Republic of the Philippines

Region IV-A CALABARZON

Schools Division Office of Laguna
Santa Maria District
PAANG BUNDOK ELEMENTARY SCHOOL

NOEMI C. SONEZ
Teacher I
 Republic of the Philippines
Region IV-A CALABARZON
Schools Division Office of Laguna
Santa Maria District
PAANG BUNDOK ELEMENTARY SCHOOL

MODULE 3A / Output #1
List of Targeted Learner Interventions

Learner Group Targeted Intervention

Learners without parents or
household member who can
guide and support them
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
 Make a weekly supervisory plan for them and
check their module and activity sheets.
Organize, if possible, a learning support
system in the area that can be composed of
volunteers to provide assistance to these
learners.
 Provide additional reading materials in
developing their reading skills. Attach
monitoring sheets that parents/guardians may
check. Constant communication with the
parents/guardians should be implemented.
 Provide remedial reading materials. Attach
monitoring sheets that parents/guardians may
check. Constant communication with the
parents/guardians should be implemented.
Organize, if possible, a learning support
system in the area that can be composed of
volunteers to provide assistance to these
learners.
 Provide self-learning modules and other
additional learning materials.
 Coordinate with their barangay officials to
assist the teachers in delivering the self-
learning modules and other additional
learning materials.
 Provide self-learning modules and other
additional learning materials that are cultured
friendly.
 Assess the particular needs of these learners
and provide them with the materials that
would suffice it.
 Republic of the Philippines
Region IV-A CALABARZON
Schools Division Office of Laguna
Santa Maria District
PAANG BUNDOK ELEMENTARY SCHOOL

MODULE 3A / Output #2
Learning Tasks for Distance Learning

Distance Distinguishi Essential Role of Role of Role of

Learning ng Feature Resources Teacher Parent or School
Modality Household
Member

Modular Self-guided Module Collect, Facilitator Monitoring and

Distance learning check and provide the
Learning return the module
(MDL) output.
Online Synchronous Electronic Facilitator Guidance Provide
Distance and copy of text materials and
Learning asynchronou books/activity monitoring
(ODL) s sheets/pdf
materials.
TV-Based Students Television For Facilitator Provide
Instruction have activity and activity clarification and guidance material and
(TVBI) sheets and sheets. and home monitoring
lessons are visitation
presented in
television.
Radio- Students Radio and For Facilitator Provide
Based have activity activity clarification and guidance material and
Instruction sheets and sheets. and home monitoring
(RBI) lessons are visitation
presented
through
radio.
Blended Combination Modules, text Facilitator Facilitator Provide
Distance of the books, pdf and home and guidance material and
Learning different materials and visitation. monitoring
modalities e-copy
 Republic of the Philippines
Region IV-A CALABARZON
Schools Division Office of Laguna
Santa Maria District
PAANG BUNDOK ELEMENTARY SCHOOL

MODULE 3A / Output #3
Assessment Methods in Distance Learning

Assessment Methods How to Adopt the Assessment

Methods to Distance Learning

I will use learner’s reflection on their own learning

Self- Assessment to measure their understanding and locates the
gaps that need interventions.

I will use portfolio-making which is one of the

Portfolio effective way of assessing learner’s progress in
distance learning.
 Republic of the Philippines
Region IV-A CALABARZON
Schools Division Office of Laguna
Santa Maria District
PAANG BUNDOK ELEMENTARY SCHOOL

MODULE 3A / Output #4
Weekly Home Learning Plan

Day & Learning Learning Learning Mode of

Time Area Competency Tasks Delivery

6:00 – 7:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome
day!

7:00 - 7:15 Have a short exercise/meditation/bonding with family.

Monday

7:15 – 9:20 English Analyze the English 6 Personal

characters used in Module 1, submission by the
print, non-print and Lesson 1 parent to the
digital materials (age teacher in school
Quarter I, Week
and gender, race and 1- 4
nationality, attitude
and behaviour).
Analyze the setting
used in print, non-
print and digital
materials, affluent or
poor.
Infer the purpose of
visual media

9:40 – 10: Mathematics Adds and subtracts Math 6 Module Personal

55 simple fractions and 1, Lesson 1 and submission by the
mixed numbers Lesson 2 parent to the
without or with teacher in school
Quarter I, Week
regrouping. 1
 Day & Learning Learning Learning Mode of
Time Area Competency Tasks Delivery

• adds and subtracts

simple similar
fractions and mixed
numbers without or
with regrouping.
• adds and subtracts
simple dissimilar
fractions
Solve routine and
non-routine problems
involving addition
and/or subtraction of
fractions using
appropriate problem
solving strategies
and tools

1:00 – 2:40 Science Describe the Science 6 Personal

appearance and uses Module 1, submission by the
of homogeneous and Lesson 1 parent to the
heterogeneous Quarter I, Week teacher in school
mixture 1–4

3:05 – 4:25 Edukasyon sa Nakapagsusuri nang EsP 6 Module1, Personal

Pagpapakatao mabuti sa mga bagay Lesson 1 submission by the
na may kinalaman sa parent to the
sarili at pangyayari Quarter 1, teacher in school
Week 1 – 2

Tuesday

7:15 – 9:20 Filipino Nasasagot ang mga Filipino 6 Personal

tanong tungkol sa Module 1, submission by the
napakinggang/nabas Lesson 1 & 2 parent to the
ang pabula, kuwento, teacher in school
Quarter I, Week
tekstong pang- 1
impormasyon at
usapan
Nasasagot ang
 Day & Learning Learning Learning Mode of
Time Area Competency Tasks Delivery

tanong na bakit at
paano

9:40 – TLE Identifies family TLE 6 Module Personal

11:45 resources and needs 1, Lesson 1 submission by the
(human, material and parent to the
non-material) teacher in school
Quarter 1,
Enumerates sources Week 1
of family income
Allocates budget for
basic and social
needs such as:
 Food and
clothing
 Shelter and
education
 Social needs:
social and
moral
obligations,
family
activities,
school affairs,
savings/emerg
ency budget

1:00 – 2:00 Araling Nasusuri ang epekto Araling Personal

Panlipunan ng kaisipang liberal Panlipunan 6 submission by the
sa pag-usbong ng Module 1, parent to the
damdaming Lesson 1 teacher in school
nasyonalismo. Quarter I, Week
1

2:40 – 4:20 MAPEH Identifies the value of Music 6 Module Personal

notes/rests used in a 1, Lesson 1 submission by the
particular song parent to the
Quarter I, Week teacher in school
1

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

7:15 – 9:20 English Analyze the English 6 Personal

characters used in Module 1, submission by the
print, non-print and Lesson 1 parent to the
digital materials (age teacher in school
Quarter I, Week
and gender, race and 1- 4
nationality, attitude
and behaviour).
Analyze the setting
used in print, non-
print and digital
materials, affluent or
poor.
 Infer the
purpose of
visual media

9:40 – 10: Mathematics Adds and subtracts Math 6 Module Personal

55 simple fractions and 1, Lesson 1 and submission by the
mixed numbers Lesson 2 parent to the
without or with teacher in school
Quarter I, Week
regrouping. 1
• adds and subtracts
simple similar
fractions and mixed
numbers without or
with regrouping.
• adds and subtracts
simple dissimilar
fractions
Solve routine and
non-routine problems
involving addition
and/or subtraction of
fractions using
appropriate problem
solving strategies
and tools

1:00 – 2:40 Science Describe the Science 6 Personal

appearance and uses Module 1, submission by the
 Day & Learning Learning Learning Mode of
Time Area Competency Tasks Delivery

of homogeneous and Lesson 1 parent to the

heterogeneous Quarter I, Week teacher in school
mixture 1–4

3:05 – 4:25 Edukasyon sa Nakapagsusuri nang EsP 6 Module1, Personal

Pagpapakatao mabuti sa mga bagay Lesson 1 submission by the
na may kinalaman sa parent to the
Quarter 1, teacher in schoo
sarili at pangyayari Week 1 – 2

Thursday

7:15 – 9:20 Filipino Nasasagot ang mga Filipino 6 Personal

tanong tungkol sa Module 1, submission by the
napakinggang/nabas Lesson 1 & 2 parent to the
ang pabula, kuwento, teacher in school
Quarter I, Week
tekstong pang- 1
impormasyon at
usapan
Nasasagot ang
tanong na bakit at
paano

9:40 – TLE Identifies family TLE 6 Module Personal

11:45 resources and needs 1, Lesson 1 submission by the
(human, material and parent to the
non-material) teacher in schoo
Quarter 1,
Enumerates sources Week 1
of family income
Allocates budget for
basic and social
needs such as:
 Food and
clothing
 Shelter and
education
 Social needs:
social and
moral
obligations,
family
 Day & Learning Learning Learning Mode of
Time Area Competency Tasks Delivery

activities,
school affairs,
savings/emerg
ency budget

1:00 – 2:00 Araling Nasusuri ang epekto Araling Personal

Panlipunan ng kaisipang liberal Panlipunan 6 submission by the
sa pag-usbong ng Module 1, parent to the
damdaming Lesson 1 teacher in schoo
nasyonalismo. Quarter I, Week
1

2:40 – 4:20 MAPEH Discusses the Arts 6 Module Personal

concept that art 1, Lesson 1 submission by the
processes, elements parent to the
and principles still Quarter I, Week teacher in school
apply even with the 1
use of new
technologies.
Explains the
elements and
principles applied in
commercial art.

Friday

8:00 – Parents/Learners meet to return all modules and answer sheets for the week
12:00 and get new modules to be used for the following week. (Please refer to the
Schedule and Distribution of Modules)
 Republic of the Philippines
Region IV-A CALABARZON
Schools Division Office of Laguna
Santa Maria District
PAANG BUNDOK ELEMENTARY SCHOOL

MODULE 3A / Output #5
Individual Learning Monitoring Plan for a Student who lags
in Completing the Learning Tasks

Learner’s SARAH SOPENA

Name:
Grade GRADE 6
level:
Learning Learner’s Intervention MonitoringLearner’s Status
Area Needs Strategies Date Insignifiant Significant Mastery
Provided Progress Progress
Mathematics Cannot The pupil October 12, /
solve was given 2020
routine and more
non-routine activities in
problems solving
involving routine and
addition non-routine
and/or problems
subtraction involving
of fractions addition
using and/or
appropriate subtraction
problem of fractions
solving using
strategies appropriate
and tools. problem
solving
strategies
and tools.

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.
Learner has reached mastery of the competencies in learning plan.