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    Most Essential Learning Competencies (Melcs) : Lesson 1: Background, Rationale, and Development of Melcs

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    Mia Cristialen
    The document provides directions for an activity analyzing a learning area's original K-12 curriculum guide and list of most essential learning competencies (MELCs). Students are asked to copy a table comparing the curriculum guide, MELCs, and determine which competencies were retained, dropped, or merged. The table shows examples of competencies that were retained, dropped, or merged between the original guide and MELCs. Another activity has students unpack selected MELCs into specific learning objectives.

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    Most Essential Learning Competencies (Melcs) : Lesson 1: Background, Rationale, and Development of Melcs

    Uploaded by

    Mia Cristialen
    718 views5 pages
    The document provides directions for an activity analyzing a learning area's original K-12 curriculum guide and list of most essential learning competencies (MELCs). Students are asked to copy a table comparing the curriculum guide, MELCs, and determine which competencies were retained, dropped, or merged. The table shows examples of competencies that were retained, dropped, or merged between the original guide and MELCs. Another activity has students unpack selected MELCs into specific learning objectives.

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    Original Title

    Module 2 MELC

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    The document provides directions for an activity analyzing a learning area's original K-12 curriculum guide and list of most essential learning competencies (MELCs). Students are asked to copy a table comparing the curriculum guide, MELCs, and determine which competencies were retained, dropped, or merged. The table shows examples of competencies that were retained, dropped, or merged between the original guide and MELCs. Another activity has students unpack selected MELCs into specific learning objectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    718 views5 pages

    Most Essential Learning Competencies (Melcs) : Lesson 1: Background, Rationale, and Development of Melcs

    Uploaded by

    Mia Cristialen
    The document provides directions for an activity analyzing a learning area's original K-12 curriculum guide and list of most essential learning competencies (MELCs). Students are asked to copy a table comparing the curriculum guide, MELCs, and determine which competencies were retained, dropped, or merged. The table shows examples of competencies that were retained, dropped, or merged between the original guide and MELCs. Another activity has students unpack selected MELCs into specific learning objectives.

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    © All Rights Reserved
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    of 5

    Module 2: MOST ESSENTIAL

    LEARNING COMPETENCIES (MELCs)

    LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT


    OF MELCS

    Activity 3:
    Directions: Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list
    of MELCs.
    Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy
    and accomplish the following table in your Study Notebook and compare the two documents to determine
    which learning competencies were retained, dropped, or merged.

    First Quarter K to 12 Learning Competencies MELCS


    1. 1.
    Merged / Clustered EN8VC-Ia-8: Use context clues
    from the material viewed to
    Use modal verbs, nouns and
    determine the meaning of
    adverbs appropriately
    unfamiliar words or expressions.
    EN8V-Ia-10.2: Determine the
    meaning of idiomatic Use a range of verbs, adjectives
    expressions by noting context and adverbs to convey
    clues and collocations emotional response or reaction
    to an issue to persuade
    EN8V-Ie-4: Use appropriate
    strategies in unlocking the
    meaning of unfamiliar words
    and idiomatic expressions
    2.
    EN8RC-Ie-7: Use the
    appropriate reading style
    (scanning, skimming, speed
    reading, intensive reading etc.)
    for one’s purpose
    EN8RC-Ig-7.1: Read intensively
    to determine the author’s
    purpose
    EN8SS-Ic-1.5.1: Skim to
    determine key idea

    3.
    EN8LC-Ia-5.1: Listen for
    important points signaled by
    volume, projection, pitch, stress,
    intonation, juncture, and rate of
    speech
    EN8LC-Ie-9: Determine how
    volume, projection, pitch, stress,
    intonation, juncture, and speech
    rate serve as carriers of meaning
    EN8LC-If-5.2: Note the changes
    in volume, projection, pitch,
    stress, intonation, juncture, and
    rate of speech that affect
    meaning
    4.
    EN8LT-Ia-8: Describe the
    notable literary genres
    contributed by African writers
    EN8LT-Ia-8.1: Identify the
    distinguishing features of
    notable African chants, poems,
    folktales, and short stories
    5.
    EN8WC-Ia-1.1: Generate ideas
    and their relationships
    EN8WC-Ia1.1.6.1: Present ideas
    using a variety of graphic
    organizers
    EN8WC-Ib-1.1.6: Organize
    ideas in one-step word, phrase,
    and sentence outline forms
    6.
    EN8WC-Ie-6: Organize notes
    taken from an expository text
    EN8WC-Ie-6.1: Arrange notes
    using a variety of graphic
    organizers
    EN8WC-Ih-6.2: Arrange notes
    in one-step word, phrase, and
    sentence outline forms

    Retained EN8VC-Ig-15: Compare and 1.Determine the meaning of


    contrast the presentation of the words and expressions that
    same topic in different viewing reflect the local culture by
    genres noting context clues
    EN8G-Ie-7: Use parallel
    structures.
    EN8G-Ie-8: Use appropriate
    2.Identify and use signals that
    cohesive devices in composing
    indicate coherence (e.g. additive
    an informative speech
    - also, moreover; causative - as a
    EN8LT-Ic2.2.1: Express result, consequently;
    appreciation for sensory images conditional/ concessional -
    used otherwise, in that case, however;
    sequential - to begin with, in
    conclusion; clarifying -. for
    EN8LT-Ic2.2.2: Explain the instance, in fact, in addition)
    literary devices used.

    EN8LT-Ia-8.1: Identify the


    distinguishing features of
    notable African chants, poems,
    folktales, and short stories

    Dropped EN8VC-Ie-9: Organize . Use conventions in citing


    information from a material sources
    viewed
    EN8LT-Ia-8: Describe the
    notable literary genres
    contributed by African writers
    EN8LT-If-7: Appreciate
    literature as a means of
    understanding the human being
    and the forces he/she needs to
    contend with
    EN8LT-Ig-2.3: Draw
    similarities
    and differences of the featured
    selections in relation to the
    theme

    EN8LT-Ih-3: Explain how a


    selection may be influenced by
    culture, history, environment, or
    other factors

    LESSON 2: UNPACKING AND COMBINING MELCS INTO


    LEARNING OBJECTIVES
    Activity 2:

    2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and
    unpack these into learning objectives.

    Answer:

    MELCS Learning Objectives

    1.Determine the meaning of words and 1. Define Context Clues


    expressions that reflect the local culture by noting
    2. Identify and discuss the different types of
    context clues
    Context Clues
    3. Determine the meaning of words and
    expressions by noting context clues

    2. Use conventions in citing sources 1. Define and Explain the three


    Conventional Citation Styles
    2. Define Bibliography
    3. Discuss the Bibliography Citation
    Standard and its Types of Formats of
    Source of Information in: Print and
    Online using American Psychological
    Association (APA)

    3.Use modal verbs, nouns and adverbs 1. Define Modal Verbs, Nouns, and Adverbs
    appropriately
    2. Enumerate examples on each Modals
    3. Construct sentences using modal verbs,
    nouns, and adverbs in a sentence
    appropriately

    4. Identify and use signals that indicate coherence 1. Define Cohesive Devices
    (e.g. additive - also, moreover; causative - as a
    2. Discuss the lists of Cohesive Devices
    result, consequently; conditional/ concessional -
    otherwise, in that case, however; sequential - to 3. Identify Signals that indicate Coherence
    begin with, in conclusion; clarifying -. for
    instance, in fact, in addition) 4. Construct sentences using Cohesive
    Devices that indicate coherence

    5. Use a range of verbs, adjectives, and adverbs to 1. Define Verbs, Adjectives, and Adverbs
    convey emotional response or reaction to an issue
    2. Discuss Emotive Languages using Verbs,
    to persuade
    Adjectives, and Adverbs
    3. Construct sentences using a range of
    verbs, adjectives, and adverbs in
    conveying emotional response

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