies
taught. Moreover, the higher offices should provide necessary instructional materials
to aid the teachers’ needs in efficiently and effectively delivering quality education.
 B. Ensuring Accessibility. Not all students may have access to the Internet,
phone lines, TV or radio at the same time, or at all, during a prolonged school
closure or student absence. Therefore, it is important to offer a variety of methods of
distance learning. The Department of Education has discussed on this well but
essential help from the LGU, barangay councils and parents is highly recommended.

C. Social Media. Many students, parents, faculty, and staff use social media
on a daily basis for personal use, but it can also serve as a vehicle to send
announcements about lessons, grade uploads, teacher absences, and other
information related to continuity of education. Social media can be useful during both
shortand long-term closures, particularly because they are easy to access on
different devices, including cell phones, tablets, and computers. Some schools may
have existing accounts with social media sites. Twitter, Facebook, LinkedIn, and
Instagram are all examples of free social media sites schools can use. With
advantages of social media, a line-up of disadvantage comes out; thus the parents
and guardians should also be diligent in supervising learning activities of their
children.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?

ANSWER:

Yes, I agree with the above mentioned observation on the relationship of

congested curriculum to the performance of the Filipino learners.

Having a congested curriculum wherein too many learning competencies per

subject are expected to be delivered in a short period of time is indeed a mind-
blowing and draining learning experience for learners. They will only learn a little of
everything without totally grasping the meat of its significance. One of the effects I
see is the decline of the reading performance of most learners. With too many mind
squeezing activities, they forgot to teach the basic or most essential skill that will
lead the learners to learn how to learn by themselves.

The K-12 program offers a decongested 12-year program that gives students
sufficient time to master skills and absorb basic competencies.

I believe the K to 12 as decongestion of the previous curriculum echoes a

good result if the stakeholders will work hand-in-hand to attain the goal of education.
ACTIVITY 2

1. What are the general and specific purposes of the development of MELCs.

According to its guidelines, the MELCs is part of the department's response to

develop resilient education systems, especially during emergencies and will enable
DepEd to focus instruction on the “most essential and indispensable” competencies.

2. How does the curriculum review aid in the identification of essential learning
competencies

The curriculum review anchored its identification of MELCs on the Sulong

Edukalidad framework of the Department of Education.That “Education cannot wait.
If learning stops, we will lose human capital.”

Thus, DEpEd affirms its commitment to sustaining the delivery of quality,

accessible, relevant, and liberating Philippine basic education services that ensures
that learning standards are relevant and flexible to address the impact of COVID-19
in the Philippines particularly in the basic education sector.

3. What is the difference between essential learning competencies and

desirable learning competencies.

Essential learning competencies refer to what the students need,

considered indispensable, in the teaching-learning process to build skills, to equip
learners for subsequent grade levels and consequently, for lifelong learning. While,
desirable learning competencies refer to as what may enhance education but may
not be necessary in building foundational skills.

4.How were the most essential learning competencies identified?

The MELCs were identified through a list of their characteristics which among
the learning competencies are deemed most important. These competencies must
possess the following, to wit:

1. it is aligned with national, state, and/or local standards/frameworks (e.g.,

scientifically-literate Filipinos)

2. it connects the content to higher concepts across content areas

3. it is applicable to real-life situations

4. it would be important for students to acquire the competency after s/he left
that particular grade level
 5. it would not be expected that most students would learn this through their
parents/communities if not taught at school.

Finally, the MELCs intend to assure that learning competencies can reach the
highest level of quality and comparability across schools.

4.1 What were the decisions made in order to trim down the number of the
essential learning competencies further?

The Department of Education ‘s decision to trim down the MELCs is by

identifying all learning areas and applying a general rule that is, a learning
competency is retained if it satisfies the endurance criterion which greatly contributes
to life-long learning and is a prerequisite skill to the next grade level; Two or more
learning competencies are merged or clustered if they have the same objective or
learning intention and can therefore be combined into one comprehensive learning
competency. However, learning competencies are removed/dropped due to the
following reasons:

● They are too specific (and the articulation is similar to that of a learning
objective).
● They are deemed appropriate to be introduced in an earlier quarter or
grade level or moved to a
later quarter or grade level.
● They are recurring.
● They are subsumed in another learning competency.

Finally, a learning competency is rephrased to be more concise.

5.What is the importance of the MELCs in ensuring the delivery of quality

instruction.

The MELCs shall serve as the primary reference in determining the learning
delivery approaches that are suited to local context and diversity of learners while
adopting to the challenges posed by COVID 19.

Furthermore , through the MELCs students learn the concepts through

meaningful activities and scenarios relatable to them and within the context of the
students’ own environment.
ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs. Go to the sections of the curriculum guide and MELCs
that are relevant to your instructional needs. Copy and accomplish the following table
in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.

Kto 12 Learning Competencies MELCS

Merged  EN8LC-Ia-5.1: Listen for important Q1 Determine the
points signaled by volume, meaning of words and
projection, pitch, stress, intonation, expressions that reflect
juncture, and rate of speech the local culture by noting
context clues
 EN8V-Ia-10.2: Determine the
meaning of idiomatic expressions
by noting context clues and
collocations

 EN8V-Ie-4: Use appropriate

strategies in unlocking the
meaning of unfamiliar words and
idiomatic expressions
 EN8RC-Ia-7.2: Scan for logical Q1 Identify and use
connectors to determine the text signals that indicate
type coherence (e.g. additive -
also, moreover; causative
 EN8G-Ia-7: Use parallel structures - as a result,
consequently;
 EN8G-Ia-8: Use appropriate conditional/ concessional -
cohesive devices in composing an otherwise, in that case,
informative speech however; sequential - to
begin with, in conclusion;
clarifying -. for
instance, in fact, in
addition)

Q3 Use parallel structures

Q3 Use appropriate
cohesive devices in
various types of speech

 EN8WC-Ic-1.1.6: Organize ideas Q1 Use a range of verbs,

in one-step word, phrase, and adjectives and adverbs to
sentence outline forms convey emotional

 EN8F-Id-3: Deliver a
selfcomposed informative speech
 EN8LT-IIg-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary selection EN8LT-
IIg2.2.3: Determine tone, mood,
technique, and purpose
response or reaction to an
issue to persuade
Q3 Analyze literature as a
mirror to a shared heritage
of people with diverse
backgrounds

 EN8LT-IIi-3: Explain how a

selection may be influenced by
culture, history, environment, or
other factors
 EN8SS-IIIh-1.6: Show respect for Q4 Expand the content of
intellectual property rights by an outline using notes
acknowledging citations made in from primary and
an informative essay secondary sources

 EN8SS-IIIh1.6.5: Use in-text

citation

 EN8SS-IVh1.6.4: Use writing

conventions to indicate
acknowledgement of sources
 EN8LT-IIIi-3: Explain how a Q4 Compose effective
selection is influenced by culture, paragraphs
history, environment

 EN8WC-IIIi2.2.16: Compose an
informative essay
 EN8WC-IVd3.4.2: Distinguish Q4 Develop paragraphs
among types of journalistic writing that illustrate each text
(news report, opinion article, type (narrative in literature,
feature article, and sports news expository, explanatory,
article) factual and personal
recount, persuasive)
 EN8WC-IVe-3.4: Compose
journalistic texts

 EN8WC-IVf-7: Use primary and

secondary sources to develop a
topic for journalistic writing
 EN8LC-IVg-8.2: Judge the Q3 Determine various
relevance and worth of ideas social, moral, and
presented in the text listened to economic issues
discussed in the text
 EN8LC-IVi-3.14: Summarize listened to
information from the text listened
to
  EN8LC-IVb-6.2: Infer thoughts and
feelings expressed in a text
listened to
Retained 
 EN8VC-IIa-17: Discern positive Q2 Recognize positive
and negative messages conveyed and negative messages
in a mat
 EN8G-IIa-9: Use appropriate Q4 Use appropriate
grammatical signals or grammatical signals or
expressions suitable to each expressions suitable to
pattern of idea development:  each pattern of idea
general to particular  claim and development:
counterclaim  problemsolution  ● general to particular
cause-effect ● claim and counterclaim
● problem-solution
● cause-effect
● and others

 EN8RC-IIIh-3.1.12: Examine Q3 Examine biases (for or

biases (for or against) made by the against) made by the
author author

 EN8OL-IIi-3: Deliver a Q4 Deliver a self-

selfcomposed entertainment composed speech using
speech using all the needed all the needed speech
speech conventions conventions

 EN8V-IIIg-26: Analyze intention of Q3 Analyze intention of

words or expressions used in words or expressions used
propaganda techniques in propaganda techniques

 EN8RC-IVi-15: Synthesize Q4 Synthesize essential

essential information found in a information found in
given text various sources

Dropped N/A

ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this
lesson. Discuss any questions about the MELCs that need clarification as well.
Share your thoughts and let your co-teachers articulate their insights
regarding your questions. Jot down all the insights shared in the discussion,
including your own, in your Study Notebook.

ANSWER:

As the COVID19 pandemic continues to affect various governments and

economies around the world, even schools were not given a break from its damaging
effects. It has a great negative impact on the basic education system of the world’s
student population, whereby billions of learners have been affected by school
closures that may lead to some challenges to deliver comprehensive and equitable
education to all. We teachers need to address fundamental concerns to ensure the
continuity of education such as Contextualization and Localization of MELCs,
Ensuring accessibility (while interim distance and remote learning programs are
being put in place in many locations, the most marginalized, poverty-stricken, and
vulnerable children are also the most disadvantaged), and Social Media (which can
be useful during short and long term closures).

Ensuring the welfare of learners in the basic education alone requires

unstoppable commitment especially in times of crisis. However, as UNESCO
reiterates its stand in spite of the circumstances, ‘Education cannot wait. If learning
stops, we will lose human capital. Educational quality, access, and system
strengthening cannot be compromised in times of crisis and doing the opposite will
negatively affect human capital. Thus, the Department of Education states its
commitment in sustaining the delivery of quality, accessible, and relevant Philippine
basic education services.

The release of the MELCs is not just a response to addressing the challenges
of the current pandemic but is also part of the Department’s long-term response to
the call of Sustainable Development Goal 4 (SDG 4) to ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all, most
especially during circumstances and emergencies. The MELCs were provided by
DepEd as primary reference in determining and implementing learning delivery
approaches that are suited to the local context and diversity of learners, while
adapting to the challenges posed by COVID-19. Thus, it can be used under certain
circumstances as a mechanism to ensure education continuity. These serve as
guide to teachers as they address the instructional needs of learners while ensuring
that curriculum standards are maintained and achieved.

Module 2
Lesson 2
ACTIVTIY 1

Familiarize yourself with the course reading on Unpacking and Combining the
MELCs. After reading the document, provide a brief and concise response to the
following guide questions in your Study Notebook:

1. What is the importance of unpacking and combining the MELCs?

ANSWERS:

The unpacking and combining of MELCS in this time of transition towards the
new normal set up of education will help systematize and organize the learning
activities addressing to the learners’ needs. This will help the teachers and other
stakeholders most especially the parents and guardians to come up with
contextualized meaningful learning opportunities to continue the learning of basic
competencies that prepare the learners to the global market.

2. What considerations must be taken in unpacking and combining the

MELCs? Explain each.

As stated in the LDM Module 2- Lesson 2, in combining MELCs, field

implementers should take note of the following criteria:

● Commonality of content, topic, or theme - MELCs to be combined should show

commonality and relatedness in content, topic, or theme. This ensures that essential
content and topic will not be watered down.

Explanation: In combining or merging the MELCS, we have to review the

relationship of the topics in order to effectively and efficiently deliver smoothly
the competencies embedded.

● Alignment with the Content and Performance Standards - Just like in the
unpacking of MELCs, combining two or more should aid in the achievement of the
content and performance standards.

Explanation: In creating some modification in order to cater the learners’ needs,

the learning activities should be aligned with the content and performance
standards of the curriculum.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

It is not necessary to unpack or to combine all the MELCS. It all depends on

the needs of the learners and on how the teachers will come up with learning
activities without sacrificing the content and performance standards and as long as
the pre-requisite lifelong skills are taught to the learners.

ACTIVITY 2
 1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.

2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter and unpack these into learning objectives.

3. Each team will present their unpacked learning objectives. Discussion and
processing will follow each presentation.

Suggestions and insights from each group will be considered in enhancing the
learning objectives. Repeat the above process but instead of unpacking, each team
will now combine at least two MELCs of their choice. Group deliberation will be
observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentations in your Study Notebook.

ANSWER:

Combining of MELCS in ENGLISH 8

Quarte Content Standard Performance Most Essential Learning

r Standard Competency (MELCs)
The learner The learner Determine the meaning of words and
demonstrates transfers learning expressions that reflect the local
1 understanding of: by composing culture by noting context clues
African literature as and delivering an
a means of exploring informative Use conventions in citing sources
forces that human speech based on
beings contend with; a specific topic of Use modal verbs, nouns and adverbs
various reading interest keeping appropriately
styles vis-à-vis in mind the proper
purposes of reading; and effective use
Identify and use signals that indicate
prosodic features of parallel
coherence (e.g. additive - also,
that serve as structures and
moreover; causative - as a result,
carriers of meaning; cohesive devices
consequently; conditional/
ways by which and appropriate
concessional - otherwise, in that case,
information may be prosodic features,
however; sequential - to begin with, in
organized, related, stance, and
conclusion; clarifying -. for instance, in
and delivered orally; behavior.
fact, in addition)
and
Use a range of verbs, adjectives and
parallelstructuresand
adverbs to convey emotional
cohesive devices in
response or reaction to an issue to
presenting
persuade
information.

Unpacking of MELCS in ENGLISH 8

MELCS LEARNING OBJECTIVES

Q1 Determine the meaning of words and  EN8LC-Ia-5.1: Listen for important
expressions that reflect the local culture
by noting context clues
Q1 Identify and use signals that indicate
coherence (e.g. additive - also,
moreover; causative - as a result,
consequently;
conditional/ concessional - otherwise, in
that case, however; sequential - to begin
with, in conclusion; clarifying -. for
instance, in fact, in addition)
Q3 Use parallel structures
Q3 Use appropriate cohesive devices in
various types of speech
Q1 Use a range of verbs, adjectives and
adverbs to convey emotional response
or reaction to an issue to persuade
Q3 Analyze literature as a mirror to a
shared heritage of people with diverse
backgrounds
Q4 Expand the content of an outline
using notes from primary and secondary
sources
points signaled by volume,
projection, pitch, stress, intonation,
juncture, and rate of speech
 EN8V-Ia-10.2: Determine the
meaning of idiomatic expressions
by noting context clues and
collocations
 EN8V-Ie-4: Use appropriate
strategies in unlocking the
meaning of unfamiliar words and
idiomatic expressions
 EN8RC-Ia-7.2: Scan for logical
connectors to determine the text
type
 EN8G-Ia-7: Use parallel structures
 EN8G-Ia-8: Use appropriate
cohesive devices in composing an
informative speech
 EN8WC-Ic-1.1.6: Organize ideas
in one-step word, phrase, and
sentence outline forms
 EN8F-Id-3: Deliver a
selfcomposed informative speech
 EN8LT-IIg-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary selection EN8LT-
IIg2.2.3: Determine tone, mood,
technique, and purpose
 EN8LT-IIi-3: Explain how a
selection may be influenced by
culture, history, environment, or
other factors
 EN8SS-IIIh-1.6: Show respect for
intellectual property rights by
acknowledging citations made in
 an informative essay

 EN8SS-IIIh1.6.5: Use in-text

citation

 EN8SS-IVh1.6.4: Use writing

conventions to indicate
acknowledgement of sources
Discussion:

In our LDM Course Group, I worked with Mrs. Lovely Kate Guico for we both teach
the same subject area. We have discussed that combining MELCS is important in order to
address the call of blended learning to teach only the most essential lessons but not taking
for granted the content and the performance standards. We also agreed that with this way
we can have a handful of meaningful activities that these cover all needed competencies to
be learned by the learners.

On the other hand, with the unpacking of MELCS, we both realized that this strategy
will make it easier for the teachers and parents to come up with learning opportunities which
content come from different resources. It will make the learning comprehensive.

ACTIVITY 3

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of
your outputs.