TUBIGON WEST NATIONAL HIGH SCHOOL

Ilijan Norte, Tubigon, Bohol

STUDY NOTEBOOK
Submitted by: MARY JANE P. CORPUS
Teacher III
Submitted to: JUVEN BAGOLOR CERVANTES
School Principal
MODULE 3A
Lesson 1 Activity 1

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to face (F2F) learning, IX,
blended learning (BL), and home schooling In your own words, define each modality. Write your own definitions
in your Study Notebook. When you are done, check Lesson 1, Activity 1 Answer Key I to see how well you did.
Answer:
• Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate feedback and socio
emotional development of learners. It may be conducted in any available physical learning space Face to face
learning in which learners can digest the content of each topic smoothly. It is the best way to address and to
deliver learning ideas.
• Distance learning refers to a learning delivery modally where a learner is given materials or access to
resources and he/she undertakes self-directed study at home or in another venue. Learners engage in
independent learning at home or in any physical learning space applicable, by using learning materials that are
accessible ether online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or
listening to radio-based instruction while being geographically distant from the teacher.
• Blended learning refers to a learning delivery modality using a combination of the features of F2F learning and
distance learning. It can be (1) F2F and modular distance learning; (2) F2F and online distance learning (3) F2F
and TV-based Instruction/Radio-based Instruction; or (4) F2F and any combination of the other type of distance
learning.
• Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access to
formal education while staying in an out-of-school environment, with parents, guardians, or tutors as authorized
facilitators instead of classroom teachers.
2. Which of the LDMs do not have an F2F learning component?
Answer:
- Homeschooling and Distance Learning do not require Face to face learning.

Activity 2 Distance Learning Matrix

Distance Distinguishing Essential Role of Teacher Role of Role of

Learning Feature Resources Parent or School
Modality Household
member
Modular This refers to a Printed Learning facilitator Learning The school
Distance learning modules facilitator and orients the
Learning(MDL) delivery guardians teachers,
modality where and parents and
learning takes supervisors learners about
place between the modular
the teacher and learning
the learners policies and
who are directions to
geographically ensure that
remote from everyone is
each other properly
during informed and
instruction. guided.
TV-Based Reduce MOA with the Television The parents The school
Instruction dependency on Television teachers are are willing to orients the
(TVBI) teacher: The Network or important at both co-supervise teachers,
students learn Radio Station ends of the telecast. and co- parents and
from tele vision They stand in the monitor the learners about
with their own middle of progress of the TV/Radio-
efforts. They the learning process, their based
need minimum either projecting children’s instruction
help from the knowledge or aiding learning as policies and
teacher in case in direction, well as directions to
television is synthesis, and provide ensure that
pressed into comprehension of guidance to everyone is
service. knowledge already their children. properly
Flexibility: acquired. informed and
Rapid and guided.
continuing
change in
curricula and
instructional
methods are
made possible
through
educational
television.
Radio-Based Use of MOA with the The teacher serves The parents The school
Instruction(RBI) television or Television as a supervisor and are willing to orients the
radio programs Network or collect all the finished co-supervise teachers,
on channels or Radio Station output of the and co- parents and
stations students. monitor the learners about
dedicated to progress of the TV/Radio-
providing their based
learning content children’s instruction
to learners as a learning as policies and
form of distance well as directions to
education. provide ensure that
guidance to everyone is
their children. properly
informed and
guided.
Blended Minimum Adopt any Strategies for The parents Schools which
Distance requirements combination of learners’ are willing to adopt any
Learning must be met for the above engagement in all co-supervise combination of
each of the three types of types of distance and co- the above
types being distance learning shall be monitor the three types of
combined any learning must utilized by teachers. progress of distance
of the following meet the their learning must
LDMs. requirements children’s meet the
of each type. learning as requirements
well as of each type.
provide
guidance to
their children.
Activity 3:

Ranking Types of DL Why?

(1-5, from easiest
to the hardest to
implement)
1 Modular Distance Learning
2 Online Distance Learning
3 Blended Learning
4 Radio-based Instruction
Fastest way to collect and retrieve finished
outputs of the learners.
Not all students have internet connection.
Difficult knowing that we are going to use two
kinds of distance learning. It may be complicated.
Expensive materials especially in preparing script
and finished output.

List of Targeted Learners Intervention

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or household
member who can guide and support
their learning at home
Beginning readers (k to 3)
-Make a weekly monitoring plan for them and monitor their
module and activity sheets.
- Seek help on their close neighbor or friends who can help
the learner in their learning at home. As a teacher, closely
monitor the learner and provide support that will cater
learner’s need.
- Assistance and instruction from positive substitute parent
or guardian to provide learning support system.
- Inform or orient parents or anyone that they can message
me through Facebook messenger or send a text for
guidance.
- Ask or trace if they have neighbors who are teachers in
their area so they can ask for help in their modules. Have a
“Bayanihan act”.
-Give supplementary reading materials and make follow up
their improvement.
-send videos of sounds of letters through FB, messenger, or
you tube.
-Provide reading materials like printed reading sheets and
videos that will help the learners to read based on their
reading level. Ask support from the parent/guardian to
closely monitor the reading progress of the learner.
-Strategic intervention materials will be provided to arouse

Struggling readers (Grades 4-12)
No access to devices and internet
Inaccessible (living in remote and or
unsafe areas)
interest in reading.
-Use of multimedia form of instructions.
- Peer assisted learning strategies. Create some materials
like printed reading materials and track the house member
who can help the child practice reading.
- Assess the learner’s reading ability. After, provide reading
materials (printed/audio-visual presentation) to address the
problem with the support of the parents/guardians.
- Supply of reading intervention materials to address the
needs of these readers.
-Utilize the most appropriate remedial reading techniques
and strategies through distance learning approach.
-Provision of supplement activity sheets and video
instruction.
- Arrange reading materials from easy to difficult task.
Provide instructional video materials for the learners
(optional).
- Give words, phrase, paragraph them to read then to check
them have an online reading.
-Provide module for them.
-Provide modules and supplementary worksheets to the
learner. Closely monitor the progress of the child to know if
the modules are effective in learning.
- Provision of learning modules. Seek partnership and
assistance from LGUs and other stakeholders.
- Provide some additional self-learning kits for their learning
like worksheets, modules, and handouts.
-Provide module and making sure to check their work
weekly.
-Coordinate with the barangay to help in delivering the
modules to the remote areas. Send SMS to give updates
and lessons through messaging to those learners.
- Coordination with LGUs concerning the delivery of learning
supplies
- Use modular learning with localized learning materials.
Ask help from LGU in distribution of learning resources.
- Ask help from the barangay officials to access them.
Indigenous People -Provide module and making sure to check them weekly.
Make sure to check the content of the module if it is cultured
friendly for them.
-Coordinate with the Division Office especially on licensed
IP teachers to seek advice and help to an IP learner.
-Request for assistance, support and partnership with LGUs
- Coordinate with the LGU to help the materials needed by
the learners.

Lesson 2: Activity 1

1. What is Lesson Designing or Lesson Planning?

Answer:
Lesson designing or lesson planning gives teachers the opportunity to think deliberately about their
choice of lesson objectives, the types of activities that will meet these objectives, the sequence of those
activities, the materials needed, how long each activity might take, and how students should be
grouped.

2. Why is lesson designing important?

Answer:
Lesson designing is important because it helps teachers ensure that the day-to-day activities that
go on in their classrooms are providing students with an adequate level of long –term progress toward
the goals outlined in their scope and sequence, as well as their individual education plans when
necessary.
3. What are the three elements or components of a well-designed lesson?
Answer:
a. Clearly articulated lesson objectives. (What should be taught?)
b. Well-selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives. (How should it be taught?)
c. Appropriate and timely assessment activities that provide relevant information and feedback for
both teacher and learners. (How should learning be assessed?)
Activity 2:

Part of Lesson / Learning Tasks

Before the Lesson

1. Review previous lesson

2. Clarify concepts from previous lesson
3. Present warm-up activities to establish interest in new lesson
4. Check learner’s prior knowledge about the new lesson
5. Present connection between old and new lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners

Lesson Proper

1. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will
eventually internalize
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
3. Ask learners to recall key activities and concepts discussed
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered
6. Transfer ideas and concepts to new situations
Activity 3:

1. In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

The reflection part of the DLL and DLP should be filled up after the lesson is delivered.

Grade Level and Learning Area: Grade 8- MAPEH (Health)

Lesson/Topic: Gender and Human Sexuality
Learning Objectives: Identifies basic terms in sexuality (sex, sexuality, gender, etc.)
Learning Resources/Materials Needed: SLM, activity sheets
Name: MARY JANE P. CORPUS

Additional Remarks: (ex.

can be done via voice calls, can
be facilitated by a household

Check if already partner,

Part of Lesson / Learning Tasks can be done via a learning activity

present in the
sheet, can be presented via an
SLM
internet- based resource, can
be facilitated during a synchronous
learning session, etc.)

Before the Lesson

/
1. Review previous lesson
2. Clarify concepts from previous lesson
/
3. Present warm-up activities to establish interest in new
/
lesson
Can be presented through
4. Check learner’s prior knowledge about the new lesson
/ the self learning
5. Present connection between old and new lesson and establish
module/LAS
purpose for new lesson
6. State lesson objectives as guide for learners /

Lesson Proper

1. Explain, model, demonstrate, and illustrate the concepts,

/ Can be done through giving
ideas, skills, or processes that students will eventually
supplementary worksheets.
internalize
2. Help learners understand and master new information
/
3. Provide learners with feedback

Can be done through sms

/ messaging or in Messenger.
4. Check for learners’ understanding
/ Can be done through
formative assessment not
presented in module.

After the Lesson

/ Can be facilitated by a
5. Wrap up activities
household partner.
6. Emphasize key information and concepts discussed
/ Can be given another
7. Ask learners to recall key activities and concepts
learning activity.
discussed
/
Can be done through virtual
8. Reinforce what teacher has taught
/ class or sms messaging with
the guidance of the
/ household partner.
/
9. Assess whether lesson has been mastered
10. Transfer ideas and concepts to new situations Give formative assessment
printed or offline digital.
1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SIM?

Answer:
Provide module for distant learning in order to supplement the lacking learning task.
2. What kind of additional support can you give: a. the learner, and/or b. the household partner so that they
are guided throughout the lesson?

Answer:
As an adviser, the only additional support that I can give is additional activity sheets, reading materials
and assistance through any means of communication(text message or personal message/chat) to cater
their queries with regards to the subject matter and the like.
3. How can a teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?

Answer:
In modular distance learning, the only way is to retrieve the modules for checking and for the teacher
adviser to assess and gather feedback. It is also possible to gather feedback through text and chat.

Activity 5: Venn Diagram

Assessment for learning: to make adjustments in the lesson may be integrated in all parts of the lesson:
before the lesson, the lesson proper, and after the lesson results must be recorded to study the patterns of
learning demonstrated by the students but should NOT be used as the basis for grading.
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Assessment of learning to measure if the student met the Performance and content standards done after
the lesson/end of a quarter results enable teachers to describe how well the students learned the
standards/ competencies for a given quarter, which are then reflected in the class record. Learners may be
assessed individually or collaboratively should promote self reflection and personal accountability among
students about their own learning; may be a written work or a performance task.
Activity 6:

Assessment
How to Adapt the Assessment Method in DL
Method

I will send a three-item quiz via text message before the lesson. Based on the responses, I will
Example: Short
take note of the common misconceptions and clarify them to the learners during our online
quiz
session or via text message.
We will send format for KWL Activity sent via text or FB Messenger or FB Page
1.KWL Activities before the lesson and the learner will answer vice versa.

We will send links or videos thru FB Messenger or during online session (google
2.Multimedia
meet, zoom..etc).
Presentation
We will conduct one on one recitation with the learner via text, Phone call or FB
3.Recitation Messenger.
We will give instructions with rubrics for their performance task via modular print,
4.Performance
txt or fb messenger then the learner can submit their outputs via FB messenger or
Task that
submit on scheduled time in school.
emanate from the
lesson objective
We will send modules via online or printed copy to the parents then the learner will

5.Written Work provide their answers via FB Messenger for online classes or submit printed
modules on scheduled time in school.
1. What assessment methods are common among the group members?

Answer:
Five items formative assessment
2. What are the challenges in doing assessment in DL?

Answer:
How to contact my students to inform them about their assessment knowing that not all of them has
internet access.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?

Answer:
We can collaborate well and choose among all our method of assessment listed in our notebook. We
come up the best method to use in the Distance Learning.

Activity 7:
 Questions True False
1. A portfolio mainly displays the academic achievements of the learner. /
2. Testimonies of parents/guardians and learning facilitators regarding the /
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio. /
4. The teacher can only comment on a learner’s portfolio. /
5. For asynchronous learning, teachers allow learners to work on their outputs /
during their own time, the latter will submit the portfolio within the schedule
that the teachers set.

Lesson 3: Activity 1:
1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in
every lesson and/or learning task.

Answer: c) learning competencies

2. These are the formative learning opportunities given to learners to engage them in the subject matter
and to enhance their understanding of the content.
Answer: d) learning task
3. This refers to the prescribed subjects that learners take.
Answer:Learning area
4. This refers to the method of submission of learning outputs preferred by the learner/parent based on
their context.

Answer: Mode of delivery

Activity 2: Sample Weekly Home Learning Plan for Modular Distance Learning Grade 10
 Learning Task No. of
Learning Competencies Days/Week
No./ Date
1. Factors completely different types of The Learning Task are
polynomials (polynomials with common monomial found on your Learning
factor, difference of two squares, sum and Activity Sheets (LAS) .
difference of two cubes, perfect square trinomials, To accomplish these
and general trinomials). M8AL- Ia-b-1
tasks, the learner must
1. Read and Week 1 to 2
2. Solves problems involving factors of understand the
polynomials. M8AL-Ib-2
concept notes.
2. Study the
examples
3. Illustrates rational algebraic expressions. M8AL
–Ic-1 given.
3. Perform the
required
4. Simplifies rational algebraic expressions. M8AL- exercises for Week 3
Ic-2 each task.

5. Performs operations on rational algebraic

expressions. M8AL-Ic-d-1

6. Solves problems involving rational algebraic Week 4

expressions. M8AL-Id-2

7. Illustrates the rectangular coordinate system

and its uses.M8AL-Ie-1

8. Illustrates linear equations in two variables.

M8AL-Ie-3
Week 5

9. Illustrates the slope of a line.M8AL-Ie-4

Finds the slope of a line given two points,
equation, and graph. M8AL-Ie-5

10. Writes the linear equation ax + by = c in

the form y = mx + b and vice versa. M8AL-If-1

11. Graphs a linear equation given (a) any two

points; (b) thex – and y – intercepts; (c) the slope
and a point on the line.*** M8AL-If-2 Week 6

12. Describes the graph of a linear equation in

terms of its intercepts and slope. M8AL-If-3

13. Finds the equation of a line given (a) two

points; (b) the slope and a point; (c) the slope and
its intercepts. M8AL-Ig-1

Week 7
14. Solves problems involving linear equations in
two variables. M8AL-Ig-2