Unpacking of MELCs TLE 8 (Food Processing)

A. Determining Learning Competencies (LC) that were Retained, Dropped or

Merged
K12 Learning Competencies MELCs
Dropped 1. Explain basic concepts in Food
(Fish) Processing
2. Discuss the relevance of the
course
3. Explore on opportunities for Food
(Fish) Processing as a career
Dropped LO 1. Recognize Personal
Entrepreneurial Competencies and
Skills (PECs) needed in Food
Processing
1.1. Assess one’s PECs:
characteristics, attributes, lifestyle,
skills, traits
1.2. Assess practitioner’s:
characteristics, attributes, lifestyle,
skills, traits
1.3. Compare one’s PECs with that
of a practitioner /entrepreneur
Dropped LO 1. Generate a business idea that
relates with a career choice in Food
Processing
1.1. Conduct SWOT analysis
1.2. Identify the different
products/services available in the
market
1.3. Compare different
products/services in computer
hardware servicing business
1.4. Determine the profile potential
customers
1.5. Determine the profile potential
competitors
1.6. Generate potential business
idea based on the SWOT analysis
Retained LO 1. Select tools, equipment, LO 1. Select tools, equipment,
utensils and instruments utensils and instruments
1.1. Select tools, equipment, 1.1. Select tools, equipment,
utensils and instruments according utensils and instruments
to food (fish) processing method according to food (fish)
1.2. Explain the defects in tools, processing method
equipment, utensils and instrument 1.2. Explain the defects in tools,
1.3. Follow procedures in reporting equipment, utensils and
defective tools, equipment, utensils instrument
and instruments 1.3. Follow procedures in
 reporting defective tools,
equipment, utensils and
instruments

Retained LO 2. Use tools, equipment, LO 2. Use tools, equipment,

instruments and utensils by instruments and utensils by
following the standard procedures following the standard
2.1. Interpret a food processing procedures
procedure 2.1. Interpret a food processing
2.2. Apply standard procedures in procedure
using tools, equipment, instruments, 2.2. Apply standard procedures
and utensils in using tools, equipment,
2.3. Calibrate tools, equipment instruments, and utensils
instruments and utensils 2.4. Follow 2.3. Calibrate tools, equipment
procedures in sanitizing tools, instruments and utensils 2.4.
equipment, instruments and utensils Follow procedures in sanitizing
2.5. Use tools, equipment, tools, equipment, instruments
instruments, and utensils according and utensils
to job requirements and 2.5. Use tools, equipment,
manufacture’s specification instruments, and utensils
according to job requirements
and manufacture’s specification
Dropped LO 3. Perform post-operation
activities
3.1. Apply procedures in switching
off/plugging off food (fish)
processing tools, equipment,
instruments and utensils
3.2. Follow steps in cleaning and
sanitizing tools, equipment,
instruments and tools before storing
3.3. Perform minor preventive
machine maintenance
3.4. Explain the proper disposal of
defective tools, equipment,
instruments and utensils
Retained LO 1. Tabulate the recorded data LO 1. Tabulate the recorded
relevant to production of processed data relevant to production of
food processed food
1.1. Record weights and 1.1. Record weights and
measurements of raw materials and measurements of raw materials
ingredients and ingredients
1.2. Summarize/sum up recorded 1.2. Summarize/sum up
weights and measurements of recorded weights and
processed products measurements of processed
1.3. Perform how a seam is products
measured 1.3. Perform how a seam is
measured
Dropped LO 2. Review various formulations
 2.1. Check raw materials,
ingredients and percentage
formulations according to approved
specifications and enterprise
requirements
2.2. Re-check percentage
formulations of finished products
according to approved specifications
and enterprise requirements
Retained LO 3. Calculate the production LO 3. Calculate the
inputs and output production inputs and output
3.1. Compute for the percentage 3.1. Compute for the percentage
equivalents of actual spoilage and equivalents of actual spoilage
rejects and rejects
3.2. Calculate the percentage of 3.2. Calculate the percentage of
actual yields and recoveries actual yields and recoveries
according to enterprise according to enterprise
requirements requirements
3.3. Record calculated data 3.3. Record calculated data
according to enterprise according to enterprise
requirements requirements
Dropped LO 4. Compute for the costs of
production
4.1. Follow the standard
procedures in computing for
production costs
4.2. Validate the computed costs of
production according to enterprise
production requirements

Retained LO 1. Interpret a layout plan LO 1. Interpret a layout plan

1.1. Explain the meanings of signs 1.1. Explain the meanings of
and symbol used in lay outing plan signs and symbol used in lay
for fish processing activity outing plan for fish processing
1.2. Interpret layout plan for fish activity
processing area according to 1.2. Interpret layout plan for fish
standard set processing area according to
standard set
Dropped LO 2. Perform outer packaging
procedures
2.1. Design packaging materials for
fish products
2.2. Label packaged fish products
according to quality control
standards
Retained LO 1. Observe personal hygiene LO 1. Observe personal
and good grooming hygiene and good grooming
1.1. Explain the importance of good 1.1. Explain the importance of
grooming in a workplace good grooming in a workplace
 1.2. Follow the procedures in 1.2. Follow the procedures in
cleaning, checking and sanitizing cleaning, checking and
personal protective equipment sanitizing personal protective
equipment
Dropped LO 2. Implement food safety
practices
2.1. Discuss the sanitary practices
in food safety
2.2. Explain the importance of
cleanliness and sanitation in a
workplace
2.3. Observe practices in
manufacturing good food
2.4. Perform first aid according to
workplace standard and operating
procedures

Dropped LO 3. Conduct work in accordance

with environmental policies and
procedures
3.1. Explain the importance of
implementing the HACCP plan
3.2. Discuss how a sound
monitoring practices is done 3.3.
Develop a plan to document and
monitor corrective actions on
environmental protection
Dropped LO 4. Participate in improving
environmental practices at work
4.1. Explain environmental hazards
4.2. Discuss how environmental
risks, hazards and incidents can be
prevented and controlled
4.3. Plan ways in managing ad
utilizing resources in the
environment
4.4. Suggest ways to avoid wastage
4.5. Observe rehabilitation
procedures

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 B.Unpacking MELCs Sample
Quarter Content Performance Most Essential Learning
Standard Standard Learning Objectives
Competencies
The learner The learner LO 1. Select
demonstrates uses and tools, equipment,
understanding of maintain utensils and
uses and appropriate instruments  Identify tools,
maintenance of food (fish) 1.1. Select tools, equipment,
food (fish) processing equipment, utensils and
processing tools, tools, utensils and instruments
according to
equipment, equipment, instruments
food (fish)
instruments and instruments according to food processing
utensils in food and utensils (fish) processing method
(fish) processing. and reports method  Discuss the
accordingly 1.2. Explain the tools,
upon defects in tools, equipment,
discovery of equipment, utensils and
instruments
defect/s. utensils and
according to
instrument food (fish)
1.3. Follow processing
procedures in method
reporting defective  List he defects
tools, equipment, in tools,
utensils and equipment,
utensils and
instruments
instrument
 Explain the
defects in
tools,
equipment,
utensils and
instrument
 Follow
procedures in
reporting
defective tools,
equipment,
utensils and
instruments
LO 2. Use tools,
equipment,
instruments and
utensils by
following the  Discuss food
standard processing
procedures procedure
2.1. Interpret a  Interpret a
food
food processing
processing
procedure procedure
2.2. Apply
 standard  Identify
procedures in standard
using tools, measuring
equipment, devices and
instruments
instruments, and
 Cite different
utensils standard
2.3. Calibrate measuring
tools, equipment devices and
instruments and instruments
utensils  Enumerate the
2.4. Follow procedures in
sanitizing
procedures in
tools,
sanitizing tools, equipment,
equipment, instruments
instruments and and utensils
utensils  Differentiate
2.5. Use tools, tools,
equipment, equipment,
instruments, and instruments,
utensils according and utensils
to job according to
requirements and job
manufacture’s requirements
specification and
manufacture’s
specification
 Explain tools,
equipment,
instruments,
and utensils
according to
job
requirements
and
manufacture’s
specification
The learner The learner LO 1. Tabulate
demonstrates performs basic the recorded data
understanding of measurements relevant to  Identify the
basic and calculation production of weights and
measurements that relate with measurements
processed food
and calculation. weight and of raw
1.1. Record
measurements materials and
. weights and
ingredients.
measurements of  Illustrate the
raw materials and weights and
ingredients measurements
1.2. of raw
Summarize/sum materials and
up recorded ingredients.
 Analyze sum
weights and
up recorded
measurements of weights and
processed measurements
 products of processed
1.3. Perform how a products
seam is measured  Perform how a
seam is
measured
The learner The learner LO 3. Calculate
demonstrates exhibits basic the production
understanding of mathematical inputs and output  Discuss the
basic skills that 3.1. Compute for percentage
mathematical relate with the percentage equivalents of
skills that relate computation equivalents of actual
spoilage and
with spoilage, of percentage actual spoilage
rejects
rejects and the of spoilage, and rejects  Discuss on to
percentage of rejects and 3.2. Calculate the calculate the
recovery of recovery of percentage of percentage of
yields. yields. actual yields and actual yields
recoveries and recoveries
according to according to
enterprise
enterprise
requirements
requirements  Record
3.3. Record calculated
calculated data data according
according to to enterprise
enterprise requirements
requirements
The learner The learner LO 1. Interpret a
demonstrates interprets layout plan  Define the
understanding of plans and meanings of
interpreting plans drawings that 1.1. Explain the signs and
and drawings relate with meanings of signs symbol used
in lay outing
that relate with basic fish and symbol used
plan for fish
basic fish processing in lay outing plan processing
processing activities. for fish processing activity
activities. activity  Explain the
1.2. Interpret meanings of
layout plan for fish signs and
processing area symbol used
according to in lay outing
standard set plan for fish
processing
activity
 Identify the
layout plan for
fish
processing
area according
to standard set
 Explain the
layout plan for
fish
processing
area according
to standard set
  Interpret
layout plan for
fish
processing
area according
to standard set
The learner The learner LO 1. Observe
demonstrates observes personal hygiene
understanding of basic and good  Discuss the
basic principles principles and grooming the importance
and rules to be rules to be 1.1. Explain the of good
observed to observed to importance of grooming in a
workplace
ensure food ensure food good grooming in
 Explain the
safety and safety and a workplace importance of
sanitation when sanitation 1.2. Follow the good
he/she packages when he/she procedures in grooming in a
fish products. packages fish cleaning, checking workplace
and sanitizing  Enumerate the
products.
personal protective procedures in
equipment cleaning,
checking and
sanitizing
personal
protective
equipment
 Explain the
procedures in
cleaning,
checking and
sanitizing
personal
protective
equipment
 Perform the
procedures in
cleaning,
checking and
sanitizing
personal
protective
equipment

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 ASSESSMENT METHOD IN DISTANCE LEARNING

Assessment How to Adapt the Assessment Method in DL

Method

1. Diagnostic A pre-assessment. Prepares pre-test before each

assessment lesson.

2. Formative Assessment prepared every after a lesson.

Assessment

3. Summative Prepares formal assessment at the end of a

Assessment defined period of instruction.

4. Periodic Quarterly test

Assessment

5. Performance Serve as evidence of learning.

Task Providing them activity rubrics.

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 TARGETED LEARNERS INTERVENTION

Learner Group Targeted Intervention

-Establishing chat monitoring system
for possible queries.

Learners without parents or household - Video tutorial as supplementary

member who can guide and support their guided instruction.
learning at home
-Put the learner’s guardian in touch
with helpful resources.

Beginning readers (K to 3)

-Leveled reading materials in print and

digital format.
Struggling readers (Grades 4-12) -Make video lessons that help them
develop their reading skills.

- Provide modules and additional /

supplementary materials /activity
sheets.
No access to devices and Internet
- Orientation of parents or siblings
about the subject for them to be the
facilitator or learning.
-provide modules and additional
activities and supplementary materials
at least once a month.
Inaccessible (living in remote and/or unsafe
- Digital /online Instruction if signal
areas)
reception is evident.
- Establishing chat monitoring system
for possible queries.

Indigenous Peoples Local partnership with the community

Parents/guardians/siblings sa leaning
Persons with Disabilities
facilitator

Others? Specify.

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 Lesson 2 Activity 4: Learning Tasks
Learning Delivery Modality (select one): ODL MDL TV/RBI BL
Grade Level and Learning Area: 9- Cookery
Lesson/Topic: Quarter 1 Module 1 - Week 1 – Lesson 1-
Clean, Sanitize and Store Kitchen Tools and
equipment
Learning Objectives: 1. Identify the different kinds of chemicals used
in cleaning and sanitizing kitchen tools and
equipment.
Learning Resources/Materials Self-Learning Module (SLM)
Needed:

Part of Lesson / Learning Check if Additional Remarks:

Tasks already (ex. can be done via voice calls, can be
present in the facilitated by a household partner, can be
done via a learning activity 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 none
2. Clarify concepts from none
previous lesson
3. Present warm-up /
activities to establish
interest in new lesson
4. Check learner’s prior /
knowledge about the
new lesson
5. Present connection /
between old and new
lesson and establish
purpose for new lesson
6. State lesson objectives /
as guide for learners

Lesson Proper
1. Explain, model, /
demonstrate, and
illustrate
the concepts, ideas,
skills, or processes that
students will eventually
internalize.
2. Help learners /
understand and master
new
Information
3. Provide learners with /
feedback.
4. Check for learners’ /
 understanding
After the Lesson
1. Wrap up activities /
2. Emphasize key /
information and concepts
discussed
3. Ask learners to recall key /
activities and
concepts discussed
4. Reinforce what teacher /
has taught
5. Assess whether lesson /
has been mastered
6. Transfer ideas and /
concepts to new
situations

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 WEEKLY HOME LEARNING PLAN
WEEK 1 QUARTER 1
MODULE 1
T.L.E 9 (Cookery)

Teacher: Sampaguita B. Insoy (Jade, Ivory, Jasper)

Contact Number: 09088826530
FB messenger: Sam Insoy
Day & Learning Area Learning Learning Task Mode of Delivery
Time Competency
6:00- Wake up, pray, make up your bed and get ready for an awesome day!
7:00
7:00- Have a short exercise, self-care, bonding with your family.
7:30
Monday- Thursday
 identify the 1. Use the module  Modular
Cookery different with care. Do not Distance
Module 1: kinds of put unnecessary Learning-Printed
Clean, chemicals mark/s on any part Modular
used in Distance
Sanitize and of the module. Use
cleaning and Learning (MDL-
Store Kitchen sanitizing a separate sheet of PMDL)
Tools and kitchen tools paper in answering  Send answer
equipment. and the exercises. sheets and
equipment. 2. Read the outputs to the
instruction carefully designated drop
before doing each box or GC
(Group Chat
task
Chat in
3. Answer the Pre- messenger
Assessment in 1 provided by the
whole intermediate subject teacher.
paper (What I
 Have the parent
Know) pp 6-7.
submit the
4. Answer:
output to the
What New, pp 8
resource
What It, pp 10 assigned in the
What More, Activity barangay
2, pp11 residence of the
What I Have student.
Learned, Activity 3,  If you encounter
pp.12 any difficulty in
answering the
What I can Do,
tasks in this
Activity 4, pp.13 module, do not
5. Answer Assessment hesitate to
pp13-14 consult your
6. Observe honesty teacher or
and integrity in doing facilitator.
the tasks and Always bear in
checking your mind that you
answers. are not alone.
FRIDAY – Assessment
Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 Teacher: SAMPAGUITA B. INSOY Quarter First Quarter
KIMAGANGO
Date: October 16, 2020 School: HIGH SCHOOL
GRADES 1 to 12
Time: 1:00 - 2:00
DAILY
LESSON LOG Grade Level: 9- Cookery Learning Area: Cookery 9

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content The learners demonstrate an understanding the knowledge, skills,

Standards: and attitudes required in maintaining kitchen tools, equipment, and
work premises.
B. Performance The learners independently maintain clean kitchen tools,
Standards: equipment, and premises.
C. Learning In this lesson, the students should be able to:
Competencies/ 1. identify the chemicals to be utilized in cleaning and
Objectives:
sanitizing kitchen tools and equipment
2. discuss the chemicals to be utilized in cleaning and
sanitizing kitchen tools and equipment
3. appreciate the importance of chemicals to be utilized
in cleaning and sanitizing kitchen tools and equipment
What is the lesson is all about, subject matter that the teacher aims to teach, in the CG the
content can be tackled in a week or two
II. CONTENT Clean, sanitize, and store kitchen tools and equipment

List the materials to be used in different days. Varied sources of materials sustain student’s
III. LEARNING interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s TLE_HECK9KP-Ia-1
Guide Pages
2. Learner’s Module 3
Materials Pages
3. Textbook None
Pages
4. Additional Cookery 9 Learning Module
Materials from
Learning
Resource (LR)
portal
B. Other Learning Internet: YouTube
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.

A. Reviewing Teacher Students

Previous Lesson Preparatory Activities:
or Presenting the Student lead the prayer Student will lead the
New Lesson
Thank you prayer
Let us settle our self- first
Remember our house rules
Review:
Word Search Puzzle Game
The students answer “Word Scramble Student will answer
Game”. Divide the Class into two group to
and answer the given puzzle.
 The students are going to search the different
words.

Any question/ Clarification

Very Good None

B. Establishing a Present a picture in the class.

Purpose for the 1.What did you observe in the picture?
Lesson 2. Can you name some of it? Students participate the
3. What different type kitchen tools and activity
equipment?
C. Presenting Present a video that show how to pack
Examples/Instance Student watch the video
food.
s of the Lesson
D. Discussing New Cleaning and sanitizing procedures must
Concepts and Practicing Student will lesson and
New Skills be part of the standard operating
procedures that make up your food participate on class
safety program. discussion

 Improperly cleaned and sanitized

surfaces allow harmful
microorganisms to be transferred
from one food to another
 Cleaning is the process of
removing food and other types of
soil from a surface, such as a
dish, glass, or cutting board

Any questions or clarifications?

E. Discussing New
Concepts and Practicing
New Skills #2

F. Developing What is cleaning? The student will answer:

Mastery Why cleaning is important?
(Leads to Formative
Assessment 3) What are the different cleaning
compound?

G. Finding Practical How cleaning apply in our daily life Students answer
Applications of Concepts and .
Skills in Daily Living
H. Making Why do we observe to clean our kitchen
Generalizations tools, utensil and equipment? Student will give their
and Abstraction about the
Lesson Why cleaning to is tools, utensil and answer.
equipment important in our lives?
I. Evaluating
Learning Test I. Identification: Identify the following statements. Write the
correct answer on your activity sheet.
______1. It is used periodically in removing minerals deposits and
other soil that detergents cannot eliminate.
_______2. It is commonly referred to as degreaser.
_______3. It is used to remove heavy accumulations of soil.
_______4. It is the process of killing microorganism.
_______5. It is routinely used to wash tableware, surfaces and
equipment

A. Additional
Activities for
Application or
 Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial
lessons work? No. of
learners who have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies work
well? Why did these work?
F. What difficulties did
I encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: ANGEL CABAYA

Grade Level: 9 JASPER
Intervention Learner’s Status
Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress

Cookery -Modify the October

9 learning 25,2020 /
tasks on the
level of the
learner.

-Provide
more guided
activities
and
exercises

-Use of
multimedia/
video about
the topic

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the /

MELCs?

2. Appropriate to the grade level /

and learner characteristics in
terms of language, activities?

3. Easy to reproduce and/or /

disseminate?

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible /

copyright and plagiarism issues?

7. the layout and format easy to /

read and pleasing to the eyes?

Reflection Questions
1. Was the material able to meet all the requirements?
Yes, it met the requirements, and is appropriate in the grade level I am
teaching.
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?

Yes, it needs quality assurance in the images and clipart’s used in the
material.
3.Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
The images of the learning material.
4.How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Learning materials used must have quality assurance and is permitted from
the department of education. Just be very careful in choosing pictures or images
used for the learning materials or else you’ll subject for plagiarism

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
 LEARNING TASKS FOR DL

The second component of a well-designed lessons 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.

Before the Lesson Lesson Proper After the Lesson

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

Prepared by: Noted by: Approved by:

SAMPAGUITA B. INSOY LIWAYWAY B. INSOY FE NADELA – HINAY

Teacher III Master Teacher I School Principal I
Lesson 2 Activity 4: Learning Tasks
Learning Delivery Modality (select one): ODL MDL TV/RBI BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials
Needed:

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls, can be facilitated by a
present household partner, can be done via a learning activity
sheet, can be presented via an internet- based
in the resource, can be facilitated during a synchronous
SLM learning session, etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous
lesson
3. Present warm-up activities to
establish interest in new lesson
4. Check learner’s prior knowledge
about the new lesson
5. Present connection between old
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide
for learners
Lesson Proper
1. Explain, model, demonstrate, and
illustrate
the concepts, ideas, skills, or
processes that
students will eventually internalize.
2. Help learners understand and
master new
Information
3. Provide learners with feedback.
4. Check for learners’ understanding
 RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the


MELCs?

2. Appropriate to the grade level

and learner characteristics in 
terms of language, activities?

3. easy to reproduce and/or


disseminate?

4. from a credible source/author? 

5. culture- and gender-fair? 

6. free from red flags on possible


copyright and plagiarism issues?

7. the layout and format easy to


read and pleasing to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?
Yes, the Learning Resource Material from the DepEd Commons that I downloaded
was able to meet all the requirements in the Rapid Assessment Tool of Learning
Resources.

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, all my answers in all the questions in the assessment tool were yes.
 Since the LR material from the DepEd Commons was able to meet all the
requirements in the Rapid Assessment Tool my decision is that I am going to
use the LR material from DepEd Commons for my learners.
 Because, based on the result on the LESF the Distance Learning Delivery
Modality chosen by the learners or parents is mostly Printed Modular Distance
Learning. Therefore, our school will adopt and implement the PMDL that is why
I need the material from the DepEd Commons

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
I think the other aspect of the material not covered by the tool but still need to be
assessed is the number of activities that are needed to accomplish it should be
guided by the suggested time allotment a MELC can be mastered.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
Through this exercise/activity I learned the use of LR Rapid Assessment Tool.
This Tool enable me to determine the right and appropriate LRs for my lesson and
my learners.
 LR RAPID TOOLS ACTIVITY 2

Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the


MELCs?

2. Appropriate to the grade level and

learner characteristics in terms of 
language, activities?

3. easy to reproduce and/or


disseminate?

4. from a credible source/author? 

5. culture- and gender-fair? 

6. free from red flags on possible


copyright and plagiarism issues?

7. the layout and format easy to read


and pleasing to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?
Based on the Assessment Tool, the material from a non-DepEd Portal compare
with the LR from the DepEd Portal well, they are both able to meet all the
requirements.

2. Based on the results of the Assessment Tool, what impprovements do the materials both
from DepEd and Non-DepEd Portals still need?
I think in order to improve both materials they need to consider the suggested time
allotment a MELC can be mastered so that they can minimize or maximize the
activities for that certain MELC.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?

Through this exercise/activity I learned that both materials from the DepEd and
non-DepEd Portals were right and appropriate for my lesson and my learners
because both were able to meet all the requirements on the Assessment Tool. But
I am going to choose DepEd Portal like DepEd Commons for my LRs material
because OUA Memo states that DepEd Commons is an online platform for public
school teachers to support distance learning modalities and that teachers can
retain, reuse, remix, and redistribute the content by blending it with a learning
management system to deliver a distance learning modality. But, if the LRs from
the DepEd Commons are not complete or not available my second option is to use
the non-DepEd Portal to substitute these missing LRs. Now, because of this
exercise I am more confident that the LR materials that I am going to used are
accurate, useful, efficient and relevant because I know where it came from.
 REFLECTION

In this time of pandemic where uncertainty is certainly certain. Teaching

at this time of crisis is a great challenge for me but I take this challenge in a
positive way. Since my ultimate goal is to educate my learners to the utmost.

This lesson 3: Assessing the LR Materials under Module 3B I can say that
it was highly instructive, very hands-on and useful. I learned how to download
materials from the DepEd LR Portals and some non-DepEd Portals. I also
learned how to pick the right and appropriate LRs for my lesson and to my
learners through the use of the LR Rapid Assessment Tool.

My goal in this lesson is to be stimulated and there was plenty of that

Collaborating with such enthusiastic teachers was a wonderful, experience too.
They helped me think there are many more things I could learn and do in
developing my LR materials. I learned in this lesson the things where I need to
improve.

Now that we are in a “New Normal Class”. I can be more confident as

our school/Division adopt the Printed Modular Distance Learning as our Distance
Learning Delivery Modality. It makes me feel excited and happy being able to
start something new. I can’t wait to start the opening of classes.

SAMPAGUITA B. INSOY
 OUTPUTS FOR LDM2

 Unpacking of a Sample MELC

 List of Targeted Learners Intervention
 Lesson Plan
 Learning Task
 Assessment Tool in DL
 Weekly Home Learning Plan
 Individual Learning Monitoring Plan
 Rapid Assessment of Learning Resources
 Individual Development Plan
 Reflection
For LR Portal