Part I.A.

PROFESSIONAL DEVELOPMENT FOR

TEACHERS BEFORE MELCS IMPLEMENTATION
1. Did the school/SDO conduct MELCs Orientation? (MOVs: Memorandum,
Activity Report, attendance sheet) 
 BUDGET OF WORK
st
English- 21 Century Literature from the Philippines and the World

QUARTER-1 SY 2020-2021

WEE MOST ESSENTIAL LEARNING MELC REMARKS/

K NO. COMPETNCY NUMBER NOTES
(MELC)
1 Write a close analysis and critical Q1-1
interpretation of literary texts and doing an
adaptation of these require from the
learner the ability to identify:

a. the geographic, linguistic, and

ethnic dimensions of the Philippine
literary history from pre-colonial to
contemporary
Q1-2

2 Write a close analysis and critical Q1-3

interpretation of literary texts and doing an
adaptation of these require from the
learner the ability to identify:

b. representative texts and authors

from each region (e.g. engage in
oral history research with focus on
key personalities from the student’s
region/province/town)
Value the contributions of local writers to Q1-4
the development of regional literary
traditions

3 Analyze the figure of speech and other Q1-5

literary devices in a text

4 Compare and contrast the various 21st Q1-6

Century literary genres and the ones from
earlier genres/periods citing their
elements, structures and traditions

5 Discuss how different contexts enhance Q1-6

the text meaning and enrich the reader’s
understanding
Express appreciation (oral or written form) Q1-7
on the contributions of the canonical
 Filipino writers in the development national
literature

6 Produce a creative representation of a Q1-8 Note: could be

literary text by applying multi-media and modified to fit the
ICT skills situation of learners
and the
implemented
learning modality

7 Do self – and/or peer assessment of the Q1-9 Note: consider the

creative adaptation prior to presentation learners’ situation,
abilities and the
implemented
learning modality

8 Exam Week N/A

NOTE Q1 -1 means: Q1- Quarter 1 1- MELC No. 1

Prepared by:

LIEZL D. DE JESUS (OIC-EPS ENGLISH)

NOTE:

 PLEASE UNPACK MELCs OR CONDUCT SUBTASKING of COMPETENCIES

AS NECESSARY.

 PLAN WELL AND BUDGET THE NUMBER OF DAYS WISELY.

 BUDGET OF WORK
st
English- 21 Century Literature from the Philippines and the World
QUARTER-2 SY 2020-2021

WEEK MOST ESSENTIAL LEARNING MELC REMARKS/

NO. COMPETNCY NUMBER NOTES
(MELC)
1 Writing a close analysis and critical Q2-1 Note: provide a
interpretation of literary texts, applying a review or
reading approach and doing an adaptation discussion of
of these require from the learner the ability reading
to identify: Representative texts and approaches
authors from:

a. Asia
b. North America

2 Writing a close analysis and critical Q2-3

interpretation of literary texts, applying a
reading approach and doing an adaptation
of these, require from the learner the ability
to identify: Representative texts and
authors from:

c. Europe
d. Latin America
e. Africa Q2-4

3 Explain the literary, biographical, linguistic Q2-5

and sociocultural contexts and discuss how
they enhance the text meaning and enrich
the reader’s understanding

4 Compose and contrast the various 21st Q2-6

Century Literary Genres and their elements,
structures and traditions from across the
globe.
Situate the text in the context of the region Q2-7
 and nation

5 Infer the literary meaning from literal Q2-8

language based on usage
Situate text in the context of the region and Q@-9
the nation

6 Produce creative representation of a literary Q2-10

text by applying multi-media and ICT Skills

7 Do self- and/or peer assessment of literary Q2-11 Note: consider the

adaptation of a literary text, based on learners’ situation,
rationalized criteria prior to presentation abilities and the
implemented
learning modality

8 Exam Week N/A

NOTE Q2 -1 means: Q2- Quarter 2 1- MELC No. 1

Prepared by:

LIEZL D. DE JESUS (OIC-EPS ENGLISH)

NOTE:

 PLEASE UNPACK MELCs OR CONDUCT SUBTASKING of COMPETENCIES

AS NECESSARY.

 PLAN WELL AND BUDGET THE NUMBER OF DAYS WISELY.

2. Were teachers capacitated on how to use the different
learning delivery modalities? (MOVs: Memorandum, Activity
Reports on the different trainings conducted, Certificate of
Participation,

Designing Instruction in the Different

Learning Delivery Modalities Attendance
4. Were teachers capacitated on how to access
learning resources in the DepEd LR Portal and
DepEd Commons?
5. Were teachers capacitated on how to unpack broad
learning competencies? (MOVs: Memorandum, Activity
Reports on the different trainings conducted, Certificate of
Participation, attendance sheet)
6. Were teachers capacitated on how to develop learning
resource materials aligned with MELCs?
7. Were the teachers capacitated on how to prepare Weekly
Home Learning Plan?
8. Were teachers capacitated on mental health and well-
being?
Part I.B. TEACHER’S PREPARATION BEFORE & AFTER
IMPLEMENTING THE MELCS
1. Does the teacher prepare Weekly Home Learning Plan
(WHLP) to ensure that learners are on task and are guided on
what they are expected to accomplish within a specific week?
2. If your answer in number 1 is yes, does the teacher follow
the procedure in preparing the WHLP and its parts as stated in
DM-CI-2020-00162, Appendix D, Items 2 & 3?
3. Is the WHLP prepared by teachers one size fits all? (MOVs:
WHLPs prepared by teachers for the different classes being
handled)
As stated in the Division Memo No. 300 series of 2020 the
DLP serve the purpose of Weekly Home Learning Plan.
4. Does the teacher give copies of the WHLP to parents and
orient them to the contents, purpose, and use of the learning
plan? (MOVs: Documentation on Orientation conducted, List
of parents who were given WHLP)

*Copy of the attendance of parents is currently in the school

5. Does the teacher prepare Individual Learning Monitoring
Plan (ILMP) for learners who are not showing progress in
meeting the required learning competencies? 

6. Does the teacher communicate regularly to the parents of

learners with prepared ILMP? (MOVs: Proof of communicating
with parents, List of learners not showing progress)
7. Does the teacher employ/observe “academic ease” by
streamlining the learning tasks in the SLMs or other materials
to ensure that learning development is manifested and that
activities or exercises sufficiently cover/ develop the learning
competencies leading to mastery? (MOVs: Sample identified
activities in the SLMs that were streamlined for Quarter 2/List
of identified activities streamlined per Quarter2 SLMs

21st Century Literature from the

Philippines and the World

  WRITTEN WORK PERFORMANCE TASK

wee
k4 letter G ACTIVITY 4 letter I ACTIVITY 7
wee
k5 letter I ACTIVITY 6 letter G ACTIVITY 3
wee
k6 letter I ACTIVITY I.1 letter I ACTIVITY I.2
wee letter I ACTIVITY I.2 letter I ACTIVITY I.3
k7 ACTIVITY 3 ACTIVITY 3
8. Does the teacher provide feedback regarding the
performance of his/her learners? (MOV: Sample learning
activity sheets with comments)
*sample corrected answer sheets are currently in the school

Part I.C. TIME ALLOTMENT

1. Does the teacher give learners a set time frame to
undertake a lesson or accomplish an activity based on the
suggested time allotment a MELC can be mastered? (MOV:
WHLP)
2. Is the time allotment given to the learners enough to
accomplish activities in the SLMs? (MOVs: WHLP and the list
of SLMs returned by the students with the date of returned)
*list of returned DLP’S are currently in the school

4. Does the teacher allot time in providing remediation for

learners who are not meeting expectations? (MOVs: ILMP, list
of learners (per grade level/learning area) List of remediation
activities)
*The SIPACKS contain of different activities. In case of those
students who are having difficulty answering the more
challenging task they can focus on the easier task. They are
given extension for about one week to give them enough time
to finish the task.

5. Does the teacher allot time in providing enrichment

activities for the learners who accomplish the tasks as
contained in the SLMs? (MOVs: Sample of enrichment
activities and accomplished activities)
*SIPACKS have the letter J part which is allotted for
additional activities.
Part I.D. LEARNING RESOURCES FOR THE IMPLEMENTATION
OF MELCS
1. Does the teacher have access to DepEd LR Portal and DepEd
Common? (MOVs: Screenshot of the DepEd LR Portal and
DepEd Common Accounts)
2. Are all learners provided with SLMs either printed or
digital/e-copy? (MOV: Record/List of learners who were
provided with SLMs)

3. Are modules distributed and retrieved according to schedule with

the observance of safety and health protocols? (MOVs: Logbook for the
distribution & retrieval of SLMs, pictures)
4. Are learners allowed to write their answers in the SLMs?
(MOV: Copy of SLMs retrieved from learners)
Students are using yellow paper as their answer sheets
5. Does the teacher also use video lessons and radio-scripts?
MOVs: Samples video lessons and radio-scripts already used,
Inventory/list of video lessons and radio scripts)

6. If your answer in number 5 is 'yes', are the video lessons and radio-scripts used by teachers for
TV/RBI based on the SLMs?
6. If your answer in number 5 is 'yes', are the video
lessons and radio-scripts used by teachers for
TV/RBI based on the SLMs?
7. Are textbooks and Learner’s Materials also distributed to
learners? (MOV: Record/List of learners who were provided
with SLMs)
 Since most of the activities found in the LMs are already
found in the SIPACKS there is no need for the learners to
have the copy of the LMs.
3. Are learners and home learning facilitators that experience
difficulties provided additional support by the teachers/learning
support aides? (MOV: List of learners/home learning facilitators who
were given additional support)