Department of Education
Region X-Northern Mindanao
Division of Bukidnon
PANGANTUCAN NATIONAL HIGH SCHOOL
Pangantucan, Bukidnon
Name of Teacher: DINAH JOY S. ALSOLA
SLAC Coach: LIGAYA S. GONZALES, EdD.
Position: Teacher 1
Position: SSP-I
MODULE 2
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
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?
Answer:
One of the fundamental concerns that need to be addressed in order to ensure learning
continuity would be the delivery or mode of instruction. Our curriculum was designed for a
face to face mode of instruction for which trained individuals (the teachers) serve as guide in
the learning process. With this pandemic, face to face instruction is impossible and that puts
our curriculum standards at risk. Take for example the mode of instruction we are adopting
now, the blended, the online and the homeschool where the learners have a hard time grasping
what are those that they are supposed to learn because they are used that there is this
“somebody” who would guide them in achieving the expected competencies, however, teachers
are not there. This, could not be solved by teachers alone, as the saying goes, “it takes a village
to race a child” so,to achieved the standards everybody must take part.
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:
Agree. We cannot just give mile wide-inch deep kind of learning to our learners. Quality
education would mean, giving our learners the basic among the basics. In the Philippine
educational setting, we tend to introduce to our learners as many concepts as possible in order
to yield good performance, yet, the result was otherwise. While it is good that we keep on
pushing ourselves to our limit in order to keep up globally, we tend to forget the fact that we
lagged behind in terms of trainings, facilities, methodologies and other important factors. As a
result, the learners’ development has been compromised.
ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the
MELCs. After going through the document, provide a brief and concise response to the
following guide questions. Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
Answer:
Generally MELCs are designed to develop resilient education systems, most
especially during emergencies and can be used under similar circumstances as an instrument to
ensure education continuity.
Its specific purpose of this is to 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. Also, it intends to assist schools in navigating the limited number of school days as
they employ multiple delivery schemes by providing them ample instructional space.
2. How does curriculum review aid in the identification of essential learning competencies?
Answer:
The curriculum review aid in the identification of essential learning competencies by
mapping of the essential and desirable learning competencies within the curriculum, by
identifying the prerequisite knowledge and skills needed to prepare students for essential
learning competencies; and by analyzing the interconnectedness of prerequisite knowledge and
skills among the learning competencies for each subject area.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Answer:
Essential Learning Competencies are lifelong skills that may serve as foundation
in developing knowledge and skills. These are what the students need and are considered
necessary or compulsory in the teaching-learning process to build skills and to equip learners
for succeeding years in education. These are the competencies that are applicable in the real
life. On the other hand, desirable learning Competencies are those that enhance the skills but
may not be necessary in building foundational skills.
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?
Answer:
The most essential learning competencies were identified through collaboration from
stakeholders with ACTRC relying on a determining factor that was based on the impact of the
competency towards its learners- they call it Endurance. A learning competency is considered
enduring if it remains with learners long after it was given or completed or if it is still useful
beyond a single use. Examples of such learning competencies include research skills, reading
comprehension, writing, map reading, and hypothesis testing, which are essential in many
professions and is applicable in everyday life.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer: The importance of the MELCs in ensuring the delivery of quality instruction is it
teaches learners to learn the concepts and skills through meaningful activities and scenarios
relatable to them and within the context of the students’ own environment. It is 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 ensured
of relevant and quality basic education despite the pandemic we are facing.
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.
K to 12 Learning Competencies
Merged/ • EN8VC-Ia-8: Use context clues from the
Clustered material viewed to determine the meaning
of unfamiliar words or expressions
• EN8V-Ia-10.2: Determine the meaning of
idiomatic expressions by noting context
clues and collocations
• EN8V-Ie-4: Use appropriate strategies in
unlocking the meaning of unfamiliar
words and idiomatic expressions
• EN8V-If-6: Determine the meaning of
words and expressions that reflect the
local culture by noting context clues
(Retained)
• EN8RC-Ia-7.2: Scan for logical
connectors to determine the text type
• EN8G-Ic-8: Use appropriate cohesive
devices in composing an informative
speech
• EN8G-Ic-7: Use parallel structures
• EN8WC-Ic-1.1: Generate ideas and their
relationships
• EN8WC-Ic-1.1.6: Organize ideas in
one-step word, phrase, and sentence
outline forms
EN8G-IIIf-12: Use emphasis markers for
persuasive purposes
Retained
Determine the meaning of words
and expressions that reflect the
local culture by noting context
clues ( EN8V-If-6 )
Q1 Identify and use signals that
indicate coherence (e.g. additive also, moreover; causative - as a
result, consequently; conditional/
concessional - otherwise, in that
case, however; sequential - to
begin with, in conclusion;
clarifying - for instance, in fact, in
addition)
Use a range of verbs, adjectives
and adverbs to convey emotional
response or reaction to an issue to
persuade
EN8SS-IIIg1.6.4: Use conventions in citing Use conventions in citing sources
sources
(EN8SS-IIIg-1.6.4)
• EN8G-IIIa-3.6: Use modals appropriately
Dropped
MELCs
• EN8LT-Ic-8: Describe the notable
literary genres contributed by African
writers
• EN8LT-Ic-2.2: Explain how the elements
specific to a genre contribute to the theme
of a particular literary selection
Use modal verbs, nouns and
adverbs appropriately
• EN8LT-Ic2.2.1: Express appreciation for
sensory images used
• EN8LT-Ic2.2.2: Explain the literary
devices used.
• EN8LC-Ic-5.1: Listen for important points
signaled by volume, projection, pitch,
stress, intonation, juncture, and rate of
speech
• EN8OL-Ia-3.11: Use the correct sounds of
English
• EN8WC-Ia1.1.6.1: Present ideas using a
variety of graphic organizers
• EN8SS-Ic-1.5.1: Skim to determine key
ideas
• EN8VC-Id-9: Organize information from
a material viewed
• EN8F-Id-3: Deliver a selfcomposed
informative speech
• EN8RC-If-7: Use the appropriate reading
style (scanning, skimming, speed reading,
intensive reading etc.) for one’s purpose
• EN8LC-Ie-9: Determine how volume,
projection, pitch, stress, intonation,
juncture, and speech rate serve as carriers
of meaning
• EN8WC-If-6: Organize notes taken from
an expository text EN8WC
• EN8OL-Ig-3.8: Use the correct stance and
behavior
• EN8LT-If-7: Appreciate literature as a
means of understanding the human being
and the forces he/she needs to contend with
• EN8LT-Ig-2.3: Draw similarities and
differences of the featured selections in
relation to the theme
• EN8VC-Ig-15: Compare and contrast the
presentation of the same topic in different
viewing genres
• EN8LT-Ii-3: Explain how a selection may
be influenced by culture, history,
environment, or other factors
• EN8OL-Ih-3.12: Highlight important
points in an informative talk using
appropriate presentation aids
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.
Answer:
MELCs are indeed the answer to the perennial problem on congested curriculum of the
Kto12. It makes the learning process less complicated without compromising the standard. I
was just a bit apprehended as I realized that some of the MELCs used in the first quarter of my
subject (English 8) were taken from the Third quarter in the curriculum guide of the Kto12. It
seemed to me a mismatched of competencies as I compared the MELCs and the Curriculum
guide. Nonetheless, the MELCs still served its purpose in ensuring the continuity of education
despite our current situation.
Prepared by:
DINAH JOY S. ALSOLA
Teacher
Checked by:
DENNIS B. DUMAOG
LAC Leader
Noted by:
LIGAYA S. GONZALES,Ed.D
SSP-I/ SLAC Coach
Department of Education
Region X-Northern Mindanao
Division of Bukidnon
PANGANTUCAN NATIONAL HIGH SCHOOL
Pangantucan, Bukidnon
Name of Teacher: DINAH JOY S. ALSOLA
SLAC Coach: LIGAYA S. GONZALES,EdD.
Position: Teacher 1
Position: SSP-I
MODULE 2
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?
Answer:
It systematizes or organizes learning activities and effectively addresses the varying
needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
Answer:
The considerations that must be taken in unpacking and combining the MELCs are the
following:
➢ 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.
➢ 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.
➢ 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. Do all the MELCs need to be unpacked or combined? Why or why not?
Answer:
No, because not all have passed the considerations to be taken in combining or
unpacking the MELCs. Some are already too specific to be combined while others are to
general or broad to be combined.
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.
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.
Answer:
MELCs
Unpacked
Determine the meaning of words ✓ List down unfamiliar words from the material read.
and expressions that reflect the ✓ Determine the meaning of words using context
clues
local culture by noting context
✓ Interpret the meaning of expressions used in the
clues ( EN8V-If-6 )
context
✓ Construct sentences using the words from the
context clues.
Q1 Identify and use signals that ✓ List functional cohesive devices used/ found in a
indicate coherence (e.g. additive written text.
also, moreover; causative - as a ✓ Classify the cohesive devices used in a written text.
result, consequently; conditional/ ✓ Value the importance of coherence in writing.
concessional - otherwise, in that ✓ Convert incoherent phrases, sentences or
case, however; sequential - to
paragraphs to observe parallel structure in writing
begin with, in conclusion;
through using proper cohesive devices.
clarifying - for instance, in fact, in
addition)
Content Standard
Demonstrate understanding
of parallel structures and
cohesive devices in
presenting information.
Prepared by:
DINAH JOY S. ALSOLA
Teacher
Performance Standard
Composing an informative
speech keeping in mind the
proper and effective use of
parallel structures and
cohesive devices.
Checked by:
DENNIS B. DUMAOG
LAC Leader
Combined MELC
Use appropriate cohesive
devices in composing an
informative speech
Noted by:
LIGAYA S. GONZALES,EdD
SSP-I/ SLAC Coach