Instructional Plan [iPlan]

[With inclusion of the provision of DepEd Order No. 8, s. 2015 and DO

42, s. 2016]

Learning Area: COMPUTER SYSTEM SERVICING Grade Level: 11

iPlan No.: 5.2.2 Quarter: III Duration: 1 hour Date: July 22, 2016

Content The learners demonstrate an understanding of the use of hand tools and equipment for
computer systems servicing
Learning 2.2 Identify and mark unsafe or faulty tools for repair according to standard Code:
Competency/ies company procedure
:

[Taken from the TLE_IACSS9-

Curriculum 12UHT-IIIb-18
Guide]

Key Concept/s Hand tools and equipment for computer systems servicing

Learning Adapted Cognitive Process Dimensions

Objectives
Knowledge Remembering The learner can
recall
The factor or information and The learners will be able to identify hand
condition of retrieve relevant tools that are in good/ bad condition.
knowing knowledge from
something with long-term
familiarity gained memory:
through identify, retrieve,
experience or recognize,
association duplicate, list,
memorize,
repeat, describe,
reproduce

Understanding The learner can

construct
meaning from
oral, written and
graphic
messages:
interpret,
exemplify,
classify,
summarize, infer,
compare,
explain,
 paraphrase,
discuss

Skills Applying The learner can

use information
The ability and to undertake a The learners will be able to demonstrate
capacity acquired procedure in the tagging of hand tools.
through familiar
deliberate, situations or in a
systematic, and way: execute,
sustained effort to implement,
smoothly and demonstrate,
adaptively dramatize,
carryout complex interpret, solve,
activities or.. the use, illustrate,
ability, coming convert, discover
from one’s
knowledge,
practice, aptitude,
etc., to do
something

Analyzing The learner can

distinguish
between parts
and determine
how they relate
to one another,
and the overall
structure and
purpose:
differentiate,
distinguish,
compare,
contrast,
organize, outline,
attribute,
deconstruct

Evaluating The learner can

make judgments
and justify The learners will be able to describe which
decisions: of the hand tools are in good condition or
coordinate, in bad condition.
measure, detect,
defend, judge,
argue, debate,
describe,
critique,
 appraise,
evaluate

Creating The learner can

put elements
together to form
a functional
whole, create a
new product or
point of view:
generate,
hypothesize,
plan, design,
develop,
produce,
construct,
formulate,
assemble, devise

Attitude A settled way of thinking or feeling

about someone or something,
typically one that is reflected in a The learners will be able to show interest
person’s behavior: and appreciation on the said topic.

Values [RA 849]

A learner Maka-Diyos Humble

principles or
standards of Maka-tao Cooperation
behavior; one’s
judgment of Makakalikasan Cleanliness
what is
important in
Makabansa Harmony
life.

 Go beyond
learner’s life on
earth, include
more than
wealth
and fame and
would affect the
eternal destiny
of millions

Resources Listing of all Manuals, Worksheets, TR and Performance Criteria checklist

Needed resources needed
 METHODOLOGY

Introductory Activity (5 minutes)

This part introduces the lesson content.

Although at times optional, it is usually
included to serve as a warm-up activity The teacher will show a video clip regarding someone who performs tagging in
to give the learners zest for the different hand tools.
incoming lesson and an idea about
what it to follow. One principle in
learning is that learning occurs when it
is conducted in a pleasurable and
comfortable atmosphere.

Activity (15 minutes)

This is an interactive strategy to elicit  Refer to Task Sheet 5.2.2

learner’s prior learning experience. It
serves as springboard for new learning.
It illustrates the principle that learning
starts where the learners are. Carefully
structured activities such as individual
or group assessment, dyadic or triadic
interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery
walk and the like may be created. Clear
instructions should be considered in this
part of the lesson.

Analysis (5 minutes)

Essential questions are included to serve 1. What part of the activity you like the most?
as a guide for the teacher in clarifying 2. What have you learned with it?
key understandings about the topic at 3. What do you need to know first before doing the activity?
hand. Critical points are organized to
structure the discussion allowing the
learners to maximize instructions and
sharing of ideas and opinions about
expected issues. Affective questions are
included to elicit the feelings of the
learners about the 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 part of the lesson.

Abstraction (15 minutes)

This outlines the key concepts,
important skills that should be
enhanced, and the proper attitude that
 Refer to Information Sheet 5.2.2
(Identify and mark unsafe or faulty tools for repair according to standard
company procedure)
should be emphasized. This is organized
as a lecturette that summarizes the
learning emphasized from the activity,
analysis and new inputs in this part of
the lesson.

Application (10 minutes)

This part is structured to ensure the  Refer to Task Sheet 5.2.2

commitment of the learners to do
something to apply their new learning
in their own environment.

Assessment (5 minutes)

For the Teacher to:  Refer to Performance Sheet 5.2.2

1. Assesses whether learning

objectives have been met for a
specified duration
2. Remediate and/or enrich with
appropriate strategies as needed
3. Evaluate whether learning
intentions and success criteria have
been met

[Reminder: Formative Assessment

may be given before, during or after
the lesson.]

Assignment Reinforcing/
(3 minutes) strengthenin
g the day’s Let the students do tagging on the hand tools found in their respective homes
Note: Fill-in any of the lesson and report to the class next meeting.
four purposes
Enhancing/
inspiring the
day’ lesson

Preparing
for the new
lesson

Concluding Activity
(2 minutes)

This is usually a brief

but effective closing The teacher will end with a quote from Safety Saying, Circa 1900s, “ Practice "Safety First"
activity such as a strong today: It may be too late tomorrow.”
quotation, a short song,
an anecdote, parable or
a letter that inspires the
 learners to do
something to practice
their new learning.

Remarks

Reflection

Prepared by:

Name: ENGR. RONALD REY S. RESABAL School: TUBIGON WEST CENTRAL HIGH SCHOOL

Position/Designation: SST II Division: BOHOL

Contact Number:09197306643 Email Address: ronzrey2010@gmail.com

Bibliography

Appendices: [attach all materials that will be used]

1. Information sheets
2. Task sheets
3. Performance criteria sheet
4. Hand tools