Unpacking of Most Essential

Learning Competencies (MELC)

Resource Speaker
LEODIGARIO R. MENDOZA
Head Teacher II
OBJECTIVES
Participants to this seminar will be able
to:
1. Determine the proper verbs that can
be used in preparing Lesson Plan and
daily lesson log learning objectives.
2. capacitate teacher skills on
unpacking of MELCs in planning a
daily lesson in teaching.
3. Conceptualized DLL for the 4th
Quarter for each grade level with
unpacked competencies. 
# 1 Put a Finger Down if ………..

….you have called

kuya or ate of our
students
# 2 Put a Finger Down if ………..

….you have farted

while discussing
your lesson with
your class
# 3 Put a Finger Down if ………..

….you have teach

your class without
DLL/DLP
# 4 Put a Finger Down if ………..

….you have ever

lied about being
sick
# 5 Put a Finger Down if ………..

….you have ever left

your class
unattended.
# 6 Put a Finger Down if ………..

….you have ever

cleaned the
classroom before
proceeding to your
discussion.
# 7 Put a Finger Down if ………..

….you have ever

experienced
unpacked learning
competency.
 What is unpacking?

Unpacking is deconstructing student learning

outcomes into component parts
/competencies to identify key life-long
transferable learning skills and the types of
learning experiences, activities, tasks, and
assessments aligned with those outcomes.
 Why do we need to unpack?
• Clarify ambiguous or reconciling terms in the standards of
competencies
• Make explicit connections between standards and
competencies.
• Provide for missing competencies in order to achieve the
standards
• Identify the budget of time as suggested by the learning
competency code
• To serve as your guide in lesson planning
• To make the learning target easier to achieve for students.
 Things to consider in unpacking of MELCs

1. Alignment on the content and performance

standards
2. Pre-requisite knowledge and skills.
3. Logical sequence of learning objectives.
The components of a competency

Knowledge
Skills
Attitudes
 Steps in Unpacking Competencies
Step 1: read the learning competencies
Step 2: find and circle the verb
Step 3: underline the nouns and noun
phrases.
Step 4. Go to Revised Bloom’s Taxonomy
https://kodosurvey.com/blog/ultimate-guide-understanding-blooms-taxonomy
Let’s unpack!

Example of MELC: Science 9 Week 1

Quarter 4

Describe the horizontal and

vertical motion of a projectile
(S9FE-IVa34)
Step 1:
Identify the target skill and the
prerequisite skills.

Describe the horizontal and vertical

motions of a projectile.(S9FE-IV-34)
Large image

22
Step 2: Identify the content and the prerequisite content .

Describe the horizontal and vertical

motions of a projectile.(S9FE-IV-34)
Step 3: Unpacking proper

MELC week 1Science 9:

Describe the horizontal and vertical
motions of a projectile.(S9FE-IV-34)
Unpacked MELC:

1. Describe the horizontal and vertical

motions of a projectile.(Understand)
2. Demonstrate different samples of
Horizontal and vertical motion (Apply)
3. Differentiate horizontal and vertical
motion. (Analyze)
Investigate Week 2

Analysis
Relate Week 3
Infer Week 3

Perform Week 4
Construct Week 5
Create
Let’s have another
unpacking!
Example of MELC:
(Grade 12 General Physics 12

Identify the factors that affect the magnitude of the

induced emf and the magnitude and direction of the
induced current (Faraday’s Law) Week 7
STEM_gp12em-Iva-1
 Step 1: Identify the target skill and
the prerequisite skills.

Identify the factors that affect the

magnitude of the induced emf and the
magnitude and direction of the induced
current (Faraday’s Law) Week 7
STEM_gp12em-Iva-1
29
Step 2: Identify the content and the
prerequisite content.

Identify the factors that affect the

magnitude of the induced emf and the
magnitude and direction of the
induced current (Faraday’s Law)
Step 3: Unpacking proper
Example MELC
General Physics 12

Identify the factors that affect the magnitude of

the induced emf and the magnitude and direction
of the induced current (Faraday’s Law) Week 7
STEM_gp12em-Iva-1
Unpacked MELC:
1. List the factors that affect the magnitude
of the induced emf. (Remember)
2. Draw the direction of the induced current
(Application)
3. Describe the magnitude and direction of
the induced current (Faraday’s Law)
(Analyze)
Identify each verb if they are
1. Remembering
2. Understand
3. Apply
4. Analyze
5. Evaluate and
6. Create
1.Classify 1.Understand
2.Solve 2.Application
3.Relate 3.Remembering
4.Connect 4.Analyze
5.Appraise 5.Evaluate
6.Develop 6.create
Closure activity

When was the time your

students say AHA! or AH! in
your class?
Workshop
and

Post-Test