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Learning Area: TLE – IA – Computer System Servicing NCII Grade Level: 9

IPlan No.: 1 Quarter: First Quarter Duration: 1 hour

Content Work order and standard operating procedures
Learning 1.1.1 Obtain work instruction in accordance with standard operating Code:
Competency/ies: procedures TLE_IACSS9-12AQS-
(Taken from the
curriculum guide) Ia-1
Key Concepts apply quality standard in computer system servicing
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering The learner can recall Identify the characteristic of the materials
The fact or information and retrieve
condition of relevant knowledge from long- used in a specific project
knowing term memory: identify,
something with retrieve, recognize, duplicate,
familiarity list, memorize, repeat,
gained through describe, reproduce
experience or Understanding The learner can construct
association 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 procedure in
capacity familiar situations or in a new
acquired way: execute, implement,
through demonstrate, dramatize,
deliberate, interpret, solve, use, illustrate,
systematic, and convert, discover
adaptively Analyzing The learner can distinguish Compare the characteristic of the materials
carryout between parts and determine
how they relate to one another used in a specific project
activities or the and to the overall structure and
ability coming purpose: differentiate,
from one’s distinguish, compare,
knowledge contrast, organize, outline,
practice, attribute, deconstruct
aptitude, etc. to Evaluating The learner can make
do something judgments and justify
decisions: coordinate,
measure, detect, defend,
judge, argue, debate,
describe, critique, appraise,
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 Act appropriately to ensure safety while
something typically one that is reflected in a person’s
behavior working with others
Values (RA 8491)
A learner’s principles or standards of Maka-Diyos Kindness
behavior, one’s judgment of what is
importance in life. Maka-tao
Go beyond learner’s life on earth, Makakalikasan
include more than wealth and fame and
would affect the eternal destiny of Makabansa
Instructional Plan
Learning Listing of all resources IM’s
Resources Tools and Equipment
Needed Rubrics
Introductory Activity  Daily Routine
( 3 minutes)  Game: Bring me!
This part introduces the lesson content. Although
at times optional, it is usually included to serve as
a warm-up activity to give the learners zest for the
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. (Motivation)
Activity  The students will be group into 5 members and will select a leader, presenter,
( 7 minutes) writer, time keeper and a cheerleader. They are given 2 minutes to read and
This is an interactive strategy to elicit learner’s understand information sheet number 1.1.1. After, they will be given time to write
prior learning experience. It serves as a
springboard for new learning. It illustrates the the important and difficult terms they encounter in the information sheet in the
principle that learning starts where the learners are. strips of paper. Once the students are done writing they will post their work on
Carefully structured activities such as individual or the board.
group reflective exercises, group discussion, self or
group assessment, dyadic or triadic interaction  Answering Activity 1.1.1
puzzles, simulations or role-play, cybernetic
exercise, gallery walk and the like may be created.
Clear instructions should be considered in this part
of the lesson
Analysis  The group will present and share their ideas about the posted important and
( 10 minutes) difficult terms they have identified in the information sheet 1.1.1
Essential questions re included to serve as a guide  The teacher will discuss the topic and well help the students understand the
for the teacher in clarifying key understanding
about the topic at hand. Critical points are importance of the terms they have posted on the board.
organized to structure the discussions allowing the  Cite personal experience how to choose tools and equipment
learners to maximize interactions and sharing of
ideas and opinion 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 To be answered by the students:
( 5 minutes) 1. Will you buy a material which is less expensive yet poor in quality?
The outlines the key concepts, important skills that 2. Will you buy a material a material not suitable for your present task or job?
should be enhanced and the proper attitude that
should be emphasized. This is organized as a 3. What are the factors to be considered in choosing the right material before working
lecturette that summarized the learning emphasized in a specific job?
from the activity, analysis, and new inputs in this
part of the lessons.
Application  Perform Let’s Do This! 1.1.1
( 10 minutes)
This part is structured to ensure the commitment of
the learners to do something to apply their new
learning in their own environment.
Assessment Assessment Method Possible Activities
( 15 minutes) Observation Investigation, Role Play,
For the teachers to: (Formal and informal Oral Presentation, Dance,
1. Assess observations of learners’ Musical Performance,
whether performance or behaviors are Skill Demonstration,
learning recorded, based on assessment Group Activity (e.g.
objectives criteria Choral Reading), Debate,
have been met Motor & Psychomotor
for a specific Games, Simulation
duration Activities, Science
2. Remediate Experiment
and/or enrich Talking to Hands-on Math
with Activities, Written Work
Learners/Conferencing and Essay, Picture
(Teachers Talk to and question Analysis, Comic Strip,
strategies as
learners about their learning to Panel Discussion,
gain insights on their Interview, Thin-Pair-
3. Evaluate
understanding and to progress Share, Reading
and clarify their thinking)
learning Analysis of Learners’ Worksheets for all
intention and subjects, Essay, Concept
success criteria Product Maps/Graphic Organizer,
have been met. (Teachers judge the quality of Project, Model, Artwork,
(Reminders: products produced by learners Multi-media
Formative according to agreed criteria) Presentation, Product
Assessment may be made in technical-
given before, during vocational subjects
or after the lesson.) Test Skill Performance Test,  Skills Performance Test: Get Involve…1.1.1
(Teachers set tests or quizzes to Open-Ended Question,
determine learners’ ability to Practicum, Pen and Paper
demonstrate mastery of a skill or Test, Pre and Post Test,
knowledge of content) Diagnostic Test, Oral
Test, Quiz
Assignment Reinforcing
( 5 minutes) /strengthening the day’s
Note: Fill-in any of lesson
the four purposes Enriching / inspiring the
day’s lesson
Enhancing / Improving
the day’s lesson
Preparing for the new  Research on the procedures in ordering, purchasing and receiving materials
Concluding Activity ( 5 ) minutes Thoughts of the day:
This usually a brief but affective closing activity “Nothing is impossible once it is done.”
such as a strong quotation, a short song, an
anecdote, parable or a letter that inspires the
learners to do something to practice their new


Prepared BY:
Position/Designation: T1 – ICT In charge Division: CEBU PROVINCE
Contact Number: Email Joel.rodriguez@deped.gov.ph
Appendices: (attach all materials that will used)
1. Activity Sheet
2. Formative Sheet
3. Answer key
4. Handouts
5. PowerPoint Presentation
6. Others