LDM2 Portfolio

LDM 2 Portfolio JCB

LDM 2 Portfolio JCB

Individual/LAC Group Presentation on Unpacking of a Sample MELC

Subject: TLE 7 Unpacking of MELCs
Area of Specialization: Animal Production

MELC Unpacked Learning Objectives
TLE_AFAACP9-12ASMO-Ic-g-2
LO2. Apply appropriate safety • Identify the different hazards in the workplace.
measures • Describe hazards according to classes.
• Use appropriate Personal Protective Equipment (PPE) in the

workplace.
• Integrate basic first aid in farming operations.
• Assess the hazards and risks associated with emergency and

non-routine situations.
• Prepare an emergency procedure plan to ensure a safe work

environment.

Merged / K to 12 Learning Competencies MELCs
Clustered LO1. Select and use farm tools LO1. Select and use farm tools and
Merged / equipment
Clustered 1.1 Identify farm tools according to 1.1 Identify farm tools and equipment
LDM 2 Portfolio use
according to use
1.2 Check farm tools for faults 1.2 Conduct pre-operation check-up in
1.3 Use appropriate tools for the
line with the manufacturer’s manual
job requirement according to 1.3 Use appropriate tools and
manufacturer’s specification.
LO2. Select farm equipment equipment for the job requirement
2.1 Identify appropriate farm according to manufacturer’s
equipment specifications and instructions
2.2 Follow the guidelines in the
instructional manual of farm LO1. Perform estimation or basic
equipment calculation in the workplace
2.3 Conduct pre-operation check- 1.1 Follow procedures in reporting
up in line with the to appropriate person/s the
manufacturer’s manual estimate of materials and
2.4 Identify faults in farm resources
equipment and facilities 1.2 Perform estimation or
2.5 Use farm equipment according calculations to be done
to their function according to the job
LO1. Perform estimation requirement
1.1 Identify job requirements 1.3 Employ different techniques in
1.2 Estimate quantities and checking accuracy of result
resources required to
complete a task
1.3 Calculate the duration of work
completion
LO2. Perform basic workplace
calculation
2.1 identify calculations to be
made according the job
requirement
2.2 Determine correct methods of
calculation
2.3 Ascertain systems and units of

measurement to be followed
2.4 Perform calculations needed

to complete a task using the

JCB

Retained four basic mathematical LO2. Perform preventive maintenance of
Dropped operations tools and equipment
2.5 Use appropriate operations to 2.1 Clean tools and equipment
comply with the job after use in line with farm
requirement procedures
2.6 Employ different techniques in 2.2 Perform routine check-up and
checking accuracy of result maintenance
LO3. Perform preventive maintenance 2.3 Perform preventive
3.1 Clean tools and equipment maintenance by following the
after use in line with farm procedures in sharpening and
procedures oiling farm tools and
3.2 Perform routine check-up and equipment
maintenance in line with farm 2.4 Store tools and equipment in
procedures designated areas in line with
3.3 Discuss ways of storing foods farm procedures
and equipment in designated
areas in line with farm N/A
procedures

LO1. Draw layout plan of different
types of housing
1.1 identify types of housing and
their components in poultry
and livestock houses
1.2 Design different houses used
in poultry and livestock
production

LO2. Enumerate the provisions of the
building code in constructing
poultry and livestock houses
2.1 Discuss building code in
constructing poultry and
livestock houses
2.2 Interpret signs and symbols of
building code

COMBINING MELCs

Quarter Content Standard Performance MELCs
1 The learners Standard LO1. Select and use farm tools and equipment
The learners shall be
demonstrate an able to use farm 1.1 Identify farm tools and equipment
understanding of tools and equipment according to use
the underlying accordingly.
theories in using 1.2 Conduct pre-operation check-up in
farm tools and line with the manufacturer’s manual
equipment
1.3 Use appropriate tools and
equipment for the job requirement
according to manufacturer’s
specifications and instructions

LDM 2 Portfolio JCB

LDM 2 Portfolio JCB

List of targeted Learning Intervention

Learner’s Group Targeted Intervention

Learners without parents or household members Ask assistance from other relatives or neighbors,
who can guide and support their learning at home close friends, teachers near their home/place.

Provide open communication line so students
may send inquiries or concerns about the lesson

Struggling Readers Communicate to the respective adviser on what
to do to help the learner.
Provide materials that are suited to the learner’s
learning ability.

No access to device and internet Scaffold: Reading exercises appropriate to reading
level to bridge the current reading level to the
expected reading level.
Prepare and provide modular materials for them.

Inaccessible (Living in remote area) Provide transcribed video lessons with images.
Provide them modules and may contact teachers
for concerns about the topic.

Person with disability Provide materials that are suited to the learner’s
ability.

Working students Provide specialized SLMs addressing the type of
disability (like modified learning tasks)
Provide learning modules that they may answer at
their own pace.

Provide open communication line so students
may send inquiries or concerns about the lesson.

LDM 2 Portfolio JCB

Learning Tasks for DL

Learning Delivery Modality (select one): ☒ODL ☐MDL ☐TV/RBI ☐BL

Grade Level and Learning Area: Grade 7 TLE

Lesson/Topic: Agriculture and Fishery Arts (Animal Production)

Learning Objectives: • Name the different farm tools and explain its functions

• Classify tools based on its used and functions.

• Observe precautionary measures when using tools and

equipment.

Learning Resources/Materials Activity sheet, Modules

Needed:

Part of Lesson / Learning Tasks Check if Additional Remarks:
already
Before the Lesson present in the (ex. can be done via voice calls, can be facilitated by a
1. Review previous lesson household partner, can be done via a learning activity sheet,
2. Clarify concepts from SLM can be presented via an internet- based resource, can be
✓ facilitated during a synchronous learning session, etc.)
previous lesson ✓
3. Present warm-up activities ✓ Can be done via an internet-based resource
Can be facilitated during the synchronous
to establish interest in new ✓ learning session
lesson Can be facilitated during the synchronous
4. Check learner’s prior ✓ learning session
knowledge about the new Can be done via internet resource like Kahoot.it
lesson ✓
5. Present connection Can be facilitated during the synchronous
between old and new lesson ✓ learning session
and establish purpose for
new lesson ✓ Can be facilitated during the synchronous
6. State lesson objectives as ✓ learning session
guide for learners ✓ Can be done online platform like Zoom, and
Lesson Proper other internet-based resources
1. Explain, model, ✓
demonstrate, and illustrate ✓ Can be done through Kahoot.it and Edmodo
the concepts, ideas, skills, or ✓ Can be done through online educational platform
processes that students will like Edmodo (automatic feedback after quiz)
eventually internalize. ✓ Can be done by checking grade book (Edmodo)
2. Help learners understand
and master new information Can be facilitated during the synchronous
3. Provide learners with learning session
feedback. Can be facilitated during the synchronous
4. Check for learners’ learning session
understanding Can be facilitated during the synchronous
After the Lesson learning session
1. Wrap up activities Can be facilitated during the synchronous
learning session
2. Emphasize key information
and concepts discussed

3. Ask learners to recall key
activities and concepts
discussed

4. Reinforce what teacher has
taught

LDM 2 Portfolio JCB

5. Assess whether lesson has ✓ Can be facilitated during the synchronous
been mastered learning session

6. Transfer ideas and concepts ✓ Can be facilitated during the synchronous
to new situations learning session

LDM 2 Portfolio JCB

Assessment methods in DL

Assessment Method How to Adapt the Assessment Method in DL
Recitation During synchronous learning, the students are asked to answer the
Formative Test questions provided for them.
Online Educational Platform: Edmodo
Summative Test Learners will answer the assessment via online session and
automatic feedbacking is available to learners
Activity Sheet Using Edmodo, a summative test will be administered using the
Hands-on activity platform. Test item analysis will be available for teachers to
Portfolio evaluate the questions given.
Learners will answer the activity using the provided modules
(hardcopy or softcopy)
Learners will perform the activity provided. They will take a picture
as proof that they have performed the activity.
Compilation of leaners written works and activities which can be
submitted either online or offline.

1. What assessment methods are common among the group members?
Among the group, the most common assessment methods involve authentic assessment. Portfolio
assessment and written works/formative assessments are the ones that transcend most of the
subjects.

2. What are the challenges in doing assessment in DL?
I believe that one of the challenges that we will face in doing an assessment in DL concerns the
authenticity of the learner’s answers. We cannot determine if the learners are the ones who really
answered the SLMs.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
Some of the opportunities that my colleagues and I can explore to make assessment doable in DL
could be the development of assessment strategies that will ensure authenticity of leaner’s acquisition
of the most essential learning competencies.

LDM 2 Portfolio JCB

Weekly Home Learning Plan for 1 Subject

School TACLOBO NATIONAL HIGH SCHOOL Grade Level 7
Subject TLE
Teacher Jaqueline C. Borbon Quarter Quarter 1 Week 2

Teaching Date

Day and Time Learning Learning Competency Learning Tasks Mode of Delivery
Monday Area
8:00 – 9:00 AM Agriculture LO1. Select and use farm Diagnostic test For modular class:
and Fishery tools and Animal Production Parents/guardians
Arts equipment Module will hand-in the to
(Animal 1.1 Identify farm Quarter 1, Week 2 the teacher in
Production) tools and 1. Answer Activity school.
equipment
according to 1 and 2, pages
use 7-8 on 1 whole
sheet of paper
2. A picture
showing the use
of at least 3
different kinds
of farm tools

9:00 – 9:20 AM Break
9:20 – 12:00 PM Completion of activities and organizing portfolio

LDM 2 Portfolio JCB

Weekly Home Learning Plan for Grade 7

Week 2, Quarter 1, October 12-16, 2020

Day & Time Learning Learning Competency Learning Tasks Modalities
MONDAY Area
8:00-12:00PM
LUNCH BREAK Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
1:00-5:00PM
TUESDAY Have a short exercise/meditation/bonding with family.
8:00-12:00PM
LUNCH BREAK TLE Select and operate different TLE 7 (AFA), Personal
1:00-5:00PM equipment in animal production. Module 2, submission by
Lesson1 & 2, the parent to
WEDNESDAY Week 2 the teacher in
school

Science Recognize that substances are Science Lesson 2 Personal
classified into elements and Quarter I, Week submission by
compounds. 2 the parent to
the teacher in
school

Filipino Nagagamit nang wasto ang mga Filipino 7 Personal
pahayag sa pagbibigay ng mga Module 1: submission by
patunay. Quarter I, Week the parent to
(F7WG-Ia-b-1) 2 -Lesson 2 the teacher in
school

English • RC1a: Use predictive and English Lesson 2 Personal
anticipatory devices/tasks Quarter I, Week submission by
to activate prior knowledge 1 the parent to
about the topic of a the teacher in
reading/viewing selection school

• LC1c: Listen for important
points signaled by stress
and intonation

• OL1c: Observe the right
syllable stress pattern in
three categories: two-
syllable word stress,
compound noun stress, and
words with stress derived
from suffixes

• VD1c: Determine words or
expressions in a selection
that have time (temporal)
or place (locative) relations

• RC1e: Respond to ideas,
issues, and concerns
presented in a reading or
viewing selection in creative
forms

• WC1b: Distinguish the
features of literary and
academic writing

• GS1b: Observe consistent
tense

LDM 2 Portfolio JCB

8:00-12:00PM Mathematics a. solves problems involving sets Math Module 1: Personal
LUNCH BREAK ESP with the use of Venn Diagram. Quarter I, Week submission by
1:00-5:00PM 2 - Lesson 6 the parent to
MAPEH (one 1.3 NaipaliLiwanag na ang Unang the teacher in
THURSDAY component paglinang ng mga angkop na Markahan – school
8:00-12:00PM per week) inaasahang kakayahan at Modyul 2 _ Personal
kilos (developmental tasks) Week 2 submission by
sa panahon ng pagdadalaga / the parent to
pagbibinata ay nakatutulong PE 7, Module 2, the teacher in
sa: Quarter 1, Week school
a. pagkakaroon ng tiwala sa 2
sarili, at Personal
b. paghahanda sa limang submission by
inaasahang kakayahan at the parent to
kilos na nasa mataas na the teacher in
antas (phase) ng
pagdadalaga/pagbibinata
(middle and late
adolescence):
(paghahanda sa
paghahanapbuhay,
paghahanda sa pag-
aasawa / pagpapamilya,
at pagkakaroon ng mga
pagpapahalagang gabay
sa mabuting asal), at
pagiging mabuti at
mapanagutang tao pag-
unawa ng kabataan sa
kanyang mga tungkulin
sa sarili, bilang anak,
kapatid, mag-aaral,
mamamayan,
mananampalataya,
kosyumer ng media at
bilang tagapangalaga ng
kalikasan ay isang paraan
upang maging
mapanagutan bilang
paghahanda sa susunod
na yugto ng buhay .
EsP7PS-Ib-1.3

1.4 Naisasagawa ang mga
angkop na hakbang sa
paglinang ng limang
inaasahang kakayahan at
kilos (developmental tasks)
sa panahon ng pagdadalaga /
pagbibinata.
EsP7PS-Ib-1.4

PE: Describes the nature and
background of the sport

LDM 2 Portfolio JCB

school/Online
submission

LUNCH BREAK Araling Napapahalagahan ang ugnayan Quarter 1 Personal
1:00-5:00PM Panlipunan ng tao at kapaligiran sa Week 2 submission by
paghubog ng kabihasnang Competency 2 the parent to
FRIDAY Asyano. the teacher in
8:00-12:00PM
LUNCH BREAK Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning
1:00-3:00PM Area Tasks for Inclusive Education
3:00-5:500PM
Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning
Area Tasks for Inclusive Education
Family Time

LDM 2 Portfolio JCB

Individual Learning Monitoring Plan for student behind on learning tasks

Learner’s Name Marie Santos

Grade Level Grade 7

Learning Learner’s Intervention Monitoring Learner’s Status
Area Needs Strategies Date
TLE 7 In depth Insignificant Significant Mastery
explanation • Modify the October Progress Progress She can
Science of the learning tasks 10, 2020 learn the
concept. on the level of Lack of Willingness concept
Mathematics More the learners. October motivation to learn but still
examples 10, 2020 towards the needs
• Provide more subject guidance
Learner guided October Difficulty in
acquired activities, 10, 2020 comprehendin from
failing exercises, and g the parents
scores in worksheets. concepts. She can
the learn the
activities of • Provide more Lack of Willingness concept
Module 1 guided comprehensio to learn but still
activities n/time needs
The before allotment in guidance
Learner got proceeding to answering the from
a failing independent module parents
score in the activities She can
activities on Distracted in Obediently learn the
division of • Adjusting level daily chores follow concept
integers. of difficulty schedule but still
His needs
solutions • The tasks shall guidance
made in the be modified to from
activity the level of parents
shows that the learner.
the learner
has not • Additional
mastered activities on
other addition,
operations subtraction,
yet. and
multiplication
of integers will
be given

INTERVENTION ☐ Learner is not making significant progress in a timely manner. Intervention
STATUS strategies need to be revised

☒ Learner is making significant progress. Continue with the Learning Plan
☐ Learner has reached mastery of the competencies in the learning plan

LDM 2 Portfolio JCB

LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JAQUELINE C. BORBON LAC SESSION ID.:

REGION: VII DATE OF LAC SESSION: SEPTEMBER 23, 2020

DIVISION: Dumaguete City NUMBER OF LAC SESSION:

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
SD D N A SA strongly disagree, please

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

1. I feel motivated to apply in my ✓
region/division/district what I have
learned in this lesson.

2. 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

LDM 2 Portfolio JCB

2. I encountered the following problems or challenges: NONE
3. Other comments/suggestions: NONE

LDM 2 Portfolio JCB

LDM 2 Portfolio JCB

LR Rapid Assessment Tools with Reflections

● Two (2) accomplished LR Rapid Assessment Tool with reflection

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 materials were able to meet all the requirements.

2. Where there any questions in the assessment tool where you answered “No” or “Cannot be
determined”?
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
learner?
This exercise made me reflect that we should be watchful of the learning materials we acquire
online. It is also important that prior to the utilization of any LR, levels of quality assurance shall
be done.

LDM 2 Portfolio JCB

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. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the
LR from the DepEd Portal?
With the assessment that I have done, it is evident that DepEd and non-DepEd Portal’s LR are
MELCs aligned, and both followed the standard set by the organization.

2. Based on the results of the Assessment Tool, what improvements do the materials -both from
DepEd and Non-DepEd portal – still need?
The results indicate that both LRs need to be checked for plagiarism and copyright issues. This is
critical as claims might escalate into a no-so appealing situation for the authors of the materials.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
This exercise taught me the importance of making a choice, having a choice and choosing what is
best to utilize in terms of LR, being a crucial factor for the learning process in this new normal.

LDM 2 Portfolio JCB

LDM 2 Portfolio JCB

Individual Development Plan

Strength Developmental Action Plan Timeline Resources
Needs (Recommended Developmental Year Needed
Intervention) Round Webinars

Learning Intervention
Objectives of
the PD
Program

Applies Align the lessons To model the Equip myself
knowledge and with the targeted effective and
content within concepts stated in applications of familiarize
and across the the MELC content the learning
curriculum knowledge competencies
within and in the MELC.
across
curriculum
teaching areas.

Using a range of Evaluate the use and Model a Study or Year Internet
teaching development of comprehensive search for round Webinar
strategies that teaching strategies selection of new October
enhance learner that promote learner effective strategies to to June Internet
achievement in achievement in teaching be used in October connections,
literacy and literacy and strategies that this new to June phone, call,
numeracy skills. numeracy skills. promote normal and in load, laptop
Strong Cooperation among learner different Internet
communications stakeholders/parents achievement in modalities. Connection
with parents More trainings and literacy and
and community webinars for better numeracy Create a
partners execution of the skills. group chat
Knowledge in LDM Form group to via FB
the New make messenger
Learning communication and Edmodo
modalities faster and for the
more teacher,
accessible to student, and
learners and parents
stakeholders Attend
webinar and
Improves LAC session
technical about the
knowledge on different LDM
how teachers
can make
strong
communication

LDM 2 Portfolio JCB