Republic of the Philippines

Department of Education
Region XIII-CARAGA Region
Schools Division of Tandag City
Tandag III District
TANDAG CENTRAL ELEMENTARY SCHOOL

My Study Notebook
Name : GWENDOLYN Q. EBORDE, LPT
Course : LDM 2 (Learning Delivery Modalities for Teachers)
Date : September 21-23, 2020

Module 3A DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

MODALITIES

 Lesson 1 UNDERSTANDING THE DIFFERENT LDMS

ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the

LCP—face-to-face (F2F) learning, DL, blended learning (BL), and
homeschooling. 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 1 to see how well you did.
Now, answer this question: Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study Notebook, then check it
against Lesson 1, Activity 1 Answer Key 2.

Insight: The four Learning Modalities are defined as follows:

1. Face-to-face (F2F) Learning is when students physically attend the class at school.
It is considered as the traditional way of instructions as it is involves traditional
classroom learning. It is the most effective Learning Modality of all types of
Learning Modalities.
2. Distance Learning is a learning delivery modality where a learner is given materials
or access to resources and he/ she undertakes self-directed study at home.
3. Blended Learning is combination of the different delivery learning modalities such
as;
 Modular distance learning and online distance learning
 Modular distance learning and TV-based instructions
 Online distance learning and TV-based instructions
 Online distance learning, TV-based instructions and modular distance
learning.
4. Homeschooling is a school-at-home approach in which parents replicates the
instructional process of schools, traditional instructions, giving of assignments
and so on.

 The LDMs that do not have the face to face learning component are the Distance
Learning and Homeschooling.

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 ACTIVITY 2

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the
Distance Learning Matrix. Share your completed matrix at your next LAC Session. Your
goal is to come to a shared understanding with your peers on the different DL modalities
and their defining features and requirements.

Note that when a vaccine is already available and F2F will be allowed by the Inter-
Agency Task Force (IATF) and by the local government unit (LGU) concerned, any of
the DL modalities may be combined with F2F learning to come up with a BL. Learn
more about BL in the Supplementary Handout on Blended Learning Delivery
Modalities.

(Please see on LAST page.)

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 ACTIVITY 3

Consider the situation in your School/Division—your organizational capabilities,

your level of resources (infrastructure, financial, human), level of experience in DL,
health and safety status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each. Replicate the following
table and write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.

RANKING
(1 TO 5, FROM
Type of
EASIEST TO Why?
DL
HARDEST TO
IMPLEMENT)
1 MDL Self-Learning Module is readily available
It is combined with others so there are lots of
2 BL
resources to be utilized
Almost all learners have television and it is also
3 TV BI helpful in discussing your lesson by giving a
real picture.
Some still don’t have internet connectivity and
4 ODL gadgets at home to use in online classes, if there
is, connection is not stable.
It might hard for the learner to only hear what
they should have learn. They might forget what
5 RBI it was discussed in the radio-based instruction.
Since we all know that learners today best learn
visually to see the examples of a certain lesson.

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ACTIVITY 4

The LCP assures that all possible measures will be taken to ensure that no child
will be excluded from learning during the COVID-19 crisis. Think about groups of
learners in your School/Division who might require special consideration to be able to
participate in DL. Describe what targeted interventions you would develop to include
them. Listed below are some examples which may be relevant to your context. Add others
as appropriate. Write down your answers in your Study Notebook and share your ideas at
your next LAC Session.

LEARNER GROUP TARGETED INTERVENTION

 Coordinate with the Barangay Officials or BHW

Learners without parents or assigned in their area.
household member who can  Continuous monitoring thru social media
guide and support their learning at  Regular communication (SMS or call)
home  Home visitation (if possible)

 Provide reading materials KIT, Learning Activity

Sheets with guided practice and parents should
Beginning readers (K to 3)
facilitate and ask the family member to assist the
Struggling readers (Grades 4-12)
pupil.
 Monitor student’s progress thru text or call.
 Coordinate with the Barangay Officials/ SK
Officials or other private institutions
No access to devices and Internet
 Home visitation might good but too risky for the
teacher
 Coordinate with the Barangay Officials/ Civic
Inaccessible (living in remote Volunteer/ BHWs
and/or unsafe areas)  Home visitation might good but too risky for the
teacher
 Prepare localized/indigenized materials
 Ask the help of barangay officials and other
Indigenous Peoples
members of the community who have means to
help deliver the modules.
 Access to SPED Learning Materials to address
their needs.
Persons with Disabilities
 Home visitation might good but too risky for the
teacher
N/A
Others? Specify:

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  Lesson 2 DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDMs

ACTIVITY 1  

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go

through the document, write down your answers to the following questions in your Study
Notebook:

1. What is lesson designing or lesson planning? 

Insight: Lesson designing or lesson planning is a teacher’s preparation on how and what
the week would be. It provides the teacher a general outline of our teaching goals,
learning objectives and means of accomplishing each objective. It is the blueprint of the
teacher in the teaching learning process.

2. Why is lesson designing important?

Insight: Lesson designing is important in a sense that it serves as a teacher’s guide to
have a smooth lesson delivery. It allows teacher to make things ready on what he/she
wants to do in her lesson preparing the suitable activities that will effectively manageable
and achievable one in his/her lesson.

3. What are the three elements or components of a well-designed lesson?

Insight: The three elements or components of a well-designed lesson are:
a. Aims and objectives – it is important to set a learning objectives in a lesson to
have a well-directed flow of the topic to be taught.
b. Teaching and learning activities – it is where the learning must happen and
experience by the learners through giving them varied learning activities that the
learner is the center of learning itself.
c. Assessment to check pupil’s understanding of the topic – it is where a learning
should assess using the different assessment tools like formative, summative and
etc. to measure their understanding on a certain topic being discussed.

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 ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and

sequence teaching and learning activities that would help learners meet the learning
objectives. These learning tasks can be presented (1) before the lesson, (2) during the
lesson proper, and (3) after the lesson.  

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

1. Review previous 1. Explain, model, 1. Wrap up activities 
lesson   demonstrate, and illustrate
the concepts, ideas, skills, 2. Emphasize key
2. Clarify concepts from or processes that students information and concepts
previous lesson  will eventually discussed 
internalize 
3. Present warm- 3. Ask learners to recall key
up activities to 2. Help learners understand activities and concepts
establish interest in and master new discussed 
new lesson  information 
4. Reinforce what teacher
4. Check learner’s prior 3. Provide learners with has taught 
knowledge about the feedback 
new lesson  5. Assess whether lesson
4. Check for learners’ has been mastered 
5. Present connection understanding
between old and new 6. Transfer ideas and
lesson and establish concepts to new situations
purpose for new lesson

6. State lesson objectives

as guide for learners

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 ACTIVITY 3

Lesson design does not end after implementing the lesson. After the delivery of
the lesson, teachers should take time to reflect on what worked well and why, and what
could have been done differently. Identifying successful and less successful activities and
strategies would make it easier to adjust and revise the lesson plan as needed.
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

Compare your answer to Lesson 2, Activity 3 Answer Key.

Insight: As for me the components that accomplished after the lesson delivered is the Reflection
because it is the part of the DLL/DLP that should be filled up after the lesson is delivered. The
teacher can make comments about the outcome of the lesson and other things that has been
observed during the instructions of the lesson.

ACTIVITY 4

Read the handout Designing Lessons in DL. In your Study Notebook, recreate
and accomplish the following table. Then choose one lesson from a Self-Learning
Module (SLM) for students that you have on hand. Imagine that you will deliver this
lesson to your learners through DL. In the second column, identify which of these tasks
are already present in the SLM. In the third column, identify which has to be presented
via technology-mediated resources, supplementary learning materials, or other means.

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 Learning Delivery Modality (select one): 
 ODL  MDL 
 TV/RBI   BL
Grade 
ONE
Level and Learning Area:
MTB-MLE 1
Lesson/Topic:

Pagsasabi ng Tungkol sa Sarili at Sariling Karanasan (Pamilya, Alagang Hayop, o

Paboritong Pagkain) MT1OL-Ia-i1.1

Learning Objectives:
1. Masabi ang tungkol sa sarili at sariling karanasan.
2. Makapagbahagi ng isang maikling kuwento tungkol sa pamilya,
alagang hayop o paboritong pagkain.
3. Maipakita ang pagkagiliw sa Aralin sa pamamagitan ng isang tula.

Learning Resources/Materials Needed:

MELC, ADM modules, SLAS

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 Additional Remarks: 
(ex. can be done via voice calls, can
be facilitated 
by a household partner, 
Check if already
can be done via a learning activity
Part of Lesson / Learning Tasks present in the 
sheet, can be 
SLM
presented via an internet
based resource, can 
be facilitated during a 
synchronous learning session, etc.)

BEFORE THE LESSON

1. Review previous lesson  ✔ can be facilitated 

by a household partner
2. Clarify concepts from previous lesson ✔ can be facilitated by a household
partner

3. Present warm-up activities to ✔ can be facilitated 

establish interest in new lesson by a household partner

4. Check learner’s prior knowledge about ✔ can be done via a learning activity
the new lesson sheet

5. Present connection between old and new ✔ synchronous learning session

lesson and establish purpose for new
lesson

6. State lesson objectives as guide for ✔ can be done via a learning activity
learners sheet

LESSON PROPER

1. Explain, model, demonstrate, and ✔ can be done via a learning activity

illustrate the concepts, ideas, skills, or sheet
processes that students will eventually
internalize

2. Help learners understand and master new ✔ can be done via a learning activity
information sheet

3. Provide learners with feedback X

4. Check for learners’ understanding ✔ can be done via a learning activity

sheet

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AFTER THE LESSON

1. Wrap up activities ✔ can be done via a learning activity

sheet
2. Emphasize key information and can be done via a learning activity
concepts discussed ✔ sheet

3. Ask learners to recall key activities and can be done via a learning activity
concepts discussed ✔ sheet

4. Reinforce what teacher has taught can be done via a learning activity
✔ sheet

5. Assess whether lesson has been ✔ can be done via a learning activity
mastered sheet

6. Transfer ideas and concepts to new ✔ can be done via a learning activity
situations sheet

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 ANSWER THE FOLLOWING QUESTIONS:

1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?

 The teacher can provide other assessment forms like quizzes or test.
 The teacher may provide supplementary resources like giving activity sheet or
worksheets
 Ask the students to make a relevance of the things they have learned,
inculcate the values and the importance of the lesson in their lives daily
situations.

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?

 To the learner, I will guide the students by providing them more examples of the
concepts in the SLM for them to understand the lesson better and give them a
clearer guided instruction or practice to assess them in doing their activity.
 To the household partner, I will assist them by giving the schedules of activities
and other supplementary materials for them to have more references.
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?

Insight: The teacher can make use of the group chat (gc), text messages, calls to make an
update about the student’s progress while taking the tasks/ activities and set more
examples using technologies and other reliable references.

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 ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on

Policy Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and
summative. Take note of the similarities and differences between the two. Write your
answers in a Venn diagram in your Study Notebook. Follow the example below.

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 ACTIVITY 6

Here are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified to
be suitable for DL. Which assessment methods can you adapt in DL considering the
content area that you are teaching? In your study notebook, recreate the following table
and list five methods that you would like to try. For each one, write how you plan to use
it in DL.

Assessment Method How to Adapt the Assessment Method in DL

Provide the rubrics in the activity sheets. Then, parents

 Written Output (ex. will assess the output through the assistance of the
worksheets) teacher for further intervention or evaluation purposes.

The learners will send recorded performance through a

 Demonstration given link if possible. The teacher will give feedback to
/Performance Task the learners individually through text / messenger/video
(ex. oral) call.

Provide supplementary assessment materials to the

learners aside from the module which will be inserted to
their portfolio and to pick up at assigned grade level
 Weekly Test / room in school.
Assessment & short
quizzes Students can submit short but weekly papers to assess
whether or not the students are understand the material
for that particular week.

The teacher may provide a question via text or FB

messenger for the learners to ponder. Based on the
 Reflection (Feedback responses, I will take note the common misconceptions
on the Lesson) for actual clarification to the learners to know and
understand the reliable/rightful answer.

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 Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:

1. What assessment methods are common among the group members?

⮚ Demonstration / Performance Task
⮚ Weekly Test / Assessment
⮚ Short quizzes
⮚ Written
⮚ Reflection
2. What are the challenges in doing assessment in DL?
⮚ Insufficient data connections
⮚ Time schedule
⮚ Limited resources
⮚ Lack of gadgets
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
 Accepts donations
 Seek assistance from the superiors/stakeholders
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication (if possible)
 Provide simplified modules and localized learning activity sheets

ACTIVITY 7

Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-
Portfolio to find out how to construct and use it.

After reading the references, answer the following quiz to check your understanding
about using a portfolio to assess the learner.

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 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.

6. The learners may submit, store, and manage their

portfolio via file sharing programs or they may submit
✔
the actual softcopies of their work saved on a
CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies

or physical forms may be handed over to the teacher by
the parents or learning facilitators. ✔

Learners are different and have different abilities. For some topics, you can give students
some options or alternatives on how they will be assessed. Just make sure that these
would show how much they have learned.

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  Lesson 3 GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMS

ACTIVITY 1

Column A
Column B
c__1.These are the knowledge, understanding, skills, a. learning area
and attitudes that learners need to demonstrate

d_2. These are the formative learning b. mode of delivery

opportunities given to learners to engage them in
the subject matter and to enhance their
understanding of the content.

_a__3.This refers to the prescribed subject that c. learning competencies

learners take.

_b__4.This refers to the method of submission of

learning outputs preferred by the learner/parent d. learning task
based on their context.

Answer the simple check-up quiz below. Read and match the descriptions in column
A with the terms in column B. Write your answers in your Study Notebook.

ACTIVITY 2

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162

which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After
that, view the three Sample Weekly Home Learning Plans. Now, based on what you have
read, create a WHLP for your class. Take note of the following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and
discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there
are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should
also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American

Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are as
follows:

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 »» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one
hour to 1.5 hours for Grades 1 to 3
»» Key Stage 2 (Grades 4 to 6) – up to two hours
»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up
to four hours (two in the morning and the other two in
the afternoon) for Grades 9 and 10

ACTIVITY 3

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After

you read the guidelines on creating an ILMP, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.

WEEKLY HOME LEARNING

INDIVIDUAL LEARNING
PLAN
MONITORING PLAN (ILMP)
(WHLP)
A tool to guide learners and learning A tool for monitoring learners who
facilitators of household partners in lag behind based on the result of
PURPOSE tracking the subject areas to be their formative and summative
tackled and activities to perform at assessment
home
Learners and learning facilitator or Teachers and learning facilitator or
FOR WHOM? household partner household partner
Learning areas, learning Learner’s need, intervention
COMPONENTS competencies, learning task, mode strategies, monitoring date,
of delivery learners status
HAS TO BE Yes Yes
COMMUNICATED TO
PARENTS?

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ACTIVITY 4

Assume that after going through the outputs submitted by your learners, one of them
has problems completing the learning tasks for the first two weeks. Think of a possible
difficulty the learner may have encountered in accomplishing the learning tasks. Apply what
you have learned about ILMPs in Activity 3 and create an ILMP for that particular learner
who lags behind. Read and use the Individual Learning Monitoring Plan Template. Consider
the components of the ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session.

Before leaving this Module, take note of the following key messages:
 There are no perfect lessons, but with careful planning, reflection, and continuous
adaptation before, during, and after lesson delivery, you will be able to design lessons
with your best efforts, and maximize learning in this new context.
 It is important for teachers to keep track of how the students are doing, get feedback
from the learners (learners’ self-assessment), and from the learning facilitators or
household partners, in order to continuously improve lessons and provide support for
learners as they learn.
 One way of getting feedback from learners is by communicating regularly with them
and their families. As teachers, you need to make your presence felt, and send the
message to the learners that they are not alone in this situation. This will greatly help
them stay motivated.

As teachers, you are part of a larger community of learners, and would need support
from your Coaches, School Heads, and fellow teachers as you adapt to the new normal. Now,
coordinate with your LAC Leader regarding your LAC Session schedule for this module.
Be sure that you have your Module 3A outputs, Study Notebook, and LAC Session
3A Guide ready when you participate in the LAC Session for this Module.

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Name: GWENDOLYN Q. EBORDE, LPT

School: TANDAG CENTRAL ELEMENTARY SCHOOL/TANDAG CITY DIVISION

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Resources Role of Teacher Role of Parent or Role of School
Learning Feature Household
Modality Member
Modular Self-guided learning SLMs, as well as textbooks/learners’  Monitor the learner’s progress They will act as a  Plans, prepare, monitors
Distance style materials (LMs) and reading materials and sets a feedback mechanism learning the performance of pupil
Learning to help learners meet the facilitators  Collaborates to barangay
(MDL) officials
MELCs.
 Accepts donations from
 Collect, check and return the
stakeholders
learner’s output
Online Teacher facilitates SLMs for Alternative Delivery Modes  Give assignments and learning Guide and monitor  Orient the learners and
Distance learning and (ADM), textbooks, primer lessons, tasks the screen time of parents on navigating the
Learning engages learners' activity sheets, teacher-made videos  Facilitates learning the learners different online platforms
(ODL) active participation and supplementary materials, SLMs  Engages learners active  Organize professional
using various and primer lessons converted into participation using technologies development activities to
technologies different digital forms such as enhance teachers
connected to the interactive lessons or electronic books understanding the needed
internet while they (e-books) and DepEd Learning skills in the use of LMS
are geographically Resources Portal, DepEd Commons
remote from each and/or different DepEd recognized
other learning management system

TV-Based Use of television TV – based lessons, Learning Activity Enhance the understanding of key Serves as a guide Provide the learners, as well
Instruction programs on Sheets concepts and clarifications on during viewing as their parents/ learning
(TVBI) channels or stations possible areas of confusion in the time facilitators the broadcast
to present the lesson. lesson that was viewed and shall schedule of lessons
Students were given be done possibly or through phone
activity sheets. calls, SMS, among others.  

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 Radio-Based Use of radio Radio based-lessons, Learning Activity Enhance of understanding of key Guide the learner Provide the learners, as well
Instruction programs on Sheets concepts and clarifications on during listening as their parents/learning
(RBI) channels or stations possible areas of confusion in the time facilitators the broadcast
to present the lesson. lesson that was listened and shall schedule of lessons
Students were given be done possibly or through phone
activity sheets. calls, SMS, among others
Blended Any combination of  Modules (ADM), textbooks, activity Provide the learners, as well as Learning  Ensure the quality of
Distance the above DL types. sheets, and supplementary their parents/learning facilitators facilitator education
Learning Thus:  materials, SLMs and primer lessons the broadcast schedule of lessons  Provide the Learning
  converted into different digital Materials and
o MD forms such as interactive lessons or Monitoring
L and ODL  electronic books (e-books) and
o MD DepEd Learning Resources Portal,
L and DepEd Commons and/or different
TVBI/RBI   DepEd recognized learning
management systems
o OD
 TV and radio based-lesson,
L and
Learning Activity Sheets
TVBI/RBI 
o OD
L, TVBI/RBI
and MDL

WEEKLY HOME LEARNING PLAN FOR MODULAR DISTANCE LEARNING

Weekly Home Learning Plan for Grade 1

Week 1, Quarter 1, October 5-9, 2020

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

7:00 - 7:30 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

7:30 – 8:00 Have a short exercise/meditation/bonding with family.

MONDAY

8:00 - 12:00 RELEASE AND RETRIEVAL OF MODULE  Pakikipag-ugnayan sa magulang araw,

oras at personal na pagbibigay at pagsauli
ng modyul sa paaralan at upang
magagawa ng mag-aaral ng tiyak ang
modyul.
“Sa pagpunta ng mga magulang o
guardian sa paaralan ay mahigpit na
ipatutupad ang minimum health
protocols ng DOH at IAFT”

12:00 – 1:30 LUNCH BREAK

1:30 – 5:00 EDUKASYON SA MELC Week 1: Makikilala ESP Module 1, Quarter 1-Week 1 (Pagkilala sa Sarili)  Pagsubaybay sa progreso ng mag-aaral sa
PAGPAPAKATAO ang sariling gusto, interes, bawat gawain sa pamamagitan ng text,
potensyal, kahinaan at Basahin ang konteksto ng modyul ang aralin at call, or fb.
damdamin/emosyon. bumubuo dito.  Pagbibigay ng maayos na gawain sa
pamamagitan ng pagbibigay n g malinaw
A. Basahin ang Alamin sa ph. 9
na instruksyon sa pagkatuto.
Sagutin: Subukin ph. 9-10 tungkol sa interes
 Magbigay ng feedback sa bawat linggo
mo gawin at Balikan ph 11-12
gawa ng mag-aaral sa reflection chart

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

- Tuklasin card.
Basahin ang kwento “Mahusay” at sagutin
ang sumusunod na katanungan sa ph. 13-14
- Basahin ang Suriin sa ph.14
- Sagutin ang Pagyamanin Ph. 15-16
B. Basahin ang Isaisip ph 17
-Sagutin : Isagawa ph.17, Tayahin ph.18-19,
Karagdagang gawain ph.20

TUESDAY

8:00 - 11:30 MTB-MLE MELC Week 1: Pagsasabi MTB-MLE Module 1, Quarter 1-Week 1 (Pagsasabi ng  Pagsubaybay sa progreso ng mag-aaral sa
ng Tungkol sa Sarili at Tungkol sa Sarili at Sariling Karanasan (Pamilya, bawat gawain sa pamamagitan ng text,
Sariling Karanasan Alagang Hayop o Paboritong Pagkain) call, or fb.
(Pamilya, Alagang Hayop o  Pagbibigay ng maayos na gawain sa
Paboritong Pagkain Basahin ang konteksto ng modyul ang aralin at pamamagitan ng pagbibigay n g malinaw
bumubuo dito. na instruksyon sa pagkatuto.
 Magbigay ng feedback sa bawat linggo
A. Basahin ang Alamin sa ph. 1
gawa ng mag-aaral sa reflection chart
Sagutin: Subukin ph. 2 tungkol sa katangian ng
card.
bata

- Balikan ph. 3
- Tuklasin
Pagpili ng isang larawan kung ito ba ay
naranasan mo at ikuwento ang sariling
karanasan sa ph. 4
- Basahin ang Suriin sa ph.5

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

- Sagutin ang Pagyamanin Ph. 5

B. Basahin ang Isaisip ph 6
-Sagutin
Isagawa ph.6
Tayahin ph.8

Karagdagang gawain ph.8

11:00 – 1:30 LUNCH BREAK

1:30 - 4:00 Araling Panlipunan MELC Week 1: Nasasabi Aral.Pan Module 1, Quarter 1-Week 1 (Mga Batayang  Pagsubaybay sa progreso ng mag-aaral sa
ang mga batayang Impormasyon Tungkol sa Sarili) bawat gawain sa pamamagitan ng text,
impormasyon tungkol sa call, or fb.
sarili(pangalan, Basahin ang konteksto ng modyul ang aralin at  Pagbibigay ng maayos na gawain sa
kapanganakan o edad, bumubuo dito. pamamagitan ng pagbibigay n g malinaw
tirahan, pangalan ng na instruksyon sa pagkatuto.
A. Basahin ang Alamin sa ph. 1
paaralan)  Magbigay ng feedback sa bawat linggo
Sagutin
gawa ng mag-aaral sa reflection chart
- Subukin ph. 2 tungkol sa sariling card.
impormasyon
- Balikan ph. 3
- Tuklasin
Basahin ang usapan sa dayalogo at alamin
kung sino ang batang umiiyak at kung ano
ang kanyang dahilan sa ph. 4
- Basahin ang Suriin sa ph.6
- Sagutin ang Pagyamanin Ph. 7
B. Sagutin ang Isaisip ph 8

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

-Sagutin
Isagawa ph.9
Tayahin ph.10

Karagdagang gawain ph.11

WEDNESDAY

8:00 - 11:30 Mathematics MELC Week 1: Visualize Math Module 1, Quarter 1-Week 1 (Visualizing and  Pagsubaybay sa progreso ng mag-aaral sa
and represent numbers Representing Numbers from 1 to 100) bawat gawain sa pamamagitan ng text,
from 1 to 100. call, or fb.
Basahin ang konteksto ng modyul ang aralin at  Pagbibigay ng maayos na gawain sa
bumubuo dito. pamamagitan ng pagbibigay n g malinaw
na instruksyon sa pagkatuto.
 Magbigay ng feedback sa bawat linggo
A. Basahin ang Alamin sa ph. 1 gawa ng mag-aaral sa reflection chart
Sagutin card.

- Subukin ph. 2
- Balikan ph. 3
- Tuklasin ph. 9
- Suriin ph.10
- Sagutin ang Pagyamanin Ph. 13
B. Sagutin ang Isaisip ph 16
-Sagutin
Isagawa ph.16
Tayahin ph.16

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

Karagdagang gawain ph.16

12:00 – 1:30 LUNCH BREAK

1:00 - 4:00 MAPEH (Music) MELC Week 1: Identifies Music Module 1, Quarter 1-Week 1 (Pagkakaiba ng  Pagsubaybay sa progreso ng mag-aaral sa
the difference between Tunog at Katahimikan) bawat gawain sa pamamagitan ng text,
sound and silence call, or fb.
accurately.  Pagbibigay ng maayos na gawain sa
pamamagitan ng pagbibigay n g malinaw
Basahin ang konteksto ng modyul ang aralin at
na instruksyon sa pagkatuto.
bumubuo dito.
 Magbigay ng feedback sa bawat linggo
gawa ng mag-aaral sa reflection chart
card.
A. Basahin ang Alamin sa ph. 1
Sagutin

- Subukin ph. 2
- Tuklasin ph. 3
- Suriin ph.4
- Sagutin ang Pagyamanin Ph. 5
B. Basahin ang Isaisip ph 8
-Sagutin
Isagawa ph.9
Tayahin ph.11

Karagdagang gawain ph.12

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

THURSDAY

8:00 - 11:30 English Magsisimula ang klase sa English sa Ikatlong Markahan. Pansamantala magbibigay  Pagsubaybay sa progreso ng mag-aaral sa
ng mga babasahin (reading materials) sa mga bata para sa oras na ito. bawat gawain sa pamamagitan ng text,
call, or fb.
 Pagbibigay ng maayos na gawain sa
pamamagitan ng pagbibigay n g malinaw
na instruksyon sa pagkatuto.
 Magbigay ng feedback sa bawat linggo
gawa ng mag-aaral sa reflection chart
card.

11:30 – 1:30 LUNCH BREAK

1:00 - 4:00 Filipino Magsisimula ang klase sa Filipino sa Ikalawang Markahan. Pansamantala  Pagsubaybay sa progreso ng mag-aaral sa
magbibigay ng mga babasahin (reading materials) sa mga bata para sa oras na ito. bawat gawain sa pamamagitan ng text,
call, or fb.
 Pagbibigay ng maayos na gawain sa
pamamagitan ng pagbibigay n g malinaw
na instruksyon sa pagkatuto.
 Magbigay ng feedback sa bawat linggo
gawa ng mag-aaral sa reflection chart
card.

FRIDAY

8:00 - 11:30 Revisit all modules and check if all required tasks are done.

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

11:30 – 1:30 LUNCH BREAK

1:30 - 4:00 Self-Assessment Task/Portfolio Preparation/Reflective Journal/Other Learning Task for Inclusive Education

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.

Prepared by:

GWENDOLYN Q. EBORDE, LPT

Teacher 1

Noted:

RJAN D. SABAREZ

Principal

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

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 Learner’s Name: JUAN H. DELA CRUZ
Grade Level: I-OKRA
Learner’s Status
Intervention Monitoring
Learning Area Learner’s Needs Insignificant Significant
Strategies Provided Date Mastery
Progress Progress
The learner needs To provide more October 9, Lack of Active Not evident
further explanation and examples/activities, 2020 motivation or Participation
Mathematics more given examples supplementary interest.
or learning activities materials or videos Needs
(Printed Modules & (if possible) related remediation
Activity Sheets) on to the lesson.
visualizing and
representing numbers Guided practice is
from 1 to 100. needed to
understand the
  lesson effectively.

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. √

Prepared by: Learner has reached mastery of the competencies in learning plan.

GWENDOLYN Q. EBORDE, LPT

Teacher 1
Source: DepEd Memorandum DM-CI-2020-00162

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