Intructional Plan (iPlan) Template

(With inclusion of the provisions of DepEd Order No. 8, s. 2015)

Learning Area: Computer Systems Servicing Grade Level: 11

iPlan No.: 5.4.2 Quarter: 3rd Date: July 21, 2016 Duration: 1 hour
The learners demonstrate an understanding of the use
TLE_IACSS9_12U
Content: of hand tools and equipment of computer systems Code: HT_IIID_20
servicing.
Key Concepts to be
developed:
Manipulation of Hand Tools and Equipment

Learning Store tools safely in appropriate locations in accordance with manufacturer's

Competency/ies: (Taken specifications or standard operating procedure
from the Curriculum Guide)

Adapted Cognitive Process Dimensions

Learning Objectives Knowledge
The learner can recall
information and

g
retrieve relevant
knowledge from long- Enumerate the different good practices in
rin
be
term memory; Identify, storing tools, parts and equipment and its
em

retrieve, recognize,
The factor benefits.
m

duplicate, list,
condition of
Re

memorize, repeat,
describe, reproduce
knowing
something
with
familiarity
The learner can
gained construct meaning
g

from oral, written and

through
in

graphic messages:
nd

experience or interpret, exemplify, N/A

ta
rs

classify, summarize,
association
e

infer, compare,
nd

explain, paraphrase,
U

discuss

Skills
The learner can use
information to
undertake a procedure
in familiar situations
Demonstrate proper use and storing of
ng

or in a new way:
i
ly

execute, implement,
tools, parts and equipment.
pp

demonstrate,
A

dramatize, interpret,
solve, use, illustrate,
convert, discover

The learner can

The ability and distiguish between
capacity parts and determine
how they relate to one
acquired through
ng

another, and to the

N/A
i

deliberate,
yz

overall structure and

purpose: differentiate,
l
na

systematic, and distignuish, compare,

A

sustained effort contrast, organize,

outline, attribute,
 acquired through another, and to the
deliberate, overall structure and
purpose: differentiate,
N/A
systematic, and distignuish, compare,
sustained effort contrast, organize,
outline, attribute,
to smoothly and deconstruct
adaptively
carryout
complex
activities or …
the ability, The learner can make
coming from judgments and justify

g
decisions: coordinate,
one's knowledge,

tin
measure, detect,
N/A

a
practice, defend, judge, argue,

lu
debate, describe,

a
aptitude, etc., to

Ev
critique, appraise,
do something evaluate

The learner can put

elements together to
form a functional
whole, create a new

g
produt or point of

in
e at
view: generate,
hypothesize, plan,
N/A
Cr
design, develop,
produce, construct,
formulate, assemble,
device

A settled way of thinking or feeling about

Attitude someone or somethning, typically one that is
reflected in a person's behavior:
Critical thinking

Values (RA 8491)

*
A learner's principles or standards of
Maka-Diyos Trusting
behavior; one's judgment of what is
important in life.
Maka-Tao Oneness

*
Go beyond learner's life on earth, include
Maka-kalikasan Orderliness
more than wealth and fame, and would
affect the eternal destiney of millions.
Maka-bansa Productivity

Resources Needed Listing of all resources needed Information Sheet 5.4.2, Hand Tools, Task Sheet 5.4.2, Self - Check 5.4.2

Methodology
Introductory Activity
3 minutes
Prayer
This part introduces the lesson content. Although at times optional, it is usually Check attendance Asked
included to serve as a warm-up activity to give the learners zest for the incoming students, " What do you usually do after using any tool or utensil
lesson and an idea about what it to follow. One principle in learning is that at home?"
learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.

Activity
20 minutes

This is an interactive strategy to elicit learner's prior learning experience. It

serves as springboard for new learning. It illustrates the principle that learning Students perform Task Sheet 5.4.2a.
starts where the learners are. Carefully structured activities such as individual or
group reflective exercises, group discussion, self or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-plauy, cybernetics exersice,
gallery walk and the like may be created. Clear instructions shoudl be considered
in this part of the lesson.
group reflective exercises, group discussion, self or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-plauy, cybernetics exersice,
gallery walk and the like may be created. Clear instructions shoudl be considered
in this part of the lesson.

Analysis
5 minutes

What did you learn from the activity?

Essential questions are included to serve as a guide for the teacher in clarifying
key understandings about the topic at hand. Critical points are organized to Which part of the activity do you like the most?
structure the discussins allowing the learners to maximize interactions & sharing What other concepts do you want to learn out from the
of ideas and opinions abut expected issues. Affective questions are included to
elicit the feelings of the learners about the activity or the topic. The last questions
activity?
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
10 minutes

Read / Discuss Information Sheet 5.4.2 Storing Hand Tools, Parts

This outlines the key concepts, important skills that should be enhanced, and the
proper attitude that should be emphasized. This is organized as a lecturette that and Equipments
summarizes the learning emphasized from the activity, analysis and new inputs in
this part of the lesson.

Application
10 minutes
Students perform Task Sheet 5.4.2b
This part is structured to ensure the commitment of the learners to do something
to apply their new learning in their own environment.

Assessment
10 minutes. For the teachers to:

1.) Assess whether learning objectives have been met for a specified duration. Test (Content quiz) Students answer Self - Check 5.4.2

2.) Remediate and / or enrich with appropriate strategies as needed

3.) Evaluate whether learning intentions and succes criteria have been met.

(Reminder: Formative Assessment maybe given before, during, or after the

lesson.)

Assignment Reinforcing / strengthening the

day's lesson

Note: Fill-in any of the four purposes

Enriching / inspiring the day's
lesson
Enhancing / improving the
day's lesson
What do you usually do when you receive a shipment from
Preparing for the new lesson
Lazada or any shipment carrier?
Concluding Activity
2 minutes "For every minute spent organizing, an hour is earned."
This is usually a brief but affective closing activity such as a strong quatation, a
short song, an anecdote, parable or a letter that inspires the learners to do -Benjamin Franklin-
something to practice their new learning.

Prepared by:
Name : ALEXIS C. HEYROSA School : Pajo National High School
Position / Designation : Teacher 1 Division : Lapu - Lapu City
Contact Number : 09323353759 Email Address : aheyrosa@gmail.com
Appendices: (attach all materials that will be used)

1.) Activity Sheet

:
2.) Formative Assessment
:
3.) Answer Key
:
4.) Handouts
:
5.) Power Point Presentation
:
6.) Others
:
Affective: Growth in feelings or emotional areas (Attitiude)
Receiving Responding to
Valuing Organizing Internalizing Values
Phenomena Phenomena
ask comply demonstrate arrange display

List of Values
Maka-Diyos Maka-Tao Makakalikasan Makabansa
Kindness Helping Cleanliness Peace and order

Nonfunctional verbs: Nonfunctional verbs: List of Attitudes (from K to 12 CG)

The following verbs cannot be
measured or are redundant. They Behavioral terms that are NOT
should be avoided when writing measurable and do NOT meet ANCC's
objectives:
criteria for approval. Acceptance
Awareness of Communicate