Instructional Planning: Detailed Lesson Plan (DLP) Format

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
Process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

DLP No.: 11.4.3 Learning Area: Computer Systems Grade Level: 12 Quarter: 4 Duration: 2
Servicing
Learning Competency/ies: Install correct components or parts without damage to the surrounding Code:
(Taken from the Curriculum Guide) environment or services TLE_IACSS9-
12MRCN-IIIh-j-IVa-
e-43
Key Concepts / Concept and Principles in Maintaining and Repairing Computer System and Networks
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
of knowing
Remembering identify, retrieve, recognize, Identify PC components or
The learner can recall information and retrieve relevant duplicate, list, memorize,
something with repeat, describe, reproduce
parts
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify,
or association The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss
Skills Applying execute, implement, demonstrate, Install correct PC Components

The ability and The learner can use information to undertake a dramatize, interpret, solve, use, or parts without damage to
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
the environment
through deliberate, differentiate, distinguish, compare,
systematic, and Analyzing
The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to deconstruct
smoothly and determine how they relate to one another, and to the
adaptively carryout overall structure and purpose
complex activities or Evaluating coordinate, measure, detect, defend,
the ability, coming The learner can make judgments and justify decisions judge, argue, debate, describe,
from one's critique, appraise, evaluate
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of view formulate, assemble, devise
Attitude Categories: List of Attitudes: Self

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Confidence
feelings or Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone Cautious, Decisive, Self-Control, Global
acceptance to the more complex state of commitment. Valuing is based on the internalization
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility, Solidarity
something behavior and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving ones culture, Globalism, Making a
persons conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
stand for the
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a good
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The stand for the good, Voluntariness of Positive
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the human act, Appreciation of ones
learner. Instructional objectives are concerned with the student's general patterns of adjustment rights, Inclusiveness, Thoughtful,
(personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking,
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
Values Categories: List of Values: Trusting
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 2. Maka-tao Helping
of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality,
one's perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity,
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness
of what is simple acceptance to the more complex state of commitment. Valuing is based on the 3. Makakalikasan DRR
important internalization of a set of specified values, while clues to these values are expressed in the Care of the environment, Disaster
in life. learner's overt behavior and are often identifiable. Risk Management, Protection of
Go the Environment, Responsible
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond Consumerism, Cleanliness,
initiate, invite, join, justify, propose, read, report, select, share, study
learners Orderliness, Saving the ecosystem,
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on Environmental sustainability
conflicts between them, and creating a unique value system. The emphasis is on comparing,
earth,
relating, and synthesizing values. 4. Makabansa Productivity
include Peace and order, Heroism and
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Appreciation of Heroes, National
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Unity, Civic Consciousness, Social
and fame, synthesize responsibility, Harmony,
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Patriotism,
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Productivity
eternal the learner. Instructional objectives are concerned with the student's general patterns of
destiny of adjustment (personal, social, emotional).
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Intention practice, propose, qualify, question, revise, serve, solve, verify
ally
adding
value to
people
everyday.
2. Content PC Parts or Components
3. Learning Resources TR
LM (Information Sheet 11. 4.3, Job Sheet 11.4.3)
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Prayer
activity to give the learners zest for the incoming lesson and an idea about what
Localization: Motivation (Show a Pictures)
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here
in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
A. Annual Rites,
4.2 Activity/Strategy (10 minutes). This is an interactive strategy to elicit Festivals, and Puzzle Game
learners prior learning experience. It serves as a springboard for new learning. Rituals Arrange the following jumbled letters to form a
It illustrates the principle that learning starts where the learners are. Carefully (Historical/Religious
Festivals, Local
word and describe the word in one phrase only: 3
structured activities such as individual or group reflective exercises, group
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, Cultural Festivals, POINTS EACH
simulations or role-play, cybernetics exercise, gallery walk and the like may be Local 1. Cable BALCE
created. Clear instructions should be considered in this part of the lesson. Delicacies/Products 2. MOUSE SUOME
Festivals, Rituals,
Wedding Ritual,
3. MOTHERBOARD BTAHERMORDO
Palihi Ritual, Burial 4. HARDDISK- SARDIKHD
Ritual, 5. PROCESSOR- SRPESOROC
B Literary Anthologies 6. CPU COOLER
Written In Local
Language (BALITAW,
7. KEYBOARD
BALAK, Folktales/ 8. MONITOR
Short Stories, Local 9. SPEAKER
Heroes 10. VIDEO GRAPHICS
4.3 Analysis (15 minutes). Essential questions are included to serve as a C. Historical Events, 1. What part of the activity you like the most?
guide for the teacher in clarifying key understandings about the topic at hand. Enduring Values,
2. What have you learned with the activity?
Critical points are organized to structure the discussions allowing the learners to Indigenous Materials,
Indigenous Cultural 3. What do you need to learn first before the
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the Communities/Indigeno activity?
activity or the topic. The last questions or points taken should lead the learners us People, Indigenous
to understand the new concepts or skills that are to be presented in the next Games
part of the lesson. D. Topography, Flora/
Fauna (Falls,
4.4 Abstraction (20 minutes). This outlines the key concepts, important
Mountains, River,
Information Sheet 11.4.3
skills that should be enhanced, and the proper attitude that should be PC Components or Parts
Cave, Trees, Flower,
emphasized. This is organized as a lecturette that summarizes the learning
Fauna
emphasized from the activity, analysis and new inputs in this part of the lesson.
E. Food & Local
products
G. Role Model Family
4.5 Application (45 minutes). This part is structured to ensure the Job sheet 11.4.3
commitment of the learners to do something to apply their new learning in their Install PC Components or Parts
own environment.
4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether Observation
learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from
the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role
(Formal and informal observations of learners performance or behaviors are Play, Oral
Presentation, Dance, Skill Demonstration
recorded, based on assessment criteria)
Musical Performance, Refer to Performance Checklist 11.4.3
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners ability to demonstrate Test, Open-Ended Self Check 11.4.3
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
4.7 Assignment (5 minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the days lesson
Enriching / inspiring the days lesson

Enhancing / improving the days lesson
Preparing for the new lesson Plan and prepare systematic maintenance
procedure that will save time, money and
frustration for PC components.
4.8 Concluding Activity (3 minutes). Its ok if people dont like you, not everybody has a
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, good taste. Anonymous
parable or a letter that inspires the learners to do something to practice their new learning.
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
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
learning strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: FLORIDEL C. PELIN School: TAGBILARAN CITY SCIENCE HIGH
SCHOOL
Position/Designat TEACHER III Divisio DepEd-Tagbilaran City
ion: n:
Contact Number: 09102680420 Email F2c79@yahoo.com
Address:
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet
2. Formative Assessment
3. Answer Key
4. Handouts
5. PowerPoint Presentation
6. Others
INSTRUCTIONAL PLANNING
process by using principles of teaching and learning - D.O. 42, s. 2016)

DLP No.: 11.4.4
Learning Area: CSS NC II Grade Level: 12 Quarter: 4 Duration: 2
Learning Competency/ies: Make necessary adjustments in accordance with established Code:
(Taken from the Curriculum Guide) procedures TLE_IACSS9-12MRCN-IIIh-
jIVa-e-43
Key Concepts / Understanding of Concepts & Principles in maintaining & repairing computer system &
Understandings to be networks.
Developed
The fact or condition identify, retrieve, recognize,
Remembering Identify the necessary adjustment in
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce accordance with established
familiarity gained procedures.
through experience
or association Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
through deliberate, Analyzing differentiate, distinguish, compare, Distinguish the necessary
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct adjustments in accordance with
smoothly and
adaptively carryout
overall structure and purpose established procedures.
complex activities or
the ability, coming Evaluating coordinate, measure, detect, defend,
from one's The learner can make judgments and justify decisions judge, argue, debate, describe,
knowledge, practice, critique, appraise, evaluate
aptitude, etc., to do Creating generate, hypothesize, plan, design,
something The learner can put elements together to form a develop, produce, construct,
functional whole, create a new product or point of view formulate, assemble, devise
Attitude Categories: List of Attitudes: Critical Thinking

feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
emotional name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 6. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical Responsibility
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
way of responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude,
or feeling perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision,
about 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
someone simple acceptance to the more complex state of commitment. Valuing is based on the Independent , Gratitude, Tolerant,
or internalization of a set of specified values, while clues to these values are expressed in the Cautious, Decisive, Self-Control,
something learner's overt behavior and are often identifiable. Calmness, Responsibility,
, typically Accountability, Industriousness,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
in a 8. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
persons conflicts between them, and creating a unique value system. The emphasis is on ones culture, Globalism,
behavior comparing, relating, and synthesizing values. Compassion, Work Ethics,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
synthesize
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Solidarity, Making a stand for the
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of good, Voluntariness of human act,
the learner. Instructional objectives are concerned with the student's general patterns of Appreciation of ones rights,
adjustment (personal, social, emotional). Inclusiveness, Thoughtful,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Seriousness, Generous, Happiness,
practice, propose, qualify, question, revise, serve, solve, verify Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Values Categories: List of Values:
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 9. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness
learner's overt behavior and are often identifiable.
Go
beyond
learners
4. Organization - Organizes values into priorities by contrasting different values, resolving 10. Makakalikasan
life on
conflicts between them, and creating a unique value system. The emphasis is on comparing, Care of the environment, Disaster
earth,
relating, and synthesizing values. Orderliness
include Risk Management, Protection of
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness,
and fame, synthesize Orderliness, Saving the ecosystem,
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Environmental sustainability
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
11. Makabansa
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
Intention practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
ally Unity, Civic Consciousness, Social
adding responsibility, Harmony,
value to Patriotism,
people Productivity
everyday.
2. Content Make the necessary adjustments in accordance
with established procedures
3. Learning Resources Computer, LCD Projector, Internet, Info Sheets, Task Sheets
4. Procedures
4.1 Introductory Activity (10 minutes). This part introduces the lesson Curriculum Prayer
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Recalling
Localization:
Heritage Themes:
4.2 Activity/Strategy (____ minutes). B. Annual Rites,
This is an interactive strategy to
Festivals, and
Present a video clips about procedures.
elicit learners prior learning experience. It serves as a springboard for new
Rituals
learning. It illustrates the principle that learning starts where the learners are.
(Historical/Religious
Carefully structured activities such as individual or group reflective exercises,
Festivals, Local
group discussion, self-or group assessment, dyadic or triadic interactions,
Cultural Festivals,
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
Local
may be created. Clear instructions should be considered in this part of the
Delicacies/Products
lesson.
Festivals, Rituals,
4.3 Analysis (____ minutes). Essential questions are included to serve as a Wedding Ritual, Ask the students if what will be happen if
guide for the teacher in clarifying key understandings about the topic at hand. Palihi Ritual, Burial they are not going to follow CORRECT
Critical points are organized to structure the discussions allowing the learners to Ritual,
maximize interactions and sharing of ideas and opinions about expected issues. B Literary Anthologies
PROCEDURES
Affective questions are included to elicit the feelings of the learners about the Written In Local What will happen if there are some
activity or the topic. The last questions or points taken should lead the learners Language (BALITAW,
to understand the new concepts or skills that are to be presented in the next
adjustments on established procedures?
BALAK, Folktales/
part of the lesson.
4.4 Abstraction (15 minutes). This outlines the key concepts, important Short Stories, Local
skills that should be enhanced, and the proper attitude that should be Heroes
C. Historical Events,
Refer to Info Sheet 11-4.4.3
emphasized from the activity, analysis and new inputs in this part of the lesson. Enduring Values,
Indigenous Materials,
Indigenous Cultural
Communities/Indigeno
us People, Indigenous
4.5 Application (____ minutes). This part is structured to ensure the Games
commitment of the learners to do something to apply their new learning in their D. Topography, Flora/ Refer to Task Sheet 11-4.4.3
own environment. Fauna (Falls,
Mountains, River, Browsing to the net
Fauna
E. Food & Local
products
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether G. Role Model Family Interview to the IT experts regarding on
how they going to address necessary
learning intentions and success criteria have been met. (Reminder: Formative adjustment on the established procedures.
d) Observation Investigation, Role
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
e) Talking to Learners / Conferencing Hands-on Math
their understanding and to progress and clarify their thinking) Work and Essay, Oral Questioning
Picture Analysis,
Comic Strip, Panel
Think-Pair-Share,
Reading
f) Analysis of Learners Products Worksheets for all
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
(Teachers set tests or quizzes to determine learners ability to demonstrate Test, Open-Ended
Pen and Paper Test,
Pre and Post Test,
Test, Quiz

Preparing for the new lesson
4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Let go of things you cant change, Focus on
things you can.
H. No. of learners who
earned 80% in the
evaluation.
I. No. of learners who

require additional
activities for
remediation.
J. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my
learning strategies
worked well? Why
did these work?
M.What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: JOEL C. CINCO School: BILAR NATIONAL HIGH SCHOOL
Position/Designation: SST II Division: BOHOL PROVINCE
Contact Number: 09997185151 Email address: cincowing2002@gmail.com
Bibliography
4. Activity Sheet
6. Answer Key
4. Handouts
6. Others
Pro\g cess by using principles of teaching and learning - D.O. 42, s. 2016)

DLP No.: 11.4.5 Learning Area: TLE_IA-CSS NC II Grade Level: 12 Quarter:4TH Duration:2 HRS
Learning Competency/ies: RESPOND TO UNPLANNED EVENTS OR CONDITIONS IN Code: TLE-IA-CSS9-
(Taken from the Curriculum Guide) ACCORDANCE WITH ESTABLISHED PROCEDURES 12MRCN-IIIh-j-Iva-e-
43
Key Concepts / CONCEPTS AND PRINCIPLES IN MAINTAINING AND REPAIRING COMPUTER SYSTEMS AND NETWORKS
Developed
Remembering identify, retrieve, recognize, IDENTIFY RESPONSES TO UNPLANNED EVENTS
familiarity gained
or association
Skills Applying execute, implement, demonstrate, EXECUTE APPROPRIATE RESPONSE TO

The ability and The learner can use information to undertake a dramatize, interpret, solve, use, UNPLANNED EVENTS
through deliberate, Analyzing differentiate, distinguish, compare,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view
Attitude Categories: List of Attitudes: CAUTIOUS

feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
areas. 10. Responding to Phenomena - Active participation on the part of the learners. Attends Patience, Critical thinking, Open-
A settled and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
about 11. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Independent , Gratitude, Tolerant,
someone simple acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control,
or internalization of a set of specified values, while clues to these values are expressed in the Calmness, Responsibility,
something learner's overt behavior and are often identifiable. Accountability, Industriousness,
one that is
in a 12. Organization - Organizes values into priorities by contrasting different values, ones culture, Globalism,
persons resolving conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics, Creativity,
behavior comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The stand for the good, Voluntariness of
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the human act, Appreciation of ones
learner. Instructional objectives are concerned with the student's general patterns of adjustment rights, Inclusiveness, Thoughtful,
(personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking,
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Love of God, Faith, Trusting,
principles point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
one's 16. Maka-tao
practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for CONCERN FOR
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
of what is human rights, Gender equality, OTHERS
acceptance to the more complex state of commitment. Valuing is based on the internalization of
a set of specified values, while clues to these values are expressed in the learner's overt
in life. Helping, Oneness MAKA-TAO
behavior and are often identifiable.
Go
beyond
learners
life on
earth,
relating, and synthesizing values. Risk Management, Protection of the
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Environment, Responsible
wealth formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Consumerism, Cleanliness,
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Orderliness, Saving the ecosystem,
and would behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Environmental sustainability
affect the learner. Instructional objectives are concerned with the student's general patterns of adjustment
eternal (personal, social, emotional). 18. Makabansa
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Peace and order, Heroism and
millions. propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
Intention Unity, Civic Consciousness, Social
ally responsibility, Harmony, Patriotism,
adding Productivity
value to
people
everyday.
2. Content: RESPONDING TO UNPLANNED EVENTS
3. Learning Resources: COMPUTER, INFO. SHEET,JOB
SHEET,MANUAL
4. Procedures
content. Although at times optional, it is usually included to serve as a warm-up
OPENING PRAYER
Contextualization
activity to give the learners zest for the incoming lesson and an idea about what GAMES (KAHOOT) TEAM PLAY
Localization:
4.2 Activity/Strategy (10 minutes). This is an interactive strategy to elicit Heritage Themes:
learners prior learning experience. It serves as a springboard for new learning. C. Annual Rites, VIDEO PRESENTATION SHOWING DIFFERENT
It illustrates the principle that learning starts where the learners are. Carefully Festivals, and SCENARIOS OF PC ASSEMBLY WITH IMMEDIATE
structured activities such as individual or group reflective exercises, group Rituals
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, (Historical/Religious
PROBLEM SOLVING IN EMERGENCY SITUATION
simulations or role-play, cybernetics exercise, gallery walk and the like may be Festivals, Local
created. Clear instructions should be considered in this part of the lesson.
4.3 Analysis (10 minutes). Essential questions are included to serve as a Cultural Festivals, OBSERVATION
guide for the teacher in clarifying key understandings about the topic at hand. Local
Delicacies/Products LET STUDENTS ANSWER QUESTIONS REGARDING
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. Festivals, Rituals, THE VIDEO PRESENTED.
Affective questions are included to elicit the feelings of the learners about the Wedding Ritual,
Palihi Ritual, Burial
1. WHAT HAVE YOU OBSERVE ON THE VIDEO
activity or the topic. The last questions or points taken should lead the learners
to understand the new concepts or skills that are to be presented in the next Ritual, PRESENTED?
part of the lesson. B Literary Anthologies 2. HOW DID THE TECHNICIAN RESPONDED
Written In Local
Language (BALITAW, ON THE PROBLEM ENCOUNTERED?
BALAK, Folktales/ 3. IF YOU WERE ON THE SITUATION, HOW
Short Stories, Local
Heroes WOULD YOU RESPOND TO THE PROBLEM?
4.4 Abstraction ( 20 minutes). This outlines the key concepts, important C. Historical Events,
skills that should be enhanced, and the proper attitude that should be Enduring Values, INFORMATION SHEET 11.4.3
emphasized. This is organized as a lecturette that summarizes the learning Indigenous Materials,
emphasized from the activity, analysis and new inputs in this part of the lesson. Indigenous Cultural
Communities/Indigeno PROBLEM SOLVING IN EMERGENCY SITUATION
4.5 Application (45 minutes). This part is structured to ensure the Games JOB SHEET 11.4.3
commitment of the learners to do something to apply their new learning in their D. Topography, Flora/
Fauna (Falls,
PERFORM TROUBLESHOOTING WITH APPROPRIATE
own environment.
Mountains, River, RESPONSE ON EMERGENCY SITUATION
Fauna
E. Food & Local
4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether products
learning objectives have been met for a specified duration, b) Remediate G. Role Model Family
g) Observation Investigation, Role DEMONSTRATION WITH OBSERVATION
Presentation, Dance, BASED ON THE PERFORMANCE CRITERIA
recorded, based on assessment criteria)
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
h) Talking to Learners / Conferencing Hands-on Math
Picture Analysis,
Comic Strip, Panel
Think-Pair-Share,
Reading
i) Analysis of Learners Products Worksheets for all
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
Pen and Paper Test,
Pre and Post Test,
Test, Quiz

Enhancing / improving the days lesson WHAT ARE YOUR POSSIBLE SOLUTIONS IF
UNPLANNED EVENTS OCCUR AT HOME AND YOUR
PARENTS ARE NOT AROUND? CITE AT LEAST 3
INCIDENTS
4.8 Concluding Activity (3 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, PREVENTION IS BETTER THAN CURE
O. No. of learners who
earned 80% in the
evaluation.
P. No. of learners who

require additional
activities for
remediation.
Q. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
R. No. of learners who
continue to require
remediation.
S. Which of my
learning strategies
worked well? Why
did these work?
T. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
U. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: KEITH B. TEMLA School: CALAPE NATIONAL HIGH SCHOOL
Position/Designation: T-1 Division: BOHOL
Contact Number: 09352440618 Email address: sirkit1123@gmail.com
Bibliography
7. Activity Sheet
9. Answer Key
4. Handouts
6. Others
Detailed Lesson Plan (DLP)

DLP No.: 11.5.1Learning Area: TLE_IA CSS - NCII Grade Level: 12 Quarter: 4TH Duration 2 Hrs
Learning Competency/ies: Undertake final inspection so that the configuration conforms to Code: TLE_IACSS9-
(Taken from the Curriculum Guide) the manufacturers instructions/manual. 12MRCN-IVF-J-44
Key Concepts / Understandings Demonstrate an understanding of concepts and principles in maintaining and repairing computer
to be Developed systems and networks.
The fact or condition identify, retrieve, recognize, duplicate,
Remembering Identify the steps for final inspection
of knowing list, memorize, repeat, describe,
something with reproduce
familiarity gained
Understanding interpret, exemplify, classify,
through experience
The learner can construct meaning from oral, written summarize, infer, compare, explain,
or association
and graphic messages paraphrase, discuss
Skills Applying execute, implement, demonstrate, Demonstrate the tools and

equipment to be use for final
inspection
through deliberate,
systematic, and Analyzing differentiate, distinguish, compare,
The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to
determine how they relate to one another, and to the deconstruct
smoothly and
Attitude Categories: List of Attitudes: CRITICAL THINKING

feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal Patience
point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
emotional 14. Responding to Phenomena - Active participation on the part of the learners. Attends Patience, Critical thinking, Open- Critical
areas. and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
Thinking
A settled responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
thinking practice, present, read, recite, report, select, tell, write Acceptance, Determined,
or feeling 15. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Independent , Gratitude, Tolerant,
about simple acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control,
someone internalization of a set of specified values, while clues to these values are expressed in the Calmness, Responsibility,
or learner's overt behavior and are often identifiable. Accountability, Industriousness,
something Industry, Cooperation, Optimism,
, typically
one that is Reliable, Gentle, Appreciation of
reflected 16. Organization - Organizes values into priorities by contrasting different values, ones culture, Globalism,
in a resolving conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics, Creativity,
persons comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of ones
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Seriousness, Generous, Happiness,
(personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness

behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
one's 23. Maka-tao
practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality, Maka-tao
acceptance to the more complex state of commitment. Valuing is based on the internalization of
a set of specified values, while clues to these values are expressed in the learner's overt
Go
beyond 24. Makakalikasan
learners Care of the environment, Disaster
life on Risk Management, Protection of the
earth, Environment, Responsible
relating, and synthesizing values.
include Consumerism, Cleanliness,
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Orderliness, Saving the ecosystem,
wealth formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Environmental sustainability
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
and would behavior is pervasive, consistent, predictable, and most importantly, characteristic of the 25. Makabansa
affect the learner. Instructional objectives are concerned with the student's general patterns of adjustment Peace and order, Heroism and
eternal (personal, social, emotional). Appreciation of Heroes, National
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Unity, Civic Consciousness, Social
millions. propose, qualify, question, revise, serve, solve, verify responsibility, Harmony, Patriotism,
Intention Productivity
ally
adding
value to
people
everyday.
2. Content: Undertake final inspection
3. Learning Resources: Information Sheets/Manual/Tasksheet/TR
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Opening Prayer
Localization: Checking of Attendance
Consider/include here Motivation (video clip)
4.2 Activity/Strategy (_30__ minutes). This is an interactive strategy to the appropriate Local The teacher will group the class into 2:
Heritage Themes:
elicit learners prior learning experience. It serves as a springboard for new Each group will select the secretary and a
learning. It illustrates the principle that learning starts where the learners are. D. Annual Rites,
Festivals, and presenter
Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, Rituals The teacher will instruct the students to research
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like (Historical/Religious different tools and steps use for final inspection
may be created. Clear instructions should be considered in this part of the Festivals, Local
Cultural Festivals,
The group will present their outputs to the class
lesson.
Local
4.3 Analysis (__20_ minutes). Essential questions are included to serve as a
Delicacies/Products
The teacher will check their outputs and provide
guide for the teacher in clarifying key understandings about the topic at hand. brief comments.
Festivals, Rituals,
maximize interactions and sharing of ideas and opinions about expected issues.
Wedding Ritual, The teacher will ask questions leading to their
Palihi Ritual, Burial topics.
Affective questions are included to elicit the feelings of the learners about the
Ritual,
activity or the topic. The last questions or points taken should lead the learners
B Literary Anthologies
Written In Local
part of the lesson.
Language (BALITAW,
4.4 Abstraction (__30_ minutes). This outlines the key concepts, important BALAK, Folktales/
skills that should be enhanced, and the proper attitude that should be Short Stories, Local Information Sheet
emphasized. This is organized as a lecturette that summarizes the learning Heroes Task Sheet 5.1
emphasized from the activity, analysis and new inputs in this part of the lesson. C. Historical Events,
Enduring Values,
4.5 Application (_45__ minutes). This part is structured to ensure the Indigenous Materials, Create steps and procedure in undertaking final
commitment of the learners to do something to apply their new learning in their Indigenous Cultural inspection and conforms to the manufacturers
own environment. Communities/Indigeno instruction.
Games
D. Topography, Flora/
Fauna (Falls,
4.6 Assessment (_20_ minutes). For the Teacher to: a) Assess whether Mountains, River,
learning objectives have been met for a specified duration, b) Remediate Cave, Trees, Flower,
and/or enrich with appropriate strategies as needed, and c) Evaluate whether Fauna
learning intentions and success criteria have been met. (Reminder: Formative E. Food & Local
Assessment may be given before, during, or after the lesson). Choose any from products
the Assessment Methods below: G. Role Model Family

j) Observation Investigation, Role
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
k) Talking to Learners / Conferencing Hands-on Math
Picture Analysis, Interview
Comic Strip, Panel
Think-Pair-Share,
Reading
l) Analysis of Learners Products Worksheets for all
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
Pen and Paper Test,
Pre and Post Test,
Test, Quiz
4.7 Assignment (_5__ minutes). Fill-in below any of the four purposes:
Enriching / inspiring the days lesson What happen to the users if he/ she is not following
the instructional manual? Site at least 3 incidents.
4.8 Concluding Activity (_3__ minutes). A failure will not appear until a unit has passed the
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, final inspection
V. No. of learners who
earned 80% in the
evaluation.
W.No. of learners who

require additional
activities for
remediation.
X. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
Y. No. of learners who
continue to require
remediation.
Z. Which of my
learning strategies
worked well? Why
did these work?
AA. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
BB. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: GLENN L. HURAO School: San Jose National High School
Position/Designation: SST-II Division: Bohol
Contact Number: 09463552813 Email address: glenn_hurs@yahoo.com
Bibliography
10. Information Sheet
11. Tasksheet
12. Answer Key
4. Handouts
6. Others

DLP No.: 11.5.2 Learning Area: ICT-CSS Grade Level: 12 Quarter: 4 Duration: 2hrs
Learning Competency/ies: Ensure that the configuration conforms to the manufacturers Code:
(Taken from the Curriculum Guide) instructions/manual TLE_IACSS9-
12MRCN-IVf-j-44
Key Concepts / Concepts and principles in maintaining and repairing computer systems and networks
Developed
The fact or condition identify, retrieve, recognize, Describe the importance of manufacturers
Remembering
of knowing duplicate, list, memorize, instructions/manuals
familiarity gained
through experience
or association
Skills Applying execute, implement, demonstrate, Implement proper method in configuring

The ability and The learner can use information to undertake a dramatize, interpret, solve, use, which conforms to manufacturers
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover instructions/manuals
adaptively carryout coordinate, measure, detect, defend,
Evaluating
from one's Creating generate, hypothesize, plan, design,
knowledge, practice, The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do functional whole, create a new product or point of view formulate, assemble, devise
something
Attitude Categories: List of Attitudes: Self-confidence

areas. 18. Responding to Phenomena - Active participation on the part of the learners. Attends Patience, Critical thinking, Open- Cautious
one that is
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of Trusting
one's perform, practice, present, read, recite, report, select, tell, write 30. Maka-tao
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Concern for Others, Respect for
of what is simple acceptance to the more complex state of commitment. Valuing is based on the human rights, Gender equality,
important internalization of a set of specified values, while clues to these values are expressed in the Family Solidarity, Generosity,
in life. learner's overt behavior and are often identifiable. Helping, Oneness
Go
beyond
learners
life on 31. Makakalikasan
earth, Care of the environment, Disaster
include Risk Management, Protection of
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
the Environment, Responsible
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
Consumerism, Cleanliness,
and fame, synthesize
Orderliness, Saving the ecosystem,
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior.
Environmental sustainability
32. Makabansa
Peace and order, Heroism and
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
Intention practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
ally responsibility, Harmony,
adding Patriotism,
value to Productivity
people
everyday.
2. Content Conformity of configurations to the manufacturers
instructions/manuals
3. Learning Resources Manuals, computer, CG, TG, internet, Info Sheet,
4. Procedures
4.1 Introductory Activity (10 minutes). This part introduces the lesson Curriculum Preliminaries:
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Opening Prayer
Localization: Checking of Attendance
Consider/include here Video Presentation
Heritage Themes:
4.2 Activity/Strategy (15 minutes). This is an interactive strategy to elicit E. Annual Rites, Activity Sheet 11_5.2:
learners prior learning experience. It serves as a springboard for new learning. Festivals, and Arranging scrambled letters to form a word.
It illustrates the principle that learning starts where the learners are. Carefully Rituals
structured activities such as individual or group reflective exercises, group
1. Group the learners.
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, Festivals, Local 2. Let them arrange the scrambled letters to
simulations or role-play, cybernetics exercise, gallery walk and the like may be Cultural Festivals, form a word.
created. Clear instructions should be considered in this part of the lesson. Local
4.3 Analysis (15 minutes). Essential questions are included to serve as a Delicacies/Products 1. What part of the activity you like?
guide for the teacher in clarifying key understandings about the topic at hand. Festivals, Rituals,
Wedding Ritual, 2. What have you learned from it?
maximize interactions and sharing of ideas and opinions about expected issues. Palihi Ritual, Burial 3. What do you need to know first before
Affective questions are included to elicit the feelings of the learners about the Ritual,
doing the activity?
activity or the topic. The last questions or points taken should lead the learners B Literary Anthologies
to understand the new concepts or skills that are to be presented in the next Written In Local
part of the lesson. Language (BALITAW,
BALAK, Folktales/
4.4 Abstraction (20 minutes). This outlines the key concepts, important Information Sheet 11_5.2
skills that should be enhanced, and the proper attitude that should be Configuration Conformity to the manufacturers
Heroes
C. Historical Events, instructions/manuals
Enduring Values,
Indigenous Cultural
4.5 Application (40 minutes). This part is structured to ensure the Games
own environment. Fauna (Falls, Task Sheet 11_5.2
Mountains, River, Follow procedures in configuring computer systems
Cave, Trees, Flower, and networks in line with manufacturers
Fauna
E. Food & Local instructions/manuals
products
4.6 Assessment (15 minutes). For the Teacher to: a) Assess whether Self-Check/Evaluation Sheet 11.5.2
learning objectives have been met for a specified duration, b) Remediate Arrange the steps in configuring server PC.
m) Observation Investigation, Role
(Formal and informal observations of learners performance or behaviors are Play, Oral Performance Checklist 11-5.2
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
n) Talking to Learners / Conferencing Hands-on Math
Picture Analysis,
Comic Strip, Panel
Think-Pair-Share,
Reading
o) Analysis of Learners Products Worksheets for all
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
(Teachers set tests or quizzes to determine learners ability to demonstrate Test, Open-Ended Skill Performance Test 11.5.2
Pen and Paper Test, Oral Test
Pre and Post Test,
Test, Quiz
Preparing for the new lesson Research about safe operations in testing computer
systems and networks
4.8 Concluding Activity (5 minutes). Choose your friends with caution, plan your work
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, with purpose and frame your life with faith.
CC. No. of
learners who
earned 80% in the
evaluation.
DD. No. of
learners who
require additional
activities for
remediation.
EE. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
FF.No. of learners who
continue to require
remediation.
GG. Which of
my learning
strategies worked
well? Why did these
work?
HH. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
II. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: JOHNDION A. RULOMA School: Mayor Anunciacion R. Tuazon National School of Fisheries
Position/Designation: SST-III Division: BOHOL
Contact Number: Email address: johndion.ruloma11@gmail.com
Bibliography
13. Activity Sheet
15. Answer Key
4. Handouts
6. Others

DLP No.: 11.5.3 Learning Area: ICT - CSS Grade Level: 11 Quarter: 4TH Duration: 2 HOURS
Learning Competency/ies: Check/test computer systems and networks to ensure safe Code:
(Taken from the Curriculum Guide) operation. TLE_IACSS9-
12MRCN-IVf-j-44
Key Concepts / Concepts and principles in maintaining and repairing computer systems and networks.
Developed
Remembering
familiarity gained
Understanding interpret, exemplify, classify, Explain the importance of safety
through experience
or association
explain, paraphrase, discuss operation in checking/testing
graphic messages
computer systems and networks.
Skills Applying execute, implement, demonstrate, Execute proper checking/testing

illustrate, convert, discover computer systems and networks
capacity acquired procedure in familiar situations or in a new way
through deliberate, to ensure safe operation.
systematic, and Analyzing differentiate, distinguish, compare,
sustained effort to The learner can distinguish between parts and contrast, organize, outline, attribute,
smoothly and determine how they relate to one another, and to the deconstruct
Attitude Categories: List of Attitudes: Self-

Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, confidence
feelings or Wellness, Respect, Honesty, Personal
one that is
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1 Maka-Diyos
one's 2 Maka-tao
Go
beyond
learners
4. Organization - Organizes values into priorities by contrasting different values, resolving 3 Makakalikasan
life on
earth,
relating, and synthesizing values. Risk Management, Protection of
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible Orderliness
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness,
and fame, synthesize Orderliness, Saving the ecosystem,
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Environmental sustainability
4 Makabansa
Peace and order, Heroism and
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
Intention practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
adding Patriotism,
people
everyday.
2. Content Computer systems and networks
3. Learning Resources TG, LMs, Information Sheet, Activity Sheet, Task Sheet, PCs for
Servers and clients
4. Procedures
4.1 Introductory Activity (10 minutes). This part introduces the lesson Curriculum Preliminary Activities:
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Prayer
activity to give the learners zest for the incoming lesson and an idea about what Localization:
it to follow. One principle in learning is that learning occurs when it is conducted Checking of Attendance
in a pleasurable and comfortable atmosphere. the appropriate Local Simple Recall
4.2 Activity/Strategy (20 minutes). This is an interactive strategy to elicit Heritage Themes: Activity Sheet 11_5.3
F. Annual Rites,
learners prior learning experience. It serves as a springboard for new learning.
Festivals, and Group of five (5)
It illustrates the principle that learning starts where the learners are. Carefully
structured activities such as individual or group reflective exercises, group Rituals Arranging words to make meaningful
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, sentences.
simulations or role-play, cybernetics exercise, gallery walk and the like may be Festivals, Local
created. Clear instructions should be considered in this part of the lesson. Cultural Festivals,
Local
4.3 Analysis (10 minutes). Essential questions are included to serve as a Delicacies/Products 1. What part of the activity you like the most?
guide for the teacher in clarifying key understandings about the topic at hand. Festivals, Rituals, 2. What have you learned about it?
Critical points are organized to structure the discussions allowing the learners to Wedding Ritual,
maximize interactions and sharing of ideas and opinions about expected issues. Palihi Ritual, Burial
Affective questions are included to elicit the feelings of the learners about the Ritual,
4.4 Abstraction (20 minutes). This outlines the key concepts, important BALAK, Folktales/ Information Sheet 11_5.3
skills that should be enhanced, and the proper attitude that should be Short Stories, Local
Heroes
Check/test computer systems and networks to
emphasized from the activity, analysis and new inputs in this part of the lesson. C. Historical Events, ensure safety operation
Enduring Values,
Indigenous Cultural
4.5 Application (25 minutes). This part is structured to ensure the Games Task Sheet 11_5.3
Fauna (Falls, Steps in checking/testing computer systems
own environment.
Mountains, River, and networks.
Fauna
E. Food & Local
products
4.6 Assessment (25 minutes). For the Teacher to: a) Assess whether
p) Observation Investigation, Role
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
q) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written Hands-on Activity
Picture Analysis, Interview/Oral Questioning
Comic Strip, Panel Performance Checklist 11_5.3
Think-Pair-Share,
Reading
r) Analysis of Learners Products Worksheets for all
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
Pen and Paper Test,
Pre and Post Test,
Test, Quiz
Preparing for the new lesson Research and study about 5S Principles
4.8 Concluding Activity (5 minutes). One important key to success is self-

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, confidence. An important key to self-
confidence is preparation.
5 Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
7 Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to
JJ. No. of learners who
earned 80% in the
evaluation.
KK. No. of
learners who
require additional
activities for
remediation.
LL.Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
MM. No. of
learners who
continue to require
remediation.
NN. Which of
my learning
strategies worked
well? Why did these
work?
OO. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
PP. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: LUCIANO R. BARGASO School: SAN ROQUE NATIONAL HIGH SCHOOL - MABINI
Position/Designation: SST - II Division: BOHOL
Contact Number: 09752889282 Email address: erianbale@yahoo.com
Bibliography
1 Activity Sheet
2 Information Sheet
3 Task Sheet
4 Performance Checklist

DLP No.: 11.5.4 Learning Area: Computer Systems Grade Level: 11 Quarter:4 Duration: 2
Servicing Hours
Learning Competency/ies: Follow Occupational Health and Safety standards and its Code: TLE_IACSS-9-
(Taken from the Curriculum Guide) principles 12MRCN-IVf-j-44
Key Concepts /
Understandings to be Concepts and principles in maintaining and repairing computer systems and networks.
Developed
Remembering identify, retrieve, recognize,
of knowing duplicate, list, memorize, repeat, Identify the different personal safety
something with describe, reproduce materials and its uses.
familiarity gained
or association
Skills Applying execute, implement, demonstrate, Implement occupational health safety policies
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, and procedure.
Evaluating
from one's
knowledge, practice,
Creating generate, hypothesize, plan, design,
Attitude Categories: List of Attitudes: (Follow the OHS

Growth in 25. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, policies and
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal procedure.)
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity, Obedience
areas. 26. Responding to Phenomena - Active participation on the part of the learners. Attends Patience, Critical thinking, Open- (Practice OHS
A settled and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous, policies and
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude, procedure)
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined, Cautious
one that is
one's 37. Maka-tao
acceptance to the more complex state of commitment. Valuing is based on the internalization
of a set of specified values, while clues to these values are expressed in the learner's overt
Go
beyond
learners
life on
earth,
relating, and synthesizing values. Risk Management, Protection of the Disaster Risk
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Environment, Responsible Management ,
wealth formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Consumerism, Cleanliness, Orderliness
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Orderliness, Saving the ecosystem,
and would behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Environmental sustainability
affect the learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, 39. Makabansa
destiny of propose, qualify, question, revise, serve, solve, verify Peace and order, Heroism and
millions. Appreciation of Heroes, National
Intention Unity, Civic Consciousness, Social
ally responsibility, Harmony, Patriotism,
adding Productivity
value to
people
everyday.
2. Content Occupational Health and Safety policies and procedure
3. Learning Resources Personal Safety Materials, Manuals, Information Sheet
4. Procedures
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Guessing game Students are ask to guess the
Localization: different Personal Safety Materials
Consider/include here the (Refer to Info. Sheet 11.5.4
appropriate Local
Heritage Themes:
4.2 Activity/Strategy (20 minutes). This is an interactive strategy to elicit G. Annual Rites, Festivals, Students will be ask about protecting the safety,
learners prior learning experience. It serves as a springboard for new learning. and Rituals heath, and welfare of the people engage in work
It illustrates the principle that learning starts where the learners are. Carefully (Historical/Religious or employment.
structured activities such as individual or group reflective exercises, group Festivals, Local Cultural
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, Festivals, Local
simulations or role-play, cybernetics exercise, gallery walk and the like may be Delicacies/Products
created. Clear instructions should be considered in this part of the lesson. Festivals, Rituals,
4.3 Analysis (15 minutes). Essential questions are included to serve as a Wedding Ritual, Palihi As a computer technician, how will you recognize
guide for the teacher in clarifying key understandings about the topic at hand. Ritual, Burial Ritual,
and identify hazards and risks
Critical points are organized to structure the discussions allowing the learners to B Literary Anthologies
maximize interactions and sharing of ideas and opinions about expected issues. Written In Local
Affective questions are included to elicit the feelings of the learners about the Language (BALITAW, How important the planned system of working to
activity or the topic. The last questions or points taken should lead the learners BALAK, Folktales/ Short prevent illness and injury where you work by
to understand the new concepts or skills that are to be presented in the next Stories, Local Heroes
part of the lesson. C. Historical Events, recognizing and identifying the hazards and risks,
Enduring Values, particularly equipment and data.
Indigenous Cultural
4.4 Abstraction (15 minutes). This outlines the key concepts, important Communities/Indigenous
skills that should be enhanced, and the proper attitude that should be People, Indigenous The teacher will discuss the topic.
emphasized. This is organized as a lecturette that summarizes the learning Games Information Sheet Lesson 11 5.4
emphasized from the activity, analysis and new inputs in this part of the lesson. D. Topography, Flora/
Fauna (Falls, Mountains,
River, Cave, Trees, Flower,
Fauna
4.5 Application (30 minutes). This part is structured to ensure the E. Food & Local products
commitment of the learners to do something to apply their new learning in their G. Role Model Family Refer to Task Sheet Lesson 11 5.4.
own environment.
4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether Accomplish the Check Sheet Lesson 11 5.7.
s) Observation Investigation, Role Play,
(Formal and informal observations of learners performance or behaviors are Oral Presentation, Self Demonstration of the OHS policies and procedure.
recorded, based on assessment criteria) Dance, Musical
Performance, Skill
Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor
& Psychomotor Games,
Science Experiment
t) Talking to Learners / Conferencing Hands-on Math Activities,
(Teachers talk to and question learners about their learning to gain insights on Written Work and Essay,
their understanding and to progress and clarify their thinking) Picture Analysis, Comic
Strip, Panel Discussion,
Interview, Think-Pair-
Share, Reading
u) Analysis of Learners Products Worksheets for all

(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept
agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test, Activity Sheet 11.5.4
(Teachers set tests or quizzes to determine learners ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and Post
Test, Diagnostic Test,
Oral Test, Quiz
4.7 Assignment ( 6 minutes). Fill-in below any of the four purposes:
Enriching / inspiring the days lesson Environment Laws When you start a business you become
legally responsible for the safety and health of your
employees, customers, and the people near or affected by
your products and services.
4.8 Concluding Activity (6 minutes). Safety first

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
QQ. No. of
learners who
earned 80% in the
evaluation.
RR. No. of
learners who
require additional
activities for
remediation.
SS. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
TT. No. of
learners who
continue to require
remediation.
UU. Which of
my learning
strategies worked
well? Why did these
work?
VV. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
WW. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: MARY GRACE H. DURAN School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation:SST -2 Division: CEBU PROVINCE
Contact Number: 0922- 207- 9451 Email address: ghduran114@gmail.com
Bibliography
1 Activity Sheet
2 Formative Assessment
3 Answer Key
4. Handouts
6. Others

DLP No.: 11.5.5 Learning Area: Computer System Grade Level: XII Quarter: 4th Duration: 2 hrs.
Servicing
Learning Competency/ies: L.O. 11_5.5 Clean worksite and make sure it is clear from all Code:
(Taken from the Curriculum Guide) debris and left in safe condition in accordance with company TLE_IVACSS9_12MRC
standards IV_IVf_J-44
Key Concepts / Concept and principles in maintaining and repairing Computer Systems and
Understandings to be Networks.
Developed
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify, The student should be able to discussed the 5S in
The learner can construct meaning from oral, written and summarize, infer, compare, workshop Housekeeping Standards
or association explain, paraphrase, discuss
graphic messages
Skills Applying execute, implement, demonstrate, The students should be able to demonstrate
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, the 5S principles in workshop housekeeping
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover standards.
adaptively carryout
Evaluating coordinate, measure, detect, defend,
Attitude Categories: List of Attitudes: With self-

Growth in 29. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, confidence, the
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal students should be
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity, able to follow the
areas. Patience, Critical thinking, Open- 5S in Workshop
A settled mindedness, Interest, Courteous, Housekeeping
way of Obedience, Hope, Charity, Fortitude, Standards
thinking 30. Responding to Phenomena - Active participation on the part of the learners. Attends Resiliency, Positive vision,
or feeling and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Acceptance, Determined,
about responding, willingness to respond, or satisfaction in responding (motivation). Independent , Gratitude, Tolerant,
someone Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Cautious, Decisive, Self-Control,
or practice, present, read, recite, report, select, tell, write Calmness, Responsibility,
something 31. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Accountability, Industriousness,
, typically simple acceptance to the more complex state of commitment. Valuing is based on the Industry, Cooperation, Optimism,
one that is internalization of a set of specified values, while clues to these values are expressed in the Satisfaction, Persistent, Cheerful,
reflected learner's overt behavior and are often identifiable. Reliable, Gentle, Appreciation of
in a Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, ones culture, Globalism,
persons initiate, invite, join, justify, propose, read, report, select, share, study Compassion, Work Ethics, Creativity,
behavior 32. Organization - Organizes values into priorities by contrasting different values, Entrepreneurial Spirit, Financial
Literacy, Global, Solidarity, Making a
resolving conflicts between them, and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values. stand for the good, Voluntariness of
human act, Appreciation of ones
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, rights, Inclusiveness, Thoughtful,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Seriousness, Generous, Happiness,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Modest, Authority, Hardworking,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Realistic, Flexible, Considerate,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Sympathetic, Frankness
(personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting, Trusting
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 44. Maka-tao
of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, Helping
one's perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity,
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness
of what is simple acceptance to the more complex state of commitment. Valuing is based on the 45. Makakalikasan
important internalization of a set of specified values, while clues to these values are expressed in the Care of the environment, Disaster
in life. learner's overt behavior and are often identifiable. Risk Management, Protection of Cleanliness
Go the Environment, Responsible
beyond Consumerism, Cleanliness,
learners Orderliness, Saving the ecosystem,
life on Environmental sustainability
earth,
include 4. Organization - Organizes values into priorities by contrasting different values, resolving 46. Makabansa
more than conflicts between them, and creating a unique value system. The emphasis is on comparing, Peace and order, Heroism and
wealth relating, and synthesizing values. Appreciation of Heroes, National
and fame, Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Unity, Civic Consciousness, Social Harmony
and would explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, responsibility, Harmony,
affect the synthesize Patriotism,
eternal 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Productivity
destiny of The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
millions. the learner. Instructional objectives are concerned with the student's general patterns of
Intention adjustment (personal, social, emotional).
ally
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
adding
practice, propose, qualify, question, revise, serve, solve, verify
value to
people
everyday.
2. Content OHS standard and 5 S Principles
3. Learning Resources Internet and Curriculum Guide
4. Procedures
4.1 Introductory Activity (__10_ minutes). This part introduces the lesson Curriculum Show to the class a picture of a workshop that
content. Although at times optional, it is usually included to serve as a warm-up Contextualization doesnt use a 5S in housekeeping u and also a
Localization: picture of a workshop that uses a 5S in
Consider/include here housekeeping standards
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to Heritage Themes: Refer to IMs TASK / Activity Sheet Lesson 11_5.5
elicit learners prior learning experience. It serves as a springboard for new H. Annual Rites,
learning. It illustrates the principle that learning starts where the learners are. Festivals, and
Carefully structured activities such as individual or group reflective exercises, Rituals
group discussion, self-or group assessment, dyadic or triadic interactions, (Historical/Religious
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Festivals, Local
may be created. Clear instructions should be considered in this part of the Cultural Festivals,
lesson. Local
4.3 Analysis (____ minutes). Essential questions are included to serve as a Delicacies/Products 1. What part of the activity do you like the
most?
Affective questions are included to elicit the feelings of the learners about the Ritual, 2. What have you learned from it?
4.4 Abstraction (____ minutes). This outlines the key concepts, important BALAK, Folktales/ Refer to Information Sheet 11_5.5
skills that should be enhanced, and the proper attitude that should be
emphasized. This is organized as a lecturette that summarizes the learning Heroes
C. Historical Events,
Enduring Values,
Indigenous Cultural
4.5 Application (____ minutes). This part is structured to ensure the us People, Indigenous
commitment of the learners to do something to apply their new learning in their Games Refer to Task sheet 11_5.5
own environment. D. Topography, Flora/
Fauna (Falls,
Mountains, River,
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether Fauna Observation
learning objectives have been met for a specified duration, b) Remediate E. Food & Local
products
Output Analysis
learning intentions and success criteria have been met. (Reminder: Formative G. Role Model Family
v) Observation Investigation, Role
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
w) Talking to Learners / Conferencing Hands-on Math
Picture Analysis,
Comic Strip, Panel
Think-Pair-Share,
Reading
x) Analysis of Learners Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay, Refer to Task Sheet 11_5.5
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
y) Tests Skill Performance
Pen and Paper Test,
Pre and Post Test,
Test, Quiz
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

Remind the students the importance of 5S in
Housekeeping Standards
Preparing for the new lesson Research about the waste Management
4.8 Concluding Activity (____ minutes).

XX. No. of
learners who
earned 80% in the
evaluation.
YY. No. of
learners who
require additional
activities for
remediation.
ZZ. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
AAA. No. of
learners who
continue to require
remediation.
BBB. Which of
my learning
strategies worked
well? Why did these
work?
CCC. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
DDD. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: Javan Alexandre Juario School: Carcar Central National High School
Position/Designation:Teacher 2 Division:Carcar City Division
Contact Number: Email address:
Bibliography
16. Activity Sheet
18. Answer Key
4. Handouts
6. Others

DLP No.: 11.5.6
Learning Area: CSS Grade Level: 12 Quarter:4th Duration:2
Learning Competency/ies: Code: TLE_IACSS9-
(Taken from the Curriculum Guide) 12MCRN1-IVF-J-44
Key Concepts / CONCEPTS & PRINCIPLES IN MAINTAINING & REPAIRING COMPUTER SYSTEMS AND NETWORKS
Developed
The fact or condition Remembering identify, retrieve, recognize, IDENTIFY WASTE ELECTRICAL ELECTRONIC
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, EQUIPMENT
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify, CLASSIFY TYPES OF WASTE TO BE REDUCE REUSE
The learner can construct meaning from oral, written and summarize, infer, compare, AND RECYCLE
or association explain, paraphrase, discuss
graphic messages
Skills Applying execute, implement, demonstrate,

adaptively carryout
Evaluating coordinate, measure, detect, defend, EVALUATE TYPES OF WASTE AND
The learner can make judgments and justify decisions judge, argue, debate, describe, SEGREGATION
Attitude Categories: List of Attitudes:

RESPONSIBILITY
one that is
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of KINDNESS
one's 51. Maka-tao
important Family Solidarity, Generosity, HELPING
Go
beyond
learners 4. Organization - Organizes values into priorities by contrasting different values, resolving 52. Makakalikasan
life on conflicts between them, and creating a unique value system. The emphasis is on comparing, Care of the environment, Disaster
earth, relating, and synthesizing values. Risk Management, Protection of PROTECTION OF
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible ENVIRONMENT
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness,
wealth synthesize Orderliness, Saving the ecosystem,
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Environmental sustainability
and would The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
affect the the learner. Instructional objectives are concerned with the student's general patterns of
eternal adjustment (personal, social, emotional). 53. Makabansa
destiny of Peace and order, Heroism and
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions. Appreciation of Heroes, National
practice, propose, qualify, question, revise, serve, solve, verify
Intention Unity, Civic Consciousness, Social Consciousness,
adding Patriotism,
people
everyday.
2. Content Waste management
3. Learning Resources INFO SHEETS,ACTIVITY SHEETS,LAPTOP,PROJECTOR
4. Procedures
4.1 Introductory Activity (__10__ minutes). This part introduces the Curriculum
lesson content. Although at times optional, it is usually included to serve as a Contextualization ASK STUDENTS THE IMPORTANCE OF PROTECTING
warm-up activity to give the learners zest for the incoming lesson and an idea
Localization: THE ENVIRONMENT
about what it to follow. One principle in learning is that learning occurs when it
is conducted in a pleasurable and comfortable atmosphere.
Heritage Themes:
I. Annual Rites,
4.2 Activity/Strategy (__20__ minutes). This is an interactive strategy to Festivals, and ANSWER ACTIVITY SHEETS
elicit learners prior learning experience. It serves as a springboard for new Rituals LESSON 11_5.6
learning. It illustrates the principle that learning starts where the learners are. (Historical/Religious
Carefully structured activities such as individual or group reflective exercises, Festivals, Local
group discussion, self-or group assessment, dyadic or triadic interactions, Cultural Festivals,
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Local
may be created. Clear instructions should be considered in this part of the Delicacies/Products
lesson. Festivals, Rituals,
4.3 Analysis (__15__ minutes). Essential questions are included to serve as a Wedding Ritual, 1. WHAT IS THE IMPORTANCE IN
guide for the teacher in clarifying key understandings about the topic at hand. Palihi Ritual, Burial
Ritual, PROTECTING OUR ENVIRONMENT?
maximize interactions and sharing of ideas and opinions about expected issues. B Literary Anthologies
Affective questions are included to elicit the feelings of the learners about the Written In Local 2. WHY WE SHOULD REDUCE REUSE
activity or the topic. The last questions or points taken should lead the learners Language (BALITAW,
BALAK, Folktales/ RECYCLE
part of the lesson. Short Stories, Local
Heroes
4.4 Abstraction (__15__ minutes). This outlines the key concepts, C. Historical Events,
important skills that should be enhanced, and the proper attitude that should be Enduring Values,
emphasized. This is organized as a lecturette that summarizes the learning Indigenous Materials, READ INFO SHEET LESSON 11_5.6
emphasized from the activity, analysis and new inputs in this part of the lesson. Indigenous Cultural
4.5 Application (__30__ minutes). This part is structured to ensure the Games
own environment. Fauna (Falls,
TASK SHEET LESSON 11_5.6
Mountains, River,
Fauna
4.6 Assessment (_20__ minutes). For the Teacher to: a) Assess whether E. Food & Local OUTPUT ANALYSIS
learning objectives have been met for a specified duration, b) Remediate products
OBSERVATION
and/or enrich with appropriate strategies as needed, and c) Evaluate whether G. Role Model Family
z) Observation Investigation, Role
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
aa) Talking to Learners / Conferencing Hands-on Math
Picture Analysis,
Comic Strip, Panel
Think-Pair-Share,
Reading
bb) Analysis of Learners Products Worksheets for all
agreed criteria) Concept PERFORMANCE TASK
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
Pen and Paper Test,
Pre and Post Test,
Test, Quiz
4.7 Assignment (__6__ minutes). Fill-in below any of the four purposes:

TELL STUDENTS TO BE ENVIRONMENT FRIENDLY.
4.8 Concluding Activity (___6_ minutes). VIDEO PRESENTATION ABOUT CLIMATE CHANGE
EEE. No. of
learners who
earned 80% in the
evaluation.
FFF. No. of
learners who
require additional
activities for
remediation.
GGG. Did the

remedial lessons
work? No. of
learners who have
caught up with the
lesson.
HHH. No. of
learners who
continue to require
remediation.
III. Which of my
learning strategies
worked well? Why
did these work?
JJJ. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
KKK. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: MONETTE D. APOR School: CARMEN NATIONAL HIGH SCHOOL
Position/Designation: TEACHER Division: CEBU PROVINCE
Contact Number: Email address:
Bibliography
19. Activity Sheet
21. Answer Key
4. Handouts
6. Others

DLP No.: 11.5.7
Learning Area:Computer Systems Grade Level: 11 Quarter:4 Duration: 2
Servicing Hours
Learning Competency/ies: Prepare report according to company requirements Code: TLE_IACSS-9-
(Taken from the Curriculum Guide) 12MRCN-IVf-j-44
Key Concepts /
Understandings to be Concepts and principles in maintaining and repairing computer systems and networks.
Developed
Remembering
of knowing duplicate, list, memorize, Identify the problems and concern in accordance
something with repeat, describe, reproduce to company requirements.
familiarity gained
through experience
or association
Skills Applying execute, implement, demonstrate, Illustrate the report according to company
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, requirements.
Evaluating
from one's
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise
something
Attitude Categories: List of Attitudes:

someone simple acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control, Work Ethics
one that is
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 58. Maka-tao
one's perform, practice, present, read, recite, report, select, tell, write Concern for Others, Respect for
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from human rights, Gender equality,
of what is simple acceptance to the more complex state of commitment. Valuing is based on the Family Solidarity, Generosity,
important internalization of a set of specified values, while clues to these values are expressed in the Helping, Oneness
in life. learner's overt behavior and are often identifiable.
Go
beyond
learners 59. Makakalikasan
life on Care of the environment, Disaster
earth, Risk Management, Protection of
include the Environment, Responsible Orderliness
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Consumerism, Cleanliness,
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Orderliness, Saving the ecosystem,
and fame, synthesize Environmental sustainability
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior.
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of 60. Makabansa
eternal the learner. Instructional objectives are concerned with the student's general patterns of Peace and order, Heroism and
destiny of adjustment (personal, social, emotional). Appreciation of Heroes, National
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
Intention practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony,
ally Patriotism,
adding Productivity
value to
people
everyday.
2. Content Documentation and Making Reports problems and concerns in
accordance to company requirements
3. Learning Resources Sample Reports, Performance Checklist, Information Sheets
4. Procedures
content. Although at times optional, it is usually included to serve as a warm-up Contextualization
Localization: The teacher will recall the previous lesson.
Heritage Themes:
4.2 Activity/Strategy (20 minutes). This is an interactive strategy to elicit J. Annual Rites, Students will be ask about the problems ad
learners prior learning experience. It serves as a springboard for new learning. Festivals, and concern they encounter during their testing and
It illustrates the principle that learning starts where the learners are. Carefully Rituals checking computer systems and networks.
structured activities such as individual or group reflective exercises, group (Historical/Religious
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, Festivals, Local
simulations or role-play, cybernetics exercise, gallery walk and the like may be Cultural Festivals,
created. Clear instructions should be considered in this part of the lesson. Local
4.3 Analysis (15 minutes). Essential questions are included to serve as a Delicacies/Products If they have concerns and problems, the teacher will
ask, how are they going to report it.
Affective questions are included to elicit the feelings of the learners about the Ritual, How important to report the problems and
activity or the topic. The last questions or points taken should lead the learners B Literary Anthologies concerns in accordance to company requirements?
4.4 Abstraction (15 minutes). This outlines the key concepts, important BALAK, Folktales/
skills that should be enhanced, and the proper attitude that should be The teacher will discuss the topic and reger to
Heroes
C. Historical Events, Information Sheet Lesson 11 5.7.
Enduring Values,
Indigenous Cultural
4.5 Application (30 minutes). This part is structured to ensure the us People, Indigenous
commitment of the learners to do something to apply their new learning in their Games Refer to Task Sheet Lesson 11 5.7.
own environment. D. Topography, Flora/
Fauna (Falls,
Mountains, River,
4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether Cave, Trees, Flower, Accomplish the Check Sheet Lesson 11 5.7.
learning objectives have been met for a specified duration, b) Remediate Fauna
and/or enrich with appropriate strategies as needed, and c) Evaluate whether E. Food & Local
learning intentions and success criteria have been met. (Reminder: Formative products
Assessment may be given before, during, or after the lesson). Choose any from G. Role Model Family
cc) Observation Investigation, Role
Choral Reading),
Debate, Motor &
Psychomotor Games,
Science Experiment
dd) Talking to Learners / Conferencing Hands-on Math
Picture Analysis,
Comic Strip, Panel
Think-Pair-Share,
Reading
ee) Analysis of Learners Products Worksheets for all
Maps/Graphic Performance Task
Organizer, Project,
Model, Artwork,
Multi-media
made in technical-
vocational subjects
Pen and Paper Test,
Pre and Post Test,
Test, Quiz
4.7 Assignment ( 6 minutes). Fill-in below any of the four purposes:
Enriching / inspiring the days lesson You only live once

But if you do it right,
Once is enough.
4.8 Concluding Activity (6 minutes). Check accomplished check sheet

LLL. No. of
learners who
earned 80% in the
evaluation.
MMM. No. of
learners who
require additional
activities for
remediation.
NNN. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
OOO. No. of
learners who
continue to require
remediation.
PPP. Which of
my learning
strategies worked
well? Why did these
work?
QQQ. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
RRR. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: MA. GINA T. ODAL School: CANDIJAY NATIONAL HIGH SCHOOL
Position/Designation:SST -1 Division: BOHOL
Contact Number: 0912- 670- 6736 Email address: maginodal@gmail.com
Bibliography
22. Activity Sheet
24. Answer Key
4. Handouts
6. Others

Instructional Planning: Detailed Lesson Plan (DLP) Format

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Instructional Planning: Detailed Lesson Plan (DLP) Format

Încărcat de

Drepturi de autor:

Formate disponibile

Instructional Planning

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement, demonstrate, Install correct PC Components

Attitude Categories: List of Attitudes: Self

4.7 Assignment (5 minutes). Fill-in below any of the four purposes:

Reinforcing / strengthening the days lesson

Enriching / inspiring the days lesson

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement, demonstrate,

Attitude Categories: List of Attitudes: Critical Thinking

4.7 Assignment (5 minutes). Fill-in below any of the four purposes:

Reinforcing / strengthening the days lesson

Enriching / inspiring the days lesson

Enhancing / improving the days lesson

4.8 Concluding Activity (____ minutes).

I. No. of learners who

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement, demonstrate, EXECUTE APPROPRIATE RESPONSE TO

Attitude Categories: List of Attitudes: CAUTIOUS

4.7 Assignment (5 minutes). Fill-in below any of the four purposes:

Enriching / inspiring the days lesson

Preparing for the new lesson

4.8 Concluding Activity (3 minutes).

P. No. of learners who

Detailed Lesson Plan (DLP)

Skills Applying execute, implement, demonstrate, Demonstrate the tools and

Attitude Categories: List of Attitudes: CRITICAL THINKING

Values Categories: List of Values:

3. Learning Resources: Information Sheets/Manual/Tasksheet/TR

Assessment Method Possible Activities

Reinforcing / strengthening the days lesson

Enhancing / improving the days lesson

Preparing for the new lesson

W.No. of learners who

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement, demonstrate, Implement proper method in configuring

Attitude Categories: List of Attitudes: Self-confidence

4.7 Assignment (5 minutes). Fill-in below any of the four purposes:

Reinforcing / strengthening the days lesson

Enriching / inspiring the days lesson

Enhancing / improving the days lesson

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement, demonstrate, Execute proper checking/testing

Attitude Categories: List of Attitudes: Self-

4.7 Assignment (5 minutes). Fill-in below any of the four purposes:

Reinforcing / strengthening the days lesson

Enriching / inspiring the days lesson

Enhancing / improving the days lesson

4.8 Concluding Activity (5 minutes). One important key to success is self-

Detailed Lesson Plan (DLP) Format

Attitude Categories: List of Attitudes: (Follow the OHS

3. Learning Resources Personal Safety Materials, Manuals, Information Sheet

u) Analysis of Learners Products Worksheets for all

Reinforcing / strengthening the days lesson

Preparing for the new lesson

4.8 Concluding Activity (6 minutes). Safety first

Detailed Lesson Plan (DLP) Format

Attitude Categories: List of Attitudes: With self-

3. Learning Resources Internet and Curriculum Guide

Reinforcing / strengthening the days lesson

Enriching / inspiring the days lesson

Enhancing / improving the days lesson

4.8 Concluding Activity (____ minutes).