MODULE 2 – MOST ESSENTIAL
LEARNING COMPETENCIES
NAME: VICTORIA T. PEROL
DESIGNATION: TEACHER II
LAC ID NO.: D10-001-C-03
SCHOOL ID: 104890
NAME OF SCHOOL: CANIOGAN ELEMENTARY SCHOOL
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Republic of the Philippines
Department of Education
MODULE 2 – MOST ESSENTIAL LEARNING COMPETENCIES
NAME: VICTORIA T. PEROL SCHOOL: CANIOGAN ELEMENTARY SCHOOL
DESIGNATION: TEACHER II SCHOOL HEAD: ROMELIE C. RAMOS
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?
The common core that already hailed as the “ next big thing” in education. The world class
standards raise substantive questions about curriculum choices and instructional practices such
educational concerns. That it represents a tighter set of smarter standards focused on
developing critical learning skills. We also know that many creative heroic teachers are seeking
ways to use. We teachers embraced the LDM as an alternative. It can’t solve by the teachers
alone, everything can solve by helping each other, cooperation and understanding. It just like
said that no man is an island, that’s why we teacher, we need the cooperation of everyone so
that we never be able to neglect the opportunities to learn by the learners.
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?
Disagree because as Filipino there is no word “difficult” for us, every thunderstorm that comes,
we always handle it with smile. As teacher, there is no hindrance in education especially for
those who wants to learn.
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?
This is the part of the DepEd program to develop resilient education system. Especially during
emergencies. It also focus instruction on the most essential and indispensable competencies.
2. How does curriculum review aid in the identification of essential learning competencies?
It stand: “Education cannot wait, if learning stops, we will lose human capital”. The MELCs will
enable the DepEd to focus instruction to the most essential and indispensable competencies
that our learners must acquire, as we anticipate challenges in learning delivery. It will also
enlighten the burden of converting classroom- oriented learning resources into learning
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resources adapted to distance learning. With the challenges on learning delivery posed by
Covid-19, the Bureau of curriculum development accelerated the identification of the essential
learning competencies and streamlined these further into the MELCs it determining the criteria
for the selection of the MELC the description “ENDURANCE” . part of the process was deciding
whether a learning is to be retained, merged, dropped or rephrase. Finally, certain
competencies were rephrased to be more concise.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are defined as what the students need, consider
indispensable. On the other hand, Desirable learning competencies were defined as what may
enhance education 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?
If it is aligned with national/ local standard/ frameworks. It connects the content to higher
concepts across content areas.It is applicable to real-life situations. If students leave school, it
would be still be imported for them to have this competency above many others. It would not be
expected for the most students to learn this settings other than through formal education. These
are based on a US-developed validation rubric, which is intended to assure that learning
competencies can reach higher level of quality and comparability across schools.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
This is to ensure that the learning outcomes are still achieved even in this pandemic. It is noted
that in principles, the time allocated per subject on a daily basis did not change._____
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 K to 12 Learning
Identifies visually and aurally
Identifies the kinds of notes
Merged/Clustered the kinds of notes and rest in a
and rests in a song
song.
Compares the set integers and
Compares and arranges
Retained identify real-life situations that
integers
make use of it.
Sets up portions for groups of
Dropped n objects or numbers and for
given situation.
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.
We shared our concerning MELCs. It will allow effectively design instructional resources without
veering away from the standards prescribed by the curriculum.
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NAME: VICTORIA T. PEROL SCHOOL: CANIOGAN ELEMENTARY SCHOOL
DESIGNATION: TEACHER II SCHOOL HEAD: ROMELIE C. RAMOS
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES
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?
When standards and assessments align, it is easier to catch students quickly when they don’t
understand and to provide extension when they do understand. The unpacking process keeps
the focus on all students learning at high levels.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
We have to consider the level or ability of the children in order to learn and gain knowledge in
unpacking and combining MELCs. The field implementers must think of ways to make teaching-
learning more effective.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Not necessarily all. Because we have to understand first the vital consideration in
unpacking and combining MELCs.
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. VICTORIA T. PEROL
2. CATHERINE S. MENDOZA
3. SOLEDAD S. CRISOSTOMO
LEARNING AREA: ENGLISH 5
UNPACKED LEARNING OBJECTIVES:
MELC
EN5G-IVa-1.8.1Use compound and complex sentences to show cause and effect and problem-
solution relationship of ideas
Unpacked Learning Objectives:
EN5G-IVa1.8.1 Use compound sentences to show cause and effect
EN5G-IVc1.8.2 Use compound sentences to show problem-solution relationship of ideas
These learning objectives can further be unpacked into sub-competencies such as:
EN5G-IIh-8.3 Compose clear and coherent sentences using appropriate grammatical structures: -
subordinate and coordinate conjunctions
EN5G-IIh-8.3 Compose clear and coherent sentences using appropriate grammatical structures:
4 coordinate
| L D M 2 conjunctions
MODULE 2
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.
LEARNING AREA: ENGLISH 5
COMBINED MELC:
MELC- Quarter 1
EN5G-IVa-1.8.1Use compound and complex sentences to show cause and effect and problem-
solution relationship of ideas
MELC Quarter 2
EN5OL-IIf-3.5.1Provide evidence to support opinion/fact
COMBINED MELCS
Use compound and complex sentences to show cause and effect and problem-solution relationship
of ideas to provide evidence to support opinion/fact
Activity 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
LEARNING AREA: K to 12 Learning MELCs
ENGLISH Competencies
EN5V-Ia-12 and 13 Infer the meaning
ofunfamiliar words (compound) based on
given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-Ib-12 and 13 Infer the meaning of
unfamiliar words (compound) based on
given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-Ib-12 and 13 Infer the meaning of
unfamiliar words (compound) based on
given context clues (synonyms,
antonyms, word parts) and other
strategies Infer the meaning of unfamiliar
EN5V-Ic-12 and 13 Infer the meaning of words using text
Merged/Clustered unfamiliar words ( affixed) based on given clues(compound, blended,
context clues (synonyms, antonyms, word clipped) based on given
parts) and other strategies context clues (synonyms,
antonyms, word parts)
EN5V-Id-12 and 13 Infer the meaning of
unfamiliar words ( affixed) based on given
context clues (synonyms, antonyms, word
parts) and other strategies
EN5V-Ie-12 and 13 Infer the meaning of
unfamiliar words ( blended) based on
given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-If-12 and 13 Infer the meaning of
unfamiliar words ( blended) based on
givencontext clues (synonyms, antonyms,
word parts) and other strategies
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EN5V-Ig-12 and 13 Infer the meaning of
unfamiliar words ( clipped) based on
given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-Ih-12 and 13 Infer the meaning of
unfamiliar words ( clipped) based on
given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5WC-IIj3.7 Fill-out forms accurately Fill-out forms accurately
Retained (school forms, deposit and withdrawal (school forms, deposit and
slips, etc.) withdrawal slips, etc.)
Dropped EN5A-Ia-16 Observe politeness at all No longer included in the
times MELC
Submitted by:
VICTORIA T. PEROL
Teacher II
Checked by:
MA. CORAZON D. NATIVIDAD
Master Teacher I
LAC Leader
Noted:
ROMELIE C. RAMOS
Principal II
School Instructional Coach
Approved:
DULCE M. CAMAYA
Public Schools District Supervisor
District Instructional Coach
6|LDM2 MODULE 2
