Ldm2 Module 1 5 Diana Calayag

Department of Education
REGION III
Schools Division of Bulacan
Calawitan National High School
NAME: DIANA M. CALAYAG

SCHOOL ID: 300730
SCHOOL: CALAWITAN NATIONAL
HIGH SCHOOL
Republic of the Philippines
REGION III
Schools Division Office
MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down
your insights in your Study Notebook.
1. What is the main delivery of this course?
Answer:
• It is the learning delivery modality for teachers that aims to support us teachers in our
preparation for the new learning delivery modality (LDM) in our school.
2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
Answer:
• Practicing all the learning teaching-processes in the modalities will ensure the quality
instruction delivery in the new normal.
3. What are the two support mechanisms that will help you with your learning in this course?
Answer:
• Being dedicated to my work and responsible teacher to my pupils especially this time of
pandemic will help me with this learning course. We are now in a new normal situation that's
why we need to be responsible and dedicated as we can.

ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study Notebook.
1. How will my personal characteristics and circumstances affect (positively or negatively) my participation in
this course?
2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder me
from completing this course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT
What is it that I repeatedly What will prevent me from What will push me to Where will I accomplish
do that may affect my participating fully in this participate in this course? the requirements of this
participation in the course course? course? Describe this
in a positive or negative environment?
way?
I attended Webinars I’m not as I want to grow “Work from Home” for
for new instructions knowledgeable as the professionally for the me is the most
and platforms to be new generation of sake of my students. effective and safest
prepared in the “new teachers in using the teaching approach in
normal” educational computer and in online accomplishing the
set-up. communication and requirements of this
other activities. course.

ACTIVITY 3
Look for a colleague with whom you would like to discuss your answers and reflections with to the questions
in Activities 1 and 2.
After we discussed our answers and reflections in Activities 1 and 2. We found out that it is a must for
teachers to have an awareness on what the Department of Education promotes among teachers in
supporting the teachers' development in their profession. He/ She must have a school-based continuing
professional development strategy like the organized professional learning communities within the school
which will aid his/her performance as a teacher in the construction of new knowledge about the learning
instructions to cater the present needs of learners in the new normal educational scheme. Practicing all the
learning teaching-processes in the modalities will ensure the quality instruction delivery in the new normal.
We also found out that we almost have the same approach in dealing with this new normal.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled “The
Learning Action Cell as the K to 12 Basic Education Program School-Based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning.” Once you’re done, answer the
following questions. Write your responses and any other ideas and reflections in your Study Notebook.
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016. Rank the following
objectives from easiest to the most difficult to achieve:
Rank 1- To improve the teaching-learning process to improve learning among students.
Rank 2- To nurture successful teachers
Rank 3- To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
Rank 4- To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole.
2. What are the top three challenges to having a successful LAC? List down and elaborate.
Answer:
To have a successful LAC, there are challenges we might encounter as we conduct the Learning
Action Cell.
1. LAC Implementation Process
Before the LAC Session. In order to plan for LACs, the LAC members guided by the LAC Leader and LAC
Facilitator, are expected to identify professional development needs and priorities issues to be discuss or
address in the LAC session. These can be recorded in a LAC Plan, which will also require details on how
the LAC process will be monitored. Schools can construct their own template to suit their own needs and
contexts.
2. Identification of Appropriate Intervention.
The LAC could agree on exploring interventions to address the identified need. Interventions could be in the
form of learning materials, instructional materials, equipment, facilities, strategies in teaching, modality in
teaching, program, etc.
3. Preparing Line-item Budget.
The budget shall come from the school’s respective MOOE and other external grants, provided that only
expenses allowed under the school MOOE may be included, subject to existing accounting rules and
regulations.
School has its own budget to provide the best possible educational opportunities for every pupil. It is clearly
stated in SIP and AIP of the school, however there are times that we need support from other stakeholders
to pacify the needs of a particular project or intervention we are conducting in order to achieve the learners’
development.

ACTIVITY 2
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in
touch with your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for the
conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC Leader
per LAC.
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition with your assigned
Instructional Coach (this will be a district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you from among the following
school members:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject expertise to lead the
LAC.
• Teacher LACs can connect with their Instructional Coach through the LAC Leader. This Instructional
Coach will also be handling multiple LACs through a network of LAC Leaders.
LAC Composition and Coaching Arrangement for LDM2 Teachers
LDM2 for
LDM2 for Teachers
Instructional Coaches LAC TEAM
Leader:
Evangeline C. Victoria
Facilitator:
Maria Veronica M. Samsan
NERISSAV. Members:
BERNARDO Regina B. Francisco
Principal I Andrea Lean Manapat
Maikka Elisa V. Cruz
Belticaezar V. Alarcon
Andrea Lean Manapat
Madhelyn Mempin
Ralph M. Apostol
Diana M. Calayag
Julie Ann Anano
Maricar Santiago
Willyn D. Vinas
Irene DS. Sayo
Jamie Andria S. Pamintuan
April Guzman
NORA G. MANALO, PhD.

(District Supervisor)

ACTIVITY 3
List down the members of your LAC and their respective roles in your Study Notebook.
FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session.
REGION III
Schools Division of Bulacan
Calawitan National High School
NAME: JAIME ANDRIA S.

PAMINTUAN
Republic of the Philippines
SCHOOL ID: 300730
REGION III
Schools Division Office
SCHOOL: CALAWITAN NATIONAL

HIGH SCHOOL

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELC ACTIVITY 1
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in terms
of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be
one of the hindering factors on the poor performance of Filipino learners. Do you agree with this
observation? Why or why not?
ANSWER:
1. Aside from protecting the health and safety of learners and teachers, ensuring the continuity of learning in
this time of pandemic is one of the fundamental concerns of DepEd. K-12 curriculum adjustments,
alignment od of learning materials, deployment of multiple learning modalities and provision of
corresponding training to teachers and school leaders, and proper orientation to parents and guardians of
learners is being implemented to ensure that quality education takes place in this time.
2. Yes. I notice long before the spread of COVID-19, really there are many competencies listed in the
Curriculum Guide, where in I believed that this were also included in the lower grade level. For me it is
better to reduce the list of competencies and mastered it by student rather than include it again and again in
the competency in the next grade level. Now, thanks to those who have time in revisiting the list of Learning
Competencies and turned these to Most Essential Learning Competencies.

MELC ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs.
1. What are the general and specific purposes of the development of MELCs?
2. How does curriculum review aid in the identification of essential learning competencies?
3. What is the difference between essential learning competencies and desirable learning competencies?
4. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
ANSWER:
1. The Department of Education came up with Most Essential Learning Competencies (MELCs) not just to
address the challenges of the current pandemic but also as part of the Department’s long-term response to
the call of SDG4 to develop resilient education systems, most especially during emergencies. The MELCs
can be used under similar circumstances as a mechanism to ensure education continuity (curriculum
dimension). However, releasing the MELCs does not downplay the standards set by the K to 12 curriculum
guides. Rather, they serve as one of the guides for teachers as they address the instructional needs of
learners while ensuring that curriculum standards are maintained and achieved. Furthermore, the MELCs
intend to assist schools in navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space.
2. The curriculum review initiated by our DEPEd Secretary Leonor Magtolis-Briones aids in the identification
of essential learning competencies as part of her continuing commitment to ensure quality, relevant and
liberating education. The Department conducted four phases of curriculum review which focused on
articulation within and across learning areas and grade levels, which led to the identification of gaps, issues,
and concerns. Moreover, areas for improvement that would enhance the learning engagement, experience,
and outcomes were identified and consequent solutions were recommended.
3. Essential learning competencies were defined as what the students need, considered indispensable, in
the teaching-learning process to build skills to equip learners for subsequent grade levels and consequently,
for lifelong learning. On the other hand, desirable learning competencies were defined as what may
enhance education but may not be necessary in building foundational skills.
4. The most essential learning competencies were identified in collaboration with Assessment Curriculum
and Technology Research Centre (ACTRC). The Department set some considerations in identifying the
MELCs- ENDURANCE is considered the primary determining factor. A learning competency is considered
enduring if it remains with learners long after a test or unit of study is completed or if it is useful beyond a
single test or unit of study. Examples of such learning competencies include research skills, reading
comprehension, writing, map reading, and hypothesis testing, which are essential in many professions and
in everyday life (Reeves, 2002; Many & Horrell, 2014).
The decisions made in order to trim down the number of the essential learning competencies were
identifying the competencies to be retained, merged, dropped, rephrased. A learning competency is
retained if it satisfies the endurance criterion which greatly contributes to life-long learning and is a
prerequisite skill to the next grade level. Two or more learning competencies are merged or clustered if they
have the same objective or learning intention and can therefore be combined into one comprehensive
learning competency. However, learning competencies are removed/dropped due to the following reasons:
● They are too specific (and the articulation is similar to that of a learning objective).
● They are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later
quarter or grade level.
● They are recurring.
● They are subsumed in another learning competency.
5. It is advantageous for students to learn the concepts and skills in the MELCs through meaningful
activities and scenarios relatable to them and within the context of the students’ own environment. The
MELCs are implementable as long as the designed activities also teach the procedures and processes on
how and when to apply those knowledge and skills in a given context. With these, Filipino learners are
guaranteed relevant and quality basic education despite the current health crisis.

MELC ACTIVITY 3
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.
This is from Grade 8
Retained Learning Competencies Sample Learning Objectives
 Naisusulat ang talatang:  Nabibigyang-kahulugan ang mga

-binubuo ng magkakaugnay at maayos na talinhaga, eupemistikong o masining na
mga pangungusap pahayagginamit sa Tula,
- nagpapa-hayag ng sariling palagay o balagtasan,alamat, Maikling Kwento,epiko,
kaisipan ayon sa –kasingkahulugan, at –kasalungat
-nagpapakita ng simula, gitna, wakas na kahulugan.

MELC ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions
about the MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate
their insights regarding your questions. Jot down all the insights shared in the discussion, including your
own, in your Study Notebook.
Region III
LAC ID (name or number) : meet.google.com/whm-xidg-pvv No. of Present: 14
Facilitator: Maria Veronica M. Samson Position: Teacher II
LAC Members Agenda: Reflection
NAME DESIGNATION/ POSITION Contact details
Belticeazar V. Alarcon Teacher II 9224444536
Julie Ann Añano Teacher I 9296735648
Ralph Anthony M. Apostol Teacher III 9070572253
Diana M. Calayag Teacher I 9333943037
Maika Elissa V. Cruz Teacher I 9360448823
Regina B. Francisco Teacher III 9325198676
Anna Marie April DC. Guzman Teacher I 9238768438
Andrea Lean C. Manapat Teacher I 9616148145
Madhelyn T. Mempin Teacher II 9496381823
Jaime Andria S. Pamintuan Teacher II 9461780093
Maricar B. Santiago Teacher I 9488522748
Maria E. Sarmiento Teacher II 9177641670
Evangeline C. Victoria Teacher III 9193685211
Willyn D. Viñas Teacher I 9226385380
INSIGHTS:
During our LAC session some questions were raised, and this includes;
1. How the MELCs identified?
2. What is the reason behind trimming down the essential learning competencies to MELCs?
One of my co-teachers shared in one of her readings that, the decisions made in order to trim down the
number of the essential learning competencies were identifying the competencies to be retained, merged,
dropped, rephrased.a learning competency is retained if it satisfies the endurance criterion which greatly
contributes to life-long learning and is a prerequisite skill to the next grade level. Two or more learning
competencies are merged or clustered if they have the same objective or learning intention and can
therefore be combined into one comprehensive learning competency. However, learning competencies are
removed/dropped due to the following reasons:
● They are too specific (and the articulation is similar to that of a learning objective).
●They are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later
quarter or grade level.
●They are recurring.
●They are subsumed in another learning competency.

LESSON 2: UNPACKING AND COMBINING MELCs INTO LEARNING
OBJECTIVE
ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
document, provide a brief and concise response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
ANSWER:
1. The importance of unpacking and combining the MELCs are to systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional deliveries, amidst the
limited learning modalities and shortening of school year.
2. The following are the considerations to make in unpacking and combining the MELCs.
a. Alignment on the Content and Performance Standards - The MELCs are not a departure from the
standards-based design, which is one of the main features of the K to 12 Curriculum. In fact, there are no
MELCs without the content and performance standards.
b. Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to higher order
cognitive demands. As such, lower cognitive demand may be considered first in creating learning
objectives. This ensures that prerequisite knowledge and skills that would enable the achievement of
MELCs, and eventually the content and performance standards, are addressed.
c. Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to provide
systematic learning experiences for learners, it is incumbent that the unpacked learning objectives follow a
logical sequence.
3. The following are the considerations to make in unpacking and combining the MELCs.
a. Alignment on the Content and Performance Standards - The MELCs are not a departure from the
standards-based design, which is one of the main features of the K to 12 Curriculum. In fact, there are no
MELCs without the content and performance standards.
b. Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to higher order
cognitive demands. As such, lower cognitive demand may be considered first in creating learning
objectives. This ensures that prerequisite knowledge and skills that would enable the achievement of
MELCs, and eventually the content and performance standards, are addressed.
c. Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to provide
systematic learning experiences for learners, it is incumbent that the unpacked learning objectives follow a
logical sequence.

OBJECTIVE
ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective
learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these
into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.
Name of LAC Members:

1. Diana M. Calayag
2. Jaime Andria S. Pamintuan
3. Anna Marie April D. Guzman
4. Julie Ann Anano
K to 12 Learning MELCS
Competencies
Merged/Clustered Q-1 Naiiuugnay ang mahahalagang Q1-Nakikilala ang mga
kaisipang nakapaloob sa mga Karunungang Bayan
karunungang-bayan
Retained Q1- Nababasa ang mga akda sa Q1-Nakakabasa ng mga

panahon ng Himagsikan akda sa panahon ng
Himagsikan
Dropped Nakasusulat ng Sariling Tula o Nakasusulat ng Sariling Tula
Kwento o Kwento
Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus.
Discuss and jot down the synthesis of the presentations in your Study Notebook.
MELCs Major Topic/Theme
-Natutukoy ang iba’t ibang gamit ng wika sa

lipunan sa pamamagitan ng napanood na Mga Kaalamang Pangwika: Gamit
palabas sa telebisyon at pelikula (Halimbawa: ng Wika sa Lipunan
Be Careful with My Heart, Got to Believe,
Ekstra, On The Job, Word of the
-Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag ang gamit ng wika sa lipunan
sa pamamagitan ng mga pagbibigay
halimbawa

OBJECTIVE
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
STATUS: Submitted
List of Targeted Learner Interventions

Learner Group Targeted Intervention
Learners without parents or  Trace possible co-parent of family
household member who can guide members to foster learning support.
and support their learning at home  Use peer teaching within the family
members.
Beginning readers (K to 3) Providing Multimedia Lessons thru Links from
DepEd Portal and approved social media.
Focus more on developing 3Rs (Reading,
writing and arithmetic)
Struggling readers (Grades 4-12) Application of Claveria /Marungko Approaches

thru worksheets and video lessons
No access to devices and Internet Setting up of modules or modular approach

Inaccessible (living in remote Coordination with Barangay, DSWD Officials or
and/or unsafe areas) looking for Social Workers/Health Workers
Indigenous Peoples Coordination with Barangay, DSWD Officials or

looking for sponsors.
Persons with Disabilities Use peer teaching within the family members
guided or monitor by Teacher in Special
Education
Others? Specify
Prepared by:
DIANA M. CALAYAG
TEACHER I
Republic of the
Philippines Department of
Education Region III
SCHOOLS DIVISION OF BULACAN
(School)
WEEKLY HOME LEARNING PLAN – FILIPINO 8

Learning Area: Filipino 8 Week: 1 Date:
MELCs:
● Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika.
Layunin:
1. Naiuugnay ang mga konseptong pangwika sa mga napakinggang sitwasyong pangkomunikasyon.
2. Nagagamit ang kaalaman sa modernong teknolohiya sa pag-unawa sa mga konseptongn pangwika.
3. Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan.
4. Natutukoy ang mga pinagdaanang pangyayari/kaganapan tungo sa pagkabuo at pag-unlad ng Wikang
Pambansa.
5. Natitiyak ang mga sanhi at bunga ng mga pangyayaring may kaugnayan sa pag-unlad ng Wikang
Pambansa.
Araw at Oras LEARNING TASKS (GAWAING
PAMPAGKATUTO)
❖ Paggising, pagsasaayos ng higaan, pagkain ng almusal at paghahanda para sa isang makabuluhang
araw.
❖ Magkaroon ng oras para ikondisyon ang katawan sa pamamagitan ng ehersisyo kasama ang miyembro
ng ating pamilya.
PANIMULANG GAWAIN
❖ Sa pasimula ng aralin, hayaan munang magkuwento o maglahad ng ilang pangyayari na kanilang
naranasan sa nakalipas na linggo.
❖ Matapos ang maikling kuwentuhan. Ibigay sa bata ang modyul at ang inihandang sagutang papel na
kanilang gagamitin sa pagsagot sa mga inihandang pagsasanay.
SUBUKIN
❖ Pasagutan sa bata ang paunang pagtataya sa pahina 2-4.
Tandaan: Basahin at unawaing mabuti ang panuto. Maaari mong basahin ang mga tanong gayundin ang
mga pamimiliang sagot, gamitin ang sagutang papel na inihanda ng iyong guro.
BALIKAN
❖ Sa bahaging ito ng modyul, may pagsasanay na kailangang sagutan ng mag-aaral bilang pagbabalik-
aral sa kanyang kaalamang natutuhan na noong nakaraang baitang. Gabayan ang mga bata sa pagsagot
ng mga katanungan. Maaari mong ipabasa ang mga salita na nasa pahina 5.
Tandaan: Hayaang magbigay ang bata ng kaniyang sariling pagpapakahulugan batay sa kanyang
pagkaunawa sa gamit ng mga piling salita. Bigyan ng pagkakataon na mag-isip ang bata at alalahanin niya
ang araling kaniyang napag-aralan o natalakay na noon.
TUKLASIN
❖ Sa bahaging ito ng modyul, gabayan ang bata sa pagtuklas ng bagong kaalaman sa pamamagitan ng
pagbasa ng kahulugan ng wika at kabuluhan ng wika sa Wikang Pambnasa, Wikang Opisyal at
Wikang Panturo.
Tandaan: Ang mga tanong sa mga susunod na gawain ay masasagot nang tama kung uunawaing mabuti ang
nilalaman ng bawat talata. Habang binabasa ang mga talata ay maaari ka nang magtanong sa bata upang
masiguradong nauunawaan niya ang kanyang binabasa.
SURIIN
❖ Sa bahaging ito, kinakailangan mong maglaan ng sapat na oras upang tukuyin ang kahulugan at
kahalagahan ng konseptong pangwika ayon sa wikang panturo at wikang opisyal. Magiging gabay ang
mga impormasyon at kaalamang natamo mula sa naunang gawain. Gabayan ang mga bata sa pagsagot
ng mga katanungan na nasa pahina 7.
Tandaan: Tiyaking maayos na masusuri ng iyong anak ang kahulugan at kahalagahan ng konseptong
pangwika ayon sa wikang panturo at wikang opisyal. Basahin at unawaing mabuti ang panuto. Maaari mong
basahin ang mga tanong gayundin ang mga pamimiliang sagot, gamitin ang sagutang papel na inihanda ng
iyong guro.
PAGYAMANIN
❖ Ito ay gawaing magpapatibay sa iyong pang-unawa at mga kasanayan sa paksa. Gamit ang mga
kaalamang natutuhan sa mga naunang aralin, basahin at unawain ang talata at punan ang mga patlang
ng angkop at tamang salita na nasa pahina 8. Tandaan: Siguraduhing naunawaan ng iyong anak ang
konsepto ng wika upang maibigay ang angkop at tamang salitang kinakailangan sa talata. Gamitin ang
sagutang papel na inihanda ng iyong guro.
ISAISIP
❖ Sa bahaging ito maibubuod ang konsepto ng aralin gamit ang inihandang gawain sa pahina 8.
Pagtapat-tapatin, kinakailangang tukuyin ang kahulugan ng konseptong pangwika na makikita sa Hanay
B.
Tandaan: Bigyang patnubay ang mag-aaral kung ang lahat ng aytem ay nasagutan.
ISAGAWA
❖ Gawin ang pagsasanay na nasa pahina 9 bilang aplikasyon ng iyong natutuhan sa buong aralin.
Tandaan: Sa bahaging ito ay susukatin ang natutuhan ng mag-aaral sa pamamagitan ng pagsagot sa
mga tanong batay sa sariling karanasan at pang- araw-araw na pamumuhay niya. Maaaring gumamit
ng hiwalay na papel sa pagsasagot.
TAYAHIN
❖ Dito mo lubos na masusukat kung naunawaan ba ng mag-aaral ang tamang konsepto ng aralin na
nasa pahina 9-11.
Tandaan: Muli ay gabayan ang anak habang sinasagutan ang bahagi ng pagtataya subalit napakahalaga
na ang sagot ay magmumula mismo sa sariling pag-iisip ng mag-aaral.
KARAGDAGANG GAWAIN
Sa bahaging ito ay sasagutan ng mag-aaral ang karagdagang gawain na tiyak na susukat pa rin sa kaalamang
natamo niya. Makikita ito sa pahina 11 ng modyul at ang sagot ay isusulat sa sagutang papel at maaaring
gumamit ng hiwalay na papel sa pagsasagot kung kinakailangan.
Tandaan: Sa pagtatapos ng aralin, batiin mo ang iyong anak nang buong ngiti at may pagmamalaki. Bigyan
siya ng mga papuri upang lalo siyang magsumikap sa mga susunod pang mga aralin.
Mode of Delivery / Paraan ng Pagsusumite ng Awtput:

❖ Personal na isasauli ng mga magulang ang natapos na modyul at sagutang papel o awtput sa gurong tagapayo sa
itinakdang araw na pagbabalik nito.
Inihanda ni: Binigyang Pansin ni:
DIANA M. CALAYAG NERISSA V. BERNARDO

Guro Punong Guro I
Petsa: Petsa:
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: DIANA M. CALAYAG LAC SESSION ID.:

meet.google.com/jod-hgtr-txg
REGION: III DATE OF LAC SESSION: September 4,

2020; 1:00 pm
DIVISION: BULACAN NUMBER OF LAC SESSION: 1
Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)
THE LAC SESSION
1. I learned a lot from my /

colleagues in this LAC session.
2. The LAC session deepened /

my understanding of the SLM
content.
3. My perspective on the topic/s /

covered has changed as a
result of the LAC session.
4. I participated actively in the /

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.
5. I interacted with different /

people during the LAC
session.
ACTION PLAN
6. I feel motivated to apply in /

my region/division/district
what I have learned in this
lesson.
7. I intend to apply what I have /

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:

None
2. I encountered the following problems or challenges:

None
3. Other comments/suggestions:
Thank you for this session, It really broaden my knowledge.

meet.google.com/shb-stfe-iku
REGION: III DATE OF LAC SESSION: September

9,2020; 1:00 pm
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

Session.
ACTION PLAN

lesson.

Part B

None
None

meet.google.com/whm-xidg-pvv
REGION: III DATE OF LAC SESSION:

September 18, 2020 (10am-12nn)
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION

2. The LAC session deepened my /

understanding of the SLM
content.

covered has changed as a result
of the LAC session.
4. I participated actively in the LAC /

session by sharing my
assignment and insights, asking
questions, and giving Feedback
on what colleagues shared.
5. I interacted with different people /

during the LAC session.
ACTION PLAN
6. I feel motivated to apply in my /

region/division/district what I
have learned in this lesson.

Learned from the lesson in my
Part B

None
Choppy Audio
None

via facebook messenger

September 18, 2020 (1:00pm-3:00pm)
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.
Part B

None
3. Good Area (Silent and cool area in the backyard and stable internet connectivity
3. Other comments/suggestions: None


September 21, 2020 (10 am -12nn)
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
4. I need further clarification and/or resources on the following topics: None

5. I encountered the following problems or challenges: Unstable Internet Connectivity


September 21, 2020 (1pm-3pm)
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION

2. The LAC session deepened my /

understanding of the SLM
content.

covered has changed as a result
of the LAC session.
4. I participated actively in the LAC /

session by sharing my
assignment and insights, asking
questions, and giving feedback
on what colleagues shared.
5. I interacted with different people /

during the LAC session.
ACTION PLAN
6. I feel motivated to apply in my /

region/division/district what I have
learned in this lesson.

Part B
1. I need further clarification and/or resources on the following topics: None

2. I encountered the following problems or challenges: It was so hot in our place, I felt very
uncomfortable, and there were no good
area to meet via internet.
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
Lesson 1: Reflecting on Professional Life and Development
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.
Check the box that best represents your assessment of your skills and
capabilities.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality with ease. /
I can confidently use the platforms in the /

modalities.
I can use pedagogies associated with the /

modalities and platforms.
I can very well manage my learners/class /

in the modality that my school has
adopted.
I can very well engage with parents and /

community partners in assisting learners.

ACTIVITY 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the
LDM2 Course Overview. Reflect on your self-assessment from Activity 1. What
particular professional standards in the PPST do you need to focus on to effectively use
the LDMs in relation to the content and pedagogy of the learning area/s you are
teaching? Write your answer and other insights in your Study Notebook.
To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on
DepEd
Professional Development Priorities and the Continuing Professional Development
Guidelines.
ANSWER:
The particular professional standards in PPST that I need to focus on to
effectively used the LDMs in relation to the content and pedagogy of learning that I
have teaching are.
First, the Domain number 3 Diversity of Learners-because we need to implement
teaching strategies that are responsive to our learners. We need to discover and to
know their strengths and weaknesses. It also includes the disabilities, giftedness and
talents of the learners.
Second, The Domain number 5 Assessment and Reporting. We need to monitor
and evaluate our learners’ progress if they have the mastery of the lesson or not. So we
as teachers explore more techniques on how we deliver lessons even we do not meet
our learners.
Lastly, the Community Linkages and Professional Engagement- We need to

build a strong relationship with parents and guardians in facilitating the learners.
Parents and guardians play a vital role in delivering lessons.

ACTIVITY 3
Answer the following questions by constructing and filling out the table in your
Study Notebook.
 How do you envision your teaching practice in the next few months as you use
the LDM adopted by your School?
 What is your goal in terms of your teaching practices in the
modalities?
 What motivates you to achieve this goal?
 What do you think will help you attain this goal?
Add as many rows as you need for your answers.
What is your goal towards What will push you What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the
modalities?
1. Use a range of teaching I believed that it is my duty and Equip myself with the current
strategies that enhance responsibility to continuously trend in teaching strategies and
learner’s achievement in literacy provide quality education to my pedagogies
and numeracy using different learners even in this time of
LDMs to ensure that learning national emergency. Attend webinar/training on
takes place even we are facing different learning modalities
this Pandemic. More so, no student should be
left behind. Even though who Learn to use different learning
they are, where they are, or platforms
what situation they are in to.
Education must takes place. Tap stakeholders in realizing
the goals
Focus on teaching and learning Now a day we face a new
normal in teaching because of Attend webinars, LAC
pandemic so we need to attend
webinars on how we adjust our
teaching strategies.
Improve and develop teaching If we see our pupils need to Always attend webinars, LAC
techniques provide quality education, we
need also attend more trainings
in using modern techniques in
delivering the lesson.
Building Connections Always connect to community Coordinate with the PTA,

such as parents, alumni, Barangay Captain, and other
authorities and other Stakeholders
stakeholders to gain support for
learners and teachers
development

Lesson 2: Planning for the Continuing Professional Development and Participation
in the LAC
ACTIVITY 1
1. Access the List of NEAP-recognized Programs and the Individual Development Plan
template. Examine the available PD activities/programs offered by DepEd and non-
DepEd providers whether online or offline.
PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Demonstrating knowledge and understanding of Supporting Curriculum Management and

support curriculum implementation through Implementation
management of programs, projects and activities
aligned with the curriculum standards
Building relationships with parents/guardians and Community Linkages and Professional

the wider school community to facilitate Engagement
involvement in the educative process
Selecting, developing, organizing and using Developing Self and Others

appropriate teaching and learning resources to
address learning goals
Designing ,selecting, organizing and using Assessment and reporting

diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
Demonstrating knowledge and understanding in Strengthening Shared Accountability

the provision of technical assistance based on
quality assurance and monitoring and evaluation
results
Demonstrating knowledge and understanding of Strengthening Shared Accountability

laws ,policies, guidelines and issuances on
disaster risk reduction management
Displaying knowledge and understanding of Fostering a Culture of Continuous

relevant technology-based innovations including Improvement
ICT in effective delivery of roles and functions
Adapting and using culturally appropriate teaching Diversity of Learners

strategies to address of learners from indigenous
groups
2. Communicate with your assigned Instructional Coach to provide you a list of Regional
and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your output
in Lesson 1 Activity 3 of this Module.
Action Plan
(Recommended Developmental
Intervention)
Strengths Developmental Timeline Resources
Needs Needed
Learning Intervention
Objectives of
the PD Program
1.Managed Strong internet Implements 1. Have a google meet October to Internet

learner’s in the connection to have a programs that with the learners that December connections,
modality that my complete set of modules effective to the the school adopted. leaflets,
school adapted learning process pamphlets,
2. Wide dissemination brochures
of the different LDM to
the different
stakeholders.
2.Strong Cooperation among Forms group to Create group chat via October to June Internet
communications stakeholders/parents make FB, Messenger for the connections,
with parents and communication teacher, students, and phone, call, load
community faster and more parents. ,laptop
partners accessible to
learners and
stakeholders
3. Knowledge in More trainings and Improves technical Attend webinar and LAC October to June Internet
the New Learning webinars for better of knowledge how session about the connection
modalities execution of the LDM teachers can make different LDM
strong
communication

Lesson 2: Planning for the Continuing Professional Development and Participation
in the LAC
ACTIVITY 2
Refer to your PD objectives and decide on what topics you would like to talk
about in your School LAC. Use the PD Discussion Template in your discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues.
Make adjustments in your plan accordingly.
ACTION PLAN/INTERVENTION
WHAT DO YOU PLAN TO WHEN? WHO WILL BE

DO (INTERVENTION?) RESPONSIBLE?
Coordinate with the
local/barangay officials as to Parents, Teachers, LGU, &
preparedness and awareness October,2020 Other concern stakeholders
for the opening of classes
Secure medical certificate Before the opening of Parents, Teachers, BRHU
classes
Seek the assistance of
barangay officials with October, 2020 Parents, Teacher-Adviser,
regards to the reading ability Barangay Officials
of parents
Continuous dissemination of
information through FB page , Year round School Management Team
tarpaulin and other social
media
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.
Submitted
Assessment Method How to Adapt the Assessment Methods
in DL
1.KWL Activities Expressing their ideas by using this
activity.
2.Simulation Activity Activities that every individual perform at
the same time such as guessing games.
3.Multi-Media Showing activities by using
Presentations presentations.
4.Inventory / Sending 5 skills relevant to the topic.
Checklist of Skills
5.Practice exercise Giving 5 situations to be answer by text
messages.
Assessment Method in DL
Prepared by:
DIANA M. CALAYAG
TEACHER I

Ldm2 Module 1 5 Diana Calayag

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Department of Education

NAME: DIANA M. CALAYAG

MODULE 1: COURSE ORIENTATION

MODULE 1: COURSE ORIENTATION

MODULE 1: COURSE ORIENTATION

MODULE 1: COURSE ORIENTATION

MODULE 1: COURSE ORIENTATION

LAC Composition and Coaching Arrangement for LDM2 Teachers

NORA G. MANALO, PhD.

MODULE 1: COURSE ORIENTATION

NAME: JAIME ANDRIA S.

SCHOOL: CALAWITAN NATIONAL

MODULE 2: COURSE ORIENTATION

MODULE 2: COURSE ORIENTATION

MODULE 2: COURSE ORIENTATION

 Naisusulat ang talatang:  Nabibigyang-kahulugan ang mga

MODULE 2: COURSE ORIENTATION

MODULE 2: COURSE ORIENTATION

MODULE 2: COURSE ORIENTATION

Name of LAC Members:

Retained Q1- Nababasa ang mga akda sa Q1-Nakakabasa ng mga

MELCs Major Topic/Theme

-Natutukoy ang iba’t ibang gamit ng wika sa

MODULE 2: COURSE ORIENTATION

List of Targeted Learner Interventions

Struggling readers (Grades 4-12) Application of Claveria /Marungko Approaches

No access to devices and Internet Setting up of modules or modular approach

Indigenous Peoples Coordination with Barangay, DSWD Officials or

SCHOOLS DIVISION OF BULACAN

WEEKLY HOME LEARNING PLAN – FILIPINO 8

Mode of Delivery / Paraan ng Pagsusumite ng Awtput:

Inihanda ni: Binigyang Pansin ni:

DIANA M. CALAYAG NERISSA V. BERNARDO

NAME OF MEMBER: DIANA M. CALAYAG LAC SESSION ID.:

REGION: III DATE OF LAC SESSION: September 4,

DIVISION: BULACAN NUMBER OF LAC SESSION: 1

THE LAC SESSION

1. I learned a lot from my /

2. The LAC session deepened /

3. My perspective on the topic/s /

4. I participated actively in the /

5. I interacted with different /

6. I feel motivated to apply in /

7. I intend to apply what I have /

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

NAME OF MEMBER: DIANA M. CALAYAG LAC SESSION ID.:

REGION: III DATE OF LAC SESSION: September

DIVISION: BULACAN NUMBER OF LAC SESSION: 2

THE LAC SESSION

1. I learned a lot from my /

2. The LAC session deepened /

3. My perspective on the topic/s /

4. I participated actively in the /

5. I interacted with different /

6. I feel motivated to apply in /

7. I intend to apply what I have /

1. I need further clarification and/or resources on the following topics:

NAME OF MEMBER: DIANA M. CALAYAG LAC SESSION ID.:

REGION: III DATE OF LAC SESSION: