GRADE 1 TO 12 SCHOOL SACATA HS GRADE LEVEL 10

DAILY LESSON LOG

TEACHER Anthony E. Granadozo LEARNING AREA TLE-
ICT
TEACHING WEEK: Week 1
TEACHING DATES AND TIME 6-5-9-17/8:45-9:45 QUARTER 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of one’s PECs in Computer Hardware Servicing.
B.Performance Standards The learner independently creates a plan of action that strengthens and/or further develops his/her PECs in Computer Hardware Servicing.

C.Learning Competencies/Objectives 1.1 Identify areas for improvement, 1.2 Align one’s PECs according to 1.3 Create a plan of action that
development and growth his/her business/career choice ensures success of his/her STUDENTS ACTIVITY
business/career choice
Note:ESP subject by
Write the LC Code for each TLE_PECS10-I0-1.1 TLE_PECS10-I0-1.2 TLE_PECS10-I0-1.3 the adviser
II.CONTENT Assessment of Personal Competencies
and Skills (PECs) vis-à-vis those of a Analysis of PECs in relation to a
practicing entrepreneur/employee in a practitioner Application of PECs to the chosen
province. business/career HAVE A POST ASSESSMENT TO
1.1 Characteristics THE STUDENTS
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits

III.LEARNING RESOURCES LM, INTERNET

A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
PAGE 1-4
PAGE 1-13
- - - -
http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-business-environment--165.php#ixzz1PVjUuaWu

IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
Use the sample pre-assessment test available in the learners’ materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in PECs.
Discuss / present the importance of Deepen learners’ understanding of Assess learner’s knowledge and skills
assessing personal entrepreneurial PECs by guiding them in on understanding of topic. Use the
competencies (PECs) and skills vis-à- accomplishing task 5 (Interview) on result of the pre-assessment to
vis a practicing entrepreneur or page 9-12. improve their learning.
employee; provide an actual example of
an entrepreneur or employee existing in
your province.

C.Presenting examples/instances of the new
lesson
Discuss / present the importance of Facilitate appropriate learning
assessing personal entrepreneurial activities to finish the task.
competencies (PECs) and skills vis-à-
vis a practicing entrepreneur or
employee; provide an actual example of
an entrepreneur or employee existing in

D.Discussing new concepts and practicing new
skills #1
E.Discussing new concepts and practicing new
skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
J. activities for application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
C.Did the remedial lessons work?No. of
learners who have caught up with the lesson
D.No. of ledarners who continue to require
remediation
E.Which of my taching 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 material did I
use/discover which I wish to sharewith other
teachers?
Prepared by:
ANTHONY E. GRANADOZO
Subject Teacher
your province.
Assist / Guide learners in understanding
the entrepreneurial competencies
(characteristics, traits, attributes) and
skills of a good entrepreneur.
Have an appropriate, relevant, and
timely learning activity for the learners
to appreciate the best entrepreneurial
competencies.
Assess learner’s knowledge and skills
on understanding of topic. Use the
result of the pre-assessment to improve
their learning.
Ask the learners accomplish task 4
(PECs Checklist) on page 8-9. Let them
make their interpretation or personal
insights based on the accomplished
task.
Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different
from others.
Written Test
Facilitate student-to-student interactions
and process learners understanding
Encourage learners to report their
accomplishments to the class.
Process learners’ understanding.
Assist learners in individually
accomplishing task 6 (Preparation of
a Plan of Action) on page 12. Let
them craft their own plan of action
intelligently. Have learners present
this in class.
Guide learners in answering the
essential questions presented in
task 7 on page 13.
Witten Test
Have learners share their answers
with the class, and then process
their understanding.
Provide learners more concrete
example and enrichment activities to
further deepen their understanding
about PECs and its importance in
day-to-day living as future
entrepreneurs or employees.
Learner’s applicable activities
whereby they can transfer to the
community what they have learned.
Let learners use available resources
in the community to accomplish the
task.
Written Test
Sharing accomplished task in the class
Checked:
DIONISIO D. MADRIAGA, PH.D.
Principal
 GRADE 1 TO 12 SCHOOL SACATA HS GRADE LEVEL 9
DAILY LESSON LOG
TEACHER Anthony E. Granadozo LEARNING AREA TLE-
ICT
TEACHING WEEK: week 1
TEACHING DATES AND TIME 6-5-9-17/9:45-10:45 QUARTER 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of one’s PECs in in computer hardware servicing.

B.Performance Standards The learner recognizes his/her PECs and prepares an activity plan that aligns with the PECs of a practitioner/entrepreneur’s in the computer hardware servicing
business..

C.Learning Competencies/Objectives Assess one’s PECs: characteristics, attributes, lifestyle, Assess practitioner’s PECs: Compare one’s PECs with
skills, traits characteristics, attributes, lifestyle, that of a practitioner STUDENTS’ ACTIVITY
skills, traits /entrepreneur’s
Note:ESP subject
Write the LC Code for each TLE_PECS9-I0-1.1 TLE_PECS9-I0-1.2 TLE_PECS9-I0-1.3 by the adviser
II.CONTENT Assessment of Personal Competencies and Skills (PECs) Assessment of Personal Competencies
vis-à-vis a practicing entrepreneur/ employee in locality and Skills (PECs) vis-à-vis a practicing Analysis of PECs in relation to
1.1 Characteristics entrepreneur/ employee in locality
1.2 Attributes 1.4 Skills a practitioners
1.3 Lifestyle 1.5 Traits

III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
LM, INTERNET
PAGE 1-16
- - - - -
http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-business-environment--165.php#ixzz1PVjUuaWu

IV.PROCEDURES
B. Reviewing previous lesson or
presenting the new lesson
EXPLORE Your Understanding Ask learners to name people in the
nearby
Essential Question community/municipality/city/province
who are successful in establishing
- How does one ensure success in a their own computer related
chosen career? business.
Ask learners to perform
activity 1: practitioner’s
assessments by referring
from page 8 of this module.
Guide learners to select the
appropriate characteristics
and traits to accomplish the
activity. Let learners present
their work, encourage
student to student
interactions, and then
process their understanding.

B.Establishing a purpose for the lesson Pre- Assessment

See page 3 of the LM Ask essential questions to draw out the Have learners reflect/rethink

C.Presenting examples/instances of the
new lesson
initial understandings of learners about
how practitioners/entrepreneurs
succeed in their chosen career. The
teacher may distribute meta cards for
learners to write their answers. These
may be posted on the wall and
Self- Assessment revisited during the Firming-up.
See page 5 of the LM
understanding of how
practitioners/entrepreneurs
succeed in their chosen field.
Refer learners to their
answer posted on the wall.
Have learners reflect on their
development areas as well as
their areas of strength. Ask
what they plan to do with
them.

D.Discussing new concepts and practicing
new skills #1
Discuss Importance of Entrepreneurial Traits Have learners prepare an
Activity plan that aligns their
PECs with the PECs of
successful
practitioner/entrepreneur.

E.Discussing new concepts and practicing Continue discussing Importance of Entrepreneurial Traits
new skills #2
F.Developing mastery Activity1: Aligning one’s PECs
(Leads to formative assessment)
Page 7 In order to firm up their Have learners prepare an
understanding, learners may be asked Activity plan that aligns their
to work individually or in groups in PECs with the PECs of
collecting information about how successful
practitioners/ entrepreneurs succeed in practitioner/entrepreneur.
their chosen careers. Some suggested
activities: interview with successful
practitioners/entrepreneurs, inviting
successful practitioners/entrepreneurs
as resource person in class, video
documentaries of successful
practitioners/entrepreneurs, web
searching, etc…

G.Finding practical/applications of Facilitate student-to-student interactions and process

concepts and skills in daily living
learners understanding
Ask learners to perform activity 1: practitioner’s assessments by
referring from page 8 of this module. Guide learners to select the
appropriate characteristics and traits to accomplish the activity. Let
learners present their work, encourage student to student interactions,
and then process their understanding.

H. Making generalizations and Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from
abstractions about the lesson others.
II. Evaluating Learning Activity 2.My PECs that need to be
further improved Written Test Written Test

Page 8
J. activities for application or remediation Re-discuss concept and have the students’ activity
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
C.Did the remedial lessons work?No. of
learners who have caught up with the
lesson
D.No. of ledarners who continue to
require remediation
E.Which of my taching 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 material
did I use/discover which I wish to
sharewith other teachers?

Prepared by:
ANTHONY E. GRANADOZO Checked:
Subject Teacher DIONISO D. MADRIAGA, PH.D.
Principal-I
 SCHOOL SACATA HS GRADE LEVEL 8
GRADE 1 TO 12
DAILY LESSON LOG TEACHER Anthony E. Granadozo LEARNING AREA TLE-Agri-
Crop
TEACHING DATES AND TIME 7-25-29-16/10:45-11:45/3:15-4:15 QUARTER 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A.Content Standards Learner demonstrates understanding of estimation and basic calculation.
B.Performance Standards Learner accurately performs estimation Learner accurately performs estimation Learner accurately performs Learner accurately performs
and basic calculation and basic calculation estimation and basic calculation Note: EsP subject by the advisers estimation and basic
calculation

C.Learning Competencies/Objectives Estimate time needed to complete a
work/activity
Review of concepts and application of skills
(Application of skills)
Write the LC Code for each TLE_AFAC7/8MC-0d-4-1.2
II.CONTENT Perform estimation and calculation
Identify calculations to be done
according to job requirement
(Application of skills)
TLE_AFAC7/8MC-0d-4-1.3
Perform estimation and calculation
Identify calculations to be done Identify calculations to be
according to job requirement done according to job
requirement
(Application of skills) (Application of skills)
TLE_AFAC7/8MC-0d-4-1.4 TLE_AFAC7/8MC-0d-4-1.5
Perform estimation and calculation Perform estimation and
calculation

III.LEARNING RESOURCES LM,INTERNET

B. References
1.Teacher’s Guides/Pages Page 2 Page 2 Page 2 Page 2
2.Learner’s Materials Pages Page 36-38 38-39 39-41 44-45
3.Textbook Pages - - - - -
4.Additional Materials from Learning - - - - -
Resources (LR) portal
B.Other Learning Resources Internet:www.agri-fishery.com Internet:www.agri-fishery.com Internet:www.agri-fishery.com Internet:www.agri-
fishery.com
IV.PROCEDURES
A. Reviewing previous lesson or presenting Direction: Enumerate answers to the Review the past lesson by checking the Review activity on page 43 in the Review the activity on page
the new lesson following: Give at least (3) examples of activity of the students.(LM Activity LM. 44 in the LM.
farm inputs p.37-38)
B.Establishing a purpose for the lesson
C.Presenting examples/instances of the new
lesson
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
III. Evaluating Learning
J. activities for application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
C.Did the remedial lessons work?No. of
learners who have caught up with the lesson
D.No. of ledarners who continue to require
remediation
E.Which of my taching strategies worked
well?Ehy did these work?
F.What difficulties did I encounter which my
principal or supervisor can help me solve?
G.What innovation or localized material did
I use/discover which I wish to sharewith
other teachers?
Explain the importance of calculation in
the farm
Present sample calculations to
complete work activity in the farm
Discuss how to compute estimated time
needed to complete work activity
Ask the students answer the activity on
page 38.
Discuss farm activities. Ask the students
to enumerate (7) farm activities that
requires labor force.
Explain farm activities that require labor
force.
Visit a vegetable farm near to your school
or home
Get the following data
See page 37-38 in the LM.
Estimation and calculation is important to
find out costs and work activity in the
farm.
Group activity: Estimate time needed to
complete a work/activity. See page 37-38.
Instruct the students answer pre-test on
page 40 in the LM.
Show different shapes to the students
and let them identify.
Discuss the calculation of some of the
most common surface areas:
Triangle, square, rectangle, rhombus,
parallelogram, trapezium and circle.
Explain how to get the height (h) of a
triangle, a rhombus, a parallelogram or
a trapezium.
Instruct the students get the height of
the ff. shapes. See page 42 in the LM.
Visit a vegetable farm near to your
school or home
And get its area.
It is important to measure and calculate
surface areas of the farm for you to
know its area
Calculate the surface area of the
triangles. See activity on page 43 in the
LM.
Tell to the students the importance of
measuring surface of the farm.
Present/discuss how to get the
surface area or surface (A) of a
square
Present/discuss how to get the
surface area or surface of a rectangle
Explain how to calculate the surface
areas of the rectangle and of the
square
Using a simple formula.
Practice in calculating the surface
areas of the rectangle and of the
square
Using a simple formula.
Group Activity: Visit a farm near the
school and measure its dimensions
and compute for the area.
Calculation and estimation is
important to find out costs and work
activity in the farm, like irrigation
and land preparation
Calculate the surface area of the
square and rectangles. See activity
on page 44 in the LM.
Ask the students what
rhombus is? Explain that the
lengths of all four sides are
equal
Present/draw an example of
rhombus.
Discuss the how to get the
height and width of the
rhombus shape.
Ask the students what a
parallelogram is? Explain
that the lengths of all four
sides are equal
Practice in calculating the
surface areas of the rhombus
and of the parallelogram
Using a simple formula.
Instruct the students to look
for a rhombus or
parallelogram shapes in the
school and get its area.
Rhombus and parallelogram
are shapes having equal
lengths.
Calculate the surface areas of
the rhombus and the
parallelogram. See the
activity on page 45 in the
LM.
Prepared by:

ANTHONY E. GRANADOZO Checked:

Subject Teacher DIONISO D. MADRIAGA , Ph.D.
Principal-I