CHERRY PIE C.

RAMOS
Pang2_STAMARIA_6THSEC_TGROUP1_PANG2_STA.MARIA_6THsec_
TGROUP4

I-ILOCOS REGION
PANGASINAN DIVISION II
EASTERN PANGASINAN AGRICULTURAL COLLEGE
1
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL
 MODULE 2 OUTPUTS

UNPACKING OF MELCS
K to 12 Learning MELCs
Competencies
10.2 Natutukoy ang mga paglabag sa
Merged/Clustered paggalang sa buhay
EsP10PBIII3c-10.2
Nasusuri ang mga gawaing taliwas
sa kasagradughan sa buhay
13.2 Nasusuri ang mga gawaing
taliwas sa kasagraduhan sa buhay
EsP10PIIVa-13.1
Natutukoy ang mga isyu na Natutukoy ang mga isyu na
Retained kaugnay sa paggamit ng kaugnay sa paggamit ng
kapangyarihan at pangangalaga sa kapangyarihan at pangangalaga sa
kapaligiran kapaligiran
Nakagagawa ng sariling pahayag
Dropped tungkol sa mga gawaing taliwas sa N/A
kasagraduhan sa buhay

COMBINING MELCS
QUARTER CONTENT PERFORMANCE MELC’s
STANDARD STANDARD
3 Naipamamalas ng Nakabubuo ang 14.1 Natutukoy ang mga
Module 3 ( S.Y 2020-2021 )
mag-aaral ang pagunawa
sa mga
mag-aaral ng mga
hakbang upang
isyung kaugnay sa kawalan
ng paggalang sa
isyung kaugnay sa maisabuhay ang katotohanan EsP10PI-IVc-
kawalan ng paggalang sa 14.1
paggalang sa katotohanan. 14.2 Nasusuri ang mga
katotohanan. isyung may kinalaman sa
kawalan ng paggalang sa
katotohanan EsP10PI-IVc-
14.2
14.3 Napatutunayang ang
pagiging mulat sa mga isyu
tungkol sa kawalan ng
paggalang sa katotohanan
ay daan upang isulong at
isabuhay ang pagiging
mapanagutan at tapat na
nilalang EsP10PI-IVd-14.3
14.4 Nakabubuo ng mga
hakbang upang maisabuhay
ang paggalang sa
katotohanan EsP10PI-IVd-
14.4
.
 List of Targeted Learner Interventions.
Learning tasks for Distance Learning.
Assessment methods in Distance Learning.
*-completing the learning tasks.
LAC 3 Teaching Engagement Report (Optional is LAC session was
conducted)
LAC 3 Session Report (Optional if LAC session was conducted)

Targeted Learner Interventions

Learner Group TARGETED INTERVENTIONS
Learners without parents or household member Make a weekly supervisory plan for them and

Module 3A ( S.Y 2020-

who can guide and support their learning at home check their module and activity sheets

Communicate to respective teacher on what to do

through text, call, chat on Facebook messenger.
2021 ) Also ask co-parenting around your area.

Beginning readers (K to 3) Provide them materials that will suited to their

learning ability

Communicate with parents for a reading warrior

(volunteer) to help the school in implementing the
BR-B4 (Blue Rizal: Barangayan para sa Bawat Bata
Bumabasa).

Struggling readers (Grades 4-12) Provide them materials that will suited to their
learning ability

Communicate to the previous teacher and

parents. Include them to the reading remediation
under BR-B4.

No access to devices and Internet Provide all the learning package like module,
worksheets.

Communicate with LGU to have free access Wifi in

the community there is what we call Montalban-
Connect project.

Inaccessible (living in remote and/or unsafe areas) Provide them modules and making sure to check
their work weekly

Look for a LR mover volunteer to access the

inaccessible areas of the community.

Persons with disabilities Provide them the learning materials that are
suited to them. Communicate with parent and let
them attend on a seminar on psychosocial
approach. Also in retrieval of modules they are
included in LR Pasabay.
 Learning Tasks for Distance Learning
Before
 Review previous lesson
 Clarify concepts from previous
lesson
 State lesson objectives as guide
for learners
 Present connection between old
and new lesson and establish
purpose for new lesson.
During After
 Provide learners with  Wrap up activities
feedback
 Emphasize key information and
 Check learners’ concepts discussed
understanding
 Assess whether lesson has been
 Explain, model mastered
demonstrate and
 Transfer ideas and concepts to
illustrate Check
new situation.
learner’s prior
knowledge about the  Check learner’s prior knowledge
new lesson. about the new lesson.
 The concepts ideas,
skills, or processes of
the students.
 Present warm-up
activities to establish
interest in new lesson
 ASSESSMENT METHODS IN DISTANCE LEARNING
Assessment Method
Formative Assessments of the Self-Learning Modules,
Activity Sheets, & Learning Exemplars
Portfolio Making
Project Making/Performance Assessment
Journal Reflection Assessment
How to Adopt the Assessment
Method in Distance Learning?
Learners will be given with weekly self-learning
modules, to answer in a weeklong span. Learners will
need to accomplish the learning tasks in a period of time.
After accomplishing all the learning activities, their
parents will submit it to the designated Kiosk
strategically located in their respective barangay.
Learners will be instructed to compile all their outputs
per learning area. Every learner should have to submit a
learning output portfolio wherein learner’s reflection is
attached to it for the teacher to determine an authentic
response towards what the pupils learned. In assessing
the portfolio of every learner, the teacher should use
rubrics to further assess and evaluate learner’s
understanding on the lessons given.
Learners will be instructed on project or performance to
be done in a particular lesson especially when the lesson
requires performance output or a project output.
Learners’ outputs will be assessed and evaluated using
rubrics
Learners will be required to submit a journal reflection
in every lesson given to them. Learners’ reflection will
be submitted to their teachers. Rubrics will be used to
evaluate learners’ journal reflections.
 Weekly Home Learning Plan for Grade 10
Week 1, Quarter 1, October 5 - 9, 2020

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

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

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - Araling Naipaliliwanag ang Araling Panlipunan Online submission

11:30 Panlipunan konsepto ng Asya tungo sa Module 1, Lesson 1 through Google
paghahating heograpiko: Classroom
Quarter I, Week 1
Silangang Asya, Timog-
Silangang Asya, Timog-
Asya, Kanlurang Asya,
Hilagang Asya, at Also watch the
Hilaga/Gitnang Asya. following:
https://www.youtube.co
m/watch?
v=7I6DSZ6Wq1E

https://
www.youtube.com/
watch?
v=aMsgM7ZZB9I

1:00 - 3:00 Edukasyon sa Natatanggap ang mga EsP Module 1, Lesson Isumite gamit ang
Pagpapakatao pagbabagong nagaganap sa 1 and Lesson 2 Google Forms
sarili na may pagtataya sa
Quarter I, Week 1
mga kilos tungo sa maayos
na pagtupad ng kanyang
mga tungkulin bilang
nagdadalaga/nagbibinata. Sagutan ang mga
Gawain 1 at 2 na
makikita sa Google
Forms

Tuesday

9:30 - Filipino Nahihinuha ang kaugalian Filipino Module 1, Submit essay to

11:30 at kalagayang panlipunan Lesson 1 the teacher via e-
ng lugar na pinagmulan ng mail
Quarter I, Week 1
kuwentong bayan batay sa
mga pangyayari at usapan
ng mga tauhan.

1:00 - 3:00 English Identify real or make- English Module 1, Online submission
believe, fact or non-fact through Google
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

images. Lesson 1 Classroom

Quarter I, Week 1

Wednesday

9:30 - Mathematics Illustrate well-defined sets, Mathematics Module 1, Online submission

11:30 subsets, universal sets, null
sets, cardinality of sets,
union and intersection of
sets, and the difference of
two sets.
Lesson 1 and Lesson 2 through Google
Classroom
Quarter I, Week 1
Virtual discussion via
Google Meet at 10:00 -
11:00

1:00 - 3:00 Science Describe the components Science Module 1, Online submission
of a scientific Lesson 1 through Google
investigation. Classroom
Quarter I, Week 1

Watch the following:

https://www.youtube.co
m/watch?
v=1jPhaj2T3t0

Thursday

9:30 - TLE: Beauty Explain basic concepts in Beauty Care Module 1, Online submission
11:30 Care Beauty Care (Nail Care) Lesson 1 through Google
Services Classroom
Quarter I, Week 1

Also watch Tools for

NCS at:
https://www.youtube.co
m/watch?v=KJ3B7-
juToI

1:00 - 3:00 MAPEH (One Music: Describe the Music Module 1, Online submission
component per musical characteristics of Lesson 1 through Google
week) representative music Classroom
Quarter I, Week 1
selections from the
lowlands of Luzon after
listening
Watch the following:
https://www.youtube.co
m/watch?
v=taG1aMDF_5k
 Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

Friday

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

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

4:00 Family Time

onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the
module and the teacher may prepare a checklist of the module’s parts for additional monitoring guide for
both teacher and the learner.

INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT

WHO LAGS BEHIND IN COMPLETING THE LEARNING TASKS

Learner’s Name: ABCDE DELA CRUZ

Grade Level: 10
Learner’s Status
Intervention
Learner’s Significan
Learning Area Strategies Monitoring Date Insignificant
Needs t Mastery
Provided Progress
Progress
Science 10 Learner’s Provide more Oct. 22, 2020
acquired guided activities
before /
failing scores
 in activities in proceeding to
Module 1 independent
activity

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.

 OUTPUT FOR MODULE 3-B
Two accomplished LR Rapid Assessment Tools with reflections.

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material YES NO Cannot be determined

1. Connected and relevant to the ̸

MELCs?
 2. easy to reproduce and/or ̸
disseminate?

3. from a credible source/author? ̸

4. culture- and gender-fair? ̸

5. free from red flags on possible ̸

copyright and plagiarism issues?

6. the layout and format easy to read ̸

and pleasing to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?
Yes, the materials was able to meet all the requirements.

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?
None

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
This assessment tool was a great help for us teachers in choosing the
best LR for our subject matter. It taught us to consider first all requirements
needed in obtaining our desired L .R.

OUTPUT FOR MODULE 3-B

Two accomplished LR Rapid Assessment Tools with reflections.

RAPID ASSESSMENT OF LEARNING RESOURCES

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

7. Connected and relevant to the MELCs? /

8. Appropriate to the grade level and learner /
characteristics in terms of language, activities?

9. easy to reproduce and/or disseminate? /

10. from a credible source/author? /

11. culture- and gender-fair? /

12. free from red flags on possible copyright and /

plagiarism issues?

13. the layout and format easy to read and pleasing /

to the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements?
Yes
6. 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?
Yes, I will study it first, before giving it to my learners.

7. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
8. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
It makes me pick the right LR by looking at data of the checklist.

REFLECTIONS
SELF-LEARNING MODULE

The Self-Learning Module that I downloaded was developed by the

Department of Education which is the primary learning resource materials to
be utilized by Grade 10 learners across the country in the new normal. This
SLM in is K to 12 compliant, based from the MELCs and passed the ADM
Learning Resources Standards. This means that this SLM was designed to
cater the needs of our learners on what they should essentially need to learn
now that face-to-face learning is not possible because of the health risks
brought about by Covid 19.
 As I go through the indicators and as I answered the Rapid Assessment
of Learning Resources that in this case, the SLM was evaluated. I have two
indicators that I think brought some minor issues. First is “easy to reproduce
and/or disseminate.” We cannot deny the fact that no matter how complete the
SLMs, still we are challenged on the mass production of SLMs because this
requires huge budget allocation. Scarcity fund is a problem in order to
reproduce these self-learning modules. Second is “free from red flags on
possible copyright and plagiarism issues.” The development of SLMs includes
the use of suited references; however SLMs writers might not be able to
properly cite the references they used. So, the issue of copyright infringement
is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing

better learning outcomes and teachers have big significant roles in the
selection of appropriate learning resource materials to be used in their
teaching. Relatively, this process had helped me a lot.

As I go through this SLM review, I was enlightened that one of the

essential roles of a teacher is to look and study carefully the most appropriate
learning resource materials he/she will be using. It is his/her responsibility to
scrutinize carefully the learning resource materials he/she will be using
because if he/she does, there will be significant learning outcomes for our
students despite this global health pandemic.
 OUTPUT FOR MODULE 4
INDIVIDUAL DEVELOPMENT PLAN

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

Applying knowledge Align the lessons To model the Equip myself and Whole school Webinars
and content within and with the targeted effective familiarize the year
across curriculum concepts stated applications of learning
Module 4A ( S.Y 2020-

teaching areas. in the MELC. content competencies

knowledge stated in the
within and MELC.
across
curriculum
teaching areas.

Using a range of Evaluate the use Model a Study or search Year - round Internet
teaching strategies that and development comprehensive new strategies to
webinars
enhance learner of teaching selection of be used in this
achievement in literacy strategies that effective new normal and
and numeracy skills. promote learner teaching in different
achievement in strategies that modalities.
literacy and promote learner
numeracy skills. achievement in
literacy and
numeracy skills.

Enhance skills in
using various and Attending
Needs assistance
Ability to work necessary webinars, LAC
on technology- Whole year round School funds
collaboratively in groups technologies sessions about the
related work
used in different use of ICT
LDMs