sort of example of my lesson which it could help improving the teaching experience of every teachers and learners

2. Republic of the Philippines

3. Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Hilongos South District
Hilongos, Leyte
LIBERTAD ELEMENTARY SCHOOL
MODULE 2 OUTPUTS
UNPACKING OF MELC
COMBINING MELCS
K to 12 Learning
Competencies
MELCs
Merged/Clustered
Distinguish how spore-bearing and
cone-bearing plant reproduce.
Discuss the interaction among living
things and non-living things in
tropical rain forest, coral reefs and
mangrove swamps.
Discuss the interaction among
living-things and non-living things in
tropical rainforest, coral reefs and
mangrove swaps.
Retained
Describe the appearance and uses
uniform and-uniform mixture..
Describe the appearance and uses
uniform and non-uniform mixture.
Dropped
Tell the benefits of separating
mixtures from products in
community.
N/A
QUARTER
1
CONTENT
STANDARD
PERFORMANCE
STANDARD
MELC’s
I Ang bata ay nagkakaroon ng
pag-unawa sa konsepto ng mga
sumusunod na batayan upang
lubos na mapahalagahan ang
sarili.
Ang bata ay
nakapagpapamalas ng
tamang pagkilos sa lahat
ng pagkakataon na may
paggalang at
pagsasaalang-alang sa
sarili at sa iba
1. Nakikilala ang sarili
(SEKPSE-OO-1)
2. Nakikilala ang pangalan
at apelyido (SEKPSE-la-1.1)
3. Nakikilala ang kasarian.
(SEKPSE-lb-1.2)
4. Nakikilala ang
gulang/kapanganakan (SEKPSE-
lc-1.3)
5. Use the proper
expression in introducing
oneself e.g I am/My name is
___________. (SEKPSE-llc-1.4)
Module
2
(
S.Y
2022-2023
)

4. List of Targeted Learner Interventions.
Learning tasks for Distance Learning.
Assessment methods in Distance Learning.
Weekly Home Learning Plan for 1- subject who lags behind in
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)

5. Targeted Learner Interventions
Learner Group TARGETED INTERVENTIONS
Learners without parents or household member
who can guide and support their learning at home
Make a weekly supervisory plan for them and
check their module and activity sheets
Communicate to respective teacher on what to do
through chat on Facebook messenger. Also ask co-
parenting around your area.
Beginning readers (K to 3) Provide them materials that will suited to their
learning ability.
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
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 .
Inaccessible (living in remote and/or unsafe areas) Provide them modules and making sure to check
their work weekly.
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.
Module
3A
(
S.Y
2022-2023

6. Learning Tasks for Distance Learning
Before During After
 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.
 Provide learners with
feedback
 Check learners’
understanding
 Explain, model
demonstrate and
illustrate Check
learner’s prior
knowledge about the
new lesson.
 The concepts ideas,
skills, or processes of
the students.
 Present warm-up
activities to establish
interest in new lesson
 Wrap up activities
 Emphasize key information and
concepts discussed
 Assess whether lesson has been
mastered
 Transfer ideas and concepts to
new situation.
 Check learner’s prior knowledge
about the new lesson.

7. ASSESSMENT METHODS IN DISTANCE LEARNING
Assessment Method
How to Adopt the Assessment
Method in Distance Learning?
Formative Assessments of the Self-Learning Modules,
Activity Sheets, & Learning Exemplars
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.
Portfolio Making
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.
Project Making/Performance Assessment
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
Journal Reflection Assessment
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.

8. Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Hilongos South District
Hilongos, Leyte
Libertad Elementary School
WEEKLY HOME LEARNING PLAN
Grade 1
Week 2 Quarter 1
October 12-16, 2022
Day &
Time
Learning
Area
Learning
Competency
Learning Tasks Mode of Delivery
8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng
sarli
9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.
Lunes
Martes
MTB
MTB
Naibibigay
ang unang
letra o tunog
ng mga salita.
Naibibigay
ang unang
letra o tunog
ng mga salita.
-Sagutin ang mga
Gawain.
Panuto: isulat sa
inyong kuwaderno
ang isang pangalan
ng bagay, tao, hayop
o pangyayari na
nagsisimula sa mga
letra na nakasulat sa
kahon. Sundan ang
unang halimbawa.
Z-zipper
E- I-
S-
F- A-
O-
T- V-
C-
Ipasa ang output o
sagot ng mga mag-
aaral ng kanilang
magulang sa
paaralan ayon sa
itinakdang araw at
oras ng guro.
 Sa pagpunta
ng mga
magulang sa
paaralan ay
mahigpit na
ipatutupad
ang
minimum
health
protocols ng
DOH at IATF.

9. Miyerkules
HUWEBES
MTB
MTB
Naibibigay
ang unang
letra o tunog
ng mga salita.
B- U-
D-
Panuto: sundan ang
mga nasusulat na
hakbang para mabuo
ang Gawain o awtput.
1. Kumuha ng
isang pirasong
papel
2. Tupiin ito ng
pirasong papel
3. Kulayan ang
magkabilang
bahagi ng
kulay asul.
4. Gumuhit ng
araw sa bahagi
ng papel na
may kulay .
5. Lagyan ng
pangalan.
Panuto: basahin ang
mga sumusunod na
salita. Uliting bigkasin
ang tunog ng mga
unang letra.

10. BIYERNES
MTB
Naibibigay
ang unang
letra o tunog
ng mga salita.
Amo itlog
Masa laso
Sasa mama
Mesa nanay
Gamit kahon
Panuto: basahin ang
mga nakatakdang
Gawain. Sundin ito.
1. Isulat sa
inyong
kwaderno ang
pangalan ng
iyong
magulang at
mga kapatid.
2. Isulat ang mga
unang letra ng
bawat
pangalan.
3. Basahin ito ng
dalawang
beses.
4. Magsulat ng
isang salita na
nagsisimula sa
parehas ng
letra.

11. Panuto: tingnan ang
mga larawan simula
sa unang pahina ng
modyul hanggang sa
pahina na ito.
1. Isulat ang mga
pangalan ng
mga larawan.
2. Isulat ang
unang letra.
3. Bigkasin at
basahin ang
nakasulat ng
letra.

12. INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT
WHO LAGS BEHIND IN COMPLETING THE LEARNING TASKS
Learner’s Name: John Keneth Notarte
Grade Level: ONE
Learning
Area
Learner’s
Needs
Intervention
Strategies
Provided
Monitoring Date
Learner’s Status
Insignificant
Progress
Significa
nt
Progress
Mastery
MTB
Struggles to
read with
fluency and
comprehension
a. seek help
from a
capable
immediate
family
member to
help the
learner in
answering
the
learning
modules
b. give
sufficient
time for the
learner to
accomplish
the
learning
modules
c. scheduled
home
visitation of
the teacher
to help the
learner in
answering
the
October 12-30,
2022
/

13. activities in
the
learning
modules.
d. make and
provide
learning
activities
suited to
his pace of
learning
e. if possible,
the teacher
provides
direct
guidance
and
supervisio
n in the
completion
of the
learner
Intervention
Status
Learner is not making significant progress in a timely manner. 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.
/

15. OUTPUT FOR MODULE 3-B
RAPID ASSESSMENT OF LEARNING RESOURCES
Reflection Questions:
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?
̸
Two accomplished LR Rapid Assessment Tools with
reflections.
Module
3B
(
S.Y
2022-2023

16. 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
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? /
Two accomplished LR Rapid Assessment Tools with
reflections.

17. 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.

18. REFLECTIONS
SELF-LEARNING MODULE IN MTB 1
The Self-Learning Module in MTB 1 that I downloaded was developed by
the Department of Education which is the primary learning resource materials
to be utilized by Grade 1 learners across the country in the new normal. This
SLM in MTB 1 is K to 12 compliant, based from the MELCs and passed the ADM
Learning Resources Standards. This means that this SLM in MTB 1 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 in MTB 1 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.

19. 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 in MTB 1, 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 will be using. It is his responsibility to scrutinize
carefully the learning resource materials he will be using because if he does,
there will be significant learning outcomes for our children despite this global
health pandemic.

20. OUTPUT FOR MODULE 4
INDIVIDUAL DEVELOPMENT PLAN
Strengths Developmenta
l Needs
Action Plan
(Recommended
Developmental Intervention)
Timeline Resources
Needed
Learning
Objectives of the
PD Program
Intervention
Applying knowledge
and content within
and across
curriculum teaching
areas.
Align the lessons
with the targeted
concepts stated
in the MELC.
To model the
effective
applications of
content
knowledge
within and
across
curriculum
teaching areas.
Equip myself and
familiarize the
learning
competencies
stated in the
MELC.
Whole school
year
Webinars
Using a range of
teaching strategies
that enhance learner
achievement in
Evaluate the use
and development
of teaching
strategies that
promote learner
Model a
comprehensive
selection of
effective
teaching
Study or search
new strategies to
be used in this
new normal and
Year - round Internet
webinars
S.Y
2020-2021

21. literacy and
numeracy skills.
achievement in
literacy and
numeracy skills.
strategies that
promote learner
achievement in
literacy and
numeracy skills.
in different
modalities.
Ability to work
collaboratively in
groups
Needs assistance
on technology-
related work
Enhance skills in
using various and
necessary
technologies
used in different
LDMs
Attending
webinars, LAC
sessions about the
use of ICT
Whole year round School funds