Republic of the Philippines

Department of Education
Division of Marinduque
GABALDON ELEMENTARY SCHOOL
Banahaw, Santa Cruz

Ldm2
Learning Delivery
Modalities Course
My outputs

AMELITO N. BUHAY
Teacher II
MODULE 1 – LESSON 2
ACTIVITY 1

LAC LEADER
Maria Paz S. Pernia

LAC FACILITATOR
Leomelyn Q. Reynoso
Master Teacher II

LAC DOCUMENTER
Avelina D. Robles

LAC RESOURCE
PERSON

LAC MEMBERS
Arlene V. Rolle
Ma. Carmelita Z. Recto
Jennifer R. Imperio
Aily D. Arellano
Christine P. Recalde
Edmon R. Zulueta
Amelito N. Buhay

Prepared by:

AMELITO N. BUHAY
 UNPACKING AND COMBINING OF THE MELC’s
Mathematics 5, Quarter 1 Week 5
TOPIC
Adding and subtracting
fractions and mixed fraction
without and with regrouping
LEARNING COMPETENCY
Add and subtract fractions and
mixed fraction without and with
regrouping
Submitted by:
AMELITO N. BUHAY
Teacher II
Republic of the Philippines
Department of Education
UNPACKED
COMPETENCIES
Lesson 1
K- Add fractions and
mixed fraction without
and with regrouping
D-Show addition of
fraction and mixed
fraction without and
with regrouping
Lesson 2
K- Subtract fractions
and mixed fraction
without and with
regrouping
D- Show Subtraction of
fraction and mixed
fraction without and
with regrouping

GABALDON ELEMENTARY SCHOOL
LEARNER GROUP
Learners without parents or
household member who can
guide and support their learning at
home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote
and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify.
GABALDON ELEMENTARY SCHOOL
Division of Marinduque
Banahaw, Santa Cruz
TARGETED INTERVENTION
-Create a school climate and structures that support family
involvement
-Provide families with a list of required mastery skills for each
subject taught at your grade level
-Invite families to share hopes for and concerns about children and
then work together to set student goals.
-Peer-Assisted Learning Strategies exercises pair strong and weak
readers who take turns reading, rereading and retelling.
-Teacher read aloud perhaps one of the most effective methods for
improving student fluency and comprehension, as the teacher is
the expert in reading the text and models how a skilled reader
reads using appropriate pacing and infection.
-Have them read the same thing several time
-Make use of variety of books and materials
Encourage parents to take advantage of community resources
-Have students identify resources within their family
Encourage parents to take advantage of community resources
-Have students identify resources within their family
-Acknowledging the existence of a community beyond the
classroom to which the teacher is responsible.
-Participate and initiate activities outside the classroom, many
involving the local IP community
-Keep things in perspective. Learning disability isn’t
insurmountable.
-be an advocate for your child.
Prepared by:
AMELITO N. BUHAY
Republic of the Philippines
Department of Education
Division of Marinduque
 Banahaw, Santa Cruz

Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level and Learning Area: GRADE 4/EPP__________________
Lesson/Topic: Pagsasagawa ng pagtatanim, pag-aani at pagasapamilihan ng halamang
ornamental sa masistemang pamamaraan
Learning Objectives: Naissasagawa ang pagtatanim, pag-aani at pagasapamilihan ng halamang
ornamental sa masistemang pamamaraan
Learning Resources/Materials Needed: Modules, activity sheets, worksheets

Part of Lesson/Learning Check if already in the Additional Remarks

Task SLM
BEFORE THE LESSON
1. Review previous lesson /
2. Clarify concepts from -This learning task can be done
previous lesson
/ by using the SLM and learning
3. Present warm-up activities to activity sheets.
establish /
interest in new lesson -This learning task can be done
4. Check learner’s prior / through the facilitator of a
knowledge about the household partner via voice call
new lesson to the subject teacher.
5. Present connection between /
old and new -This learning task can be
lesson and establish purpose for facilitated by a household
new lesson partner.
6. State lesson objectives as /
guide for learners
LESSON PROPER
1. Explain, model, demonstrate, /
and illustrate This learning task can be done
the concepts, ideas, skills, or via voice call, can be facilitated
processes that by a household partner and can
students will eventually be done via a learning activity
internalize sheet on the SLM.
2. Help learners understand and
/
master new
information
3. Provide learners with /
feedback
4. Check for learners’ /
understanding
AFTER THE LESSON
1. Wrap up activities /
2. Emphasize key information
and concepts
/
discussed This learning task can be done
3. Ask learners to recall key via voice call, can be facilitated
activities and / by a household partner and can
concepts discussed be done via a learning activity
4. Reinforce what teacher has / sheet on the SLM.
taught
5. Assess whether lesson has /
been mastered
6. Transfer ideas and concepts to
new /
situations

Prepared by:

AMELITO N. BUHAY

Republic of the Philippines

 Department of Education
Division of Marinduque
GABALDON ELEMENTARY SCHOOL
Banahaw, Santa Cruz

ASSESSMENT HOW TO ADOPT THE ASSESSMENT METHOD IN DL

METHOD

1. Self- I will use learners’ reflection on their own learning to reveal their
assessment understanding and precisely locates the gaps and difficulties that need
intervention. I believe that it is invaluable distance learning where you do
not get to see learner’s learning in action.
2. Portfolios I will use Portfolio-making which is a perfect assessment tool for distance
education
3. Written Communication as part of distance learning either one or two way
Presentation communication, communication within a group, verbal, written and non-
verbal communication
4. Illustrated I will task my learner to prepared illustrated manual on performing
manual procedures and demonstrating techniques, example, computation, taking
readings, using equipment, carrying out instructions, etc.
5. Short quiz I will send a three-item quiz via text message before the lesson. Based on
the responses, I will take not of the common misconceptions and clarify
them to the learners during our online session or via text message.

Prepared by:

AMELITO N. BUHAY

Republic of the Philippines

Department of Education
Division of Marinduque
GABALDON ELEMENTARY SCHOOL
 Banahaw, Santa Cruz

Weekly home School Gabaldon Elementary Quarter Quarter 1

Learning Plan Teacher Amelito N. Buhay Week Week 1
Subject EPP 4 Date Oct.8, 2020

Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

8:00 - Wake up, make-up your bed, eat breakfast, and get ready for an awesome day!
9:00

9:00 - Have a short exercise/meditation/bonding with family.

9:30

Thursday

9:30 - EPP naipaliliwanag ang kahulugan at EPP Module 1, Parents/guardians

11:30 kahalagahan ng Lesson 1 will hand in the
output, answer
“entrepreneurship” Quarter I, Week 1 sheets, worksheets
and notebook of
the pupil to the
teacher in school
based on the date
and time
scheduled.

1:00 - P. E. (One identifies different kinds of notes Music Module 1, Parents/guardians

3:00 component and rests (whole, half, Lesson 1 will hand in the
per week) output, answer
quarter, and eighth) Quarter I, Week 1 sheets, worksheets
and notebook of
the pupil to the
teacher in school
based on the date
and time
scheduled.

Friday
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

9:30 - Revisit all modules and check if all required tasks are done.
11:30

1:00 - Parents/Learners Meet to return all modules and answer sheets for the week and get new
4:00 modules to be used for the following week.

4:00 Family Time

onward
s

Republic of the Philippines

Department of Education
Division of Marinduque
GABALDON ELEMENTARY SCHOOL
Banahaw, Santa Cruz

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: JUSTINE JAMES BENEDICTO
Grade Level: Four

Intervention Learner’s Status

Learning Monitoring
Learner’s Needs Strategies Insignificant Significant
Area Date Mastery
Provided Progress Progress
EPP naisasagawa ang Home Visit Oct. 21, Pagunawa Makaunawa Not
pagtatanim, pag- 2020 ng tamang mastered
aani, at pamamaraan
pagsasapamilihan ng
ng pagtatanim,
halamang pag aani
ornamental sa
masistemang
pamamaraan

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.

Source: DepEd Memorandum DM-CI-2020-00162

Prepared by:

AMELITO N. BUHAY

Republic of the Philippines

Department of Education
Division of Marinduque
GABALDON ELEMENTARY SCHOOL
Banahaw, Santa Cruz

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. designed with a layout/format that is easy /

to read and pleasing to the eyes?

1. Was the material able to meet all the requirements?

The material that I have developed is based from the nature of my students. I know the
capacity, nature and behavior of my students. The LRs from the online are based on the general
characteristics of the students.
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?
I think I need to improve my creativity in choosing the best design for my LR.
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
I think we ned to assess if the material is localized and indigenized.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
It gives me the idea if the materials that I decided to used is enough already for me to use
in the opening of the class.
Prepared by:

Republic of the Philippines AMELITO N. BUHAY

Department of Education
Division of Marinduque
GABALDON ELEMENTARY SCHOOL
Banahaw, Santa Cruz
 INDIVIDUAL DEVELOPMENT PLAN

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

Positive use of Content knowledge Apply Ensure the Year Round Modules on
information and its application knowledge of positive use of LDM2
and within and across content within ICT to facilitate
communicatio the curriculum and across the teaching and Course for
n on areas in the curriculum learning process Teachers, K to
Technology in implementation of teaching areas on the distance 12 Curriculum
the delivery of MELC in the new learning Guide, MELC,
learning normal modality in the etc.
delivery of
learning.

Learner safety Fair learning Establish safe Maintain Year round Parent-Teacher
and security environment and secure learning agreement form,
learning environments SLM
environment to that promote
enhance fairness, respect
learning and care to
through the encourage
consistent learning.
implementatio
n of policies,
guidelines and
procedures.

Learners’ Learners in difficult Use Plan and deliver Year round Learners
gender, needs, circumstances differentiated teaching information
strength, developmental strategies that sheet
interest and ly appropriate are responsive
experiences learning to the
experiences to educational
address needs of
learners’ learners in
gender, needs, difficult
strength, circumstances,
 interest and including
experiences geographic
isolation;
chronic illness;
displacement
due to armed
conflict, urban
resettlement or
disasters; child
abuse and child
labor practices.

Planning and Teaching and Plan, manage Select, develop, Year round Learners
management learning resources and implement organize and use information
of teaching including ICT developmental appropriate sheet, Training
and learning ly sequenced teaching and in remote
process teaching and learning teaching
learning resources
process to including ICT to
meet address learning
curriculum goals
requirements
and varied
teaching
contexts.

Monitoring Communication of Monitor and Communicate Year round Learner’s

and evaluation learner needs, evaluate promptly and portfolio,
of learner progress and learner clearly the Progress report,
progress and achievement to key progress and learners’ needs, Individual
achievement stakeholder. achievement progress and Learning
using learner achievement to Development
attainment key Plan
data. stakeholders,
including
parent/guardian

Establishment Engagement of Maintain Guide Year round Parent-Teacher

of learning parents and the learning colleagues to agreement form,
environment wider school environments strengthen SLM
that are community in the that are relationships
responsive to educative process responsive to with
community community parents/guardian
context context s and the and the
wider school
community to
maximize their
involvement in
 the educative
process

Philosophy of Professional Apply a Develop a Year round PPST Modules,

teaching reflection and personal personal LDM2 Course
learning to improve philosophy of professional Modules, etc
practice teaching that is improvement
learner- plan based on
centered reflection

Prepared by:

AMELITO N. BUHAY