Intructional Plan (iPlan) Template

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

Learning Area: Computer System Servicing NC II Grade Level: Grade 11

iPlan No.: 4.4.1 Quarter: 2 Duration: 1 hr. Date: 7/21/16

The learners demonstrate and understanding of concepts and underlying principles in preparing
Content
and interpreting technical drawings and work plans for computer systems servicing

Key Concepts / Concepts and principles in preparing and interpreting technical drawings and work plans
Understandings to be
Developed for CSS

Code:
Learning LESSON 4.4.1 Identify tasks to be undertaken for care and
Competency/ies: (Taken maintenance of drawing according to company procedure. TLE-IACSS9-12PITD-
from the Curriculum Guide) 11j-16

Adeptive Cognitive Process Dimensions

Learning Objectives Knowledge
SELF CHEC
The learner can recall
information and
g
ri n
retrieve relevant
knowledge from long-
be

term memory; Identify, N/A

em

retrieve, recognize,
The factor duplicate, list,
m

condition of memorize, repeat,

Re

describe, reproduce
knowing
something
with
familiarity
gained The learner can
through construct meaning
g
n

from oral, written and

experience
di

graphic messages: Store Technical Drawings and

an

interpret, exemplify,
or Equipment/Instruments
st

classify, summarize,
er

association infer, compare,

d

explain, paraphrase,
Un

discuss

TASK SHE
Skills
The learner can use
information to
undertake a procedure The Learners are divided into 2
in familiar situations or
g

groups. Each group will share how

yin

in a new way: execute,

implement,
to care and maintain the drawing
pl

demonstrate,
Ap

dramatize, interpret,
solve, use, illustrate,
according to company procedure.
The ability and convert, discover
capacity
acquired
through
deliberate,
systematic, and
sustained
The learner can
effort to distiguish between
smoothly and parts and determine
how they relate to one
adaptively
g

another, and to the

zin

carryout overall structure and N/A

aly

purpose: differentiate,
complex
An

distignuish, compare,
 smoothly and parts and determine
how they relate to one
adaptively another, and to the
carryout overall structure and
purpose: differentiate,
N/A
complex distignuish, compare,
activities or … contrast, organize,
outline, attribute,
the ability, deconstruct
coming from
one's
knowledge,
practice,
aptitude, etc.,
to do The learner can make
something judgments and justify

ng
decisions: coordinate,

ati
measure, detect,
defend, judge, argue, N/A

alu
debate, describe,

Ev
critique, appraise,
evaluate

The learner can put

elements together to
form a functional
whole, create a new
g
produt or point of
tin

view: generate, N/A

ea

hypothesize, plan,
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:
Cooperation

Values (RA 8491)

*
Maka-Diyos
A learner's principles or standards of
behavior; one's judgment of what is
important in life.
Maka-Tao Helping
*
Go beyond learner's life on earth, Maka-kalikasan
include more than wealth and fame,
and would affect the eternal destiney
of millions. Maka-bansa Harmony
LAST COLU
Resources Needed Listing of all resources needed Realia, Picture, Chart, Books

Methodology
Introductory Activity
(____ minutes

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
Review the previous lesson
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 TASK SHE

(____ minutes GROUP ACTIVITY
The Learners are divided into 2 groups. Each
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
group will share how to care and maintain the
starts where the learners are. Carefully structured activities such as individual drawing according to company procedure.
or group reflective exercises, group discussion, self or group assessment, dyadic
or triadic interactions, puzzles, simulations or role-plauy, cybernetics exersice, Criteria for Checklist
 The Learners are divided into 2 groups. Each
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
group will share how to care and maintain the
starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self or group assessment, dyadic
drawing according to company procedure.
or triadic interactions, puzzles, simulations or role-plauy, cybernetics exersice, Criteria for Checklist
gallery walk and the like may be created. Clear instructions shoudl be
considered in this part of the lesson.

Analysis GUIDE QU
(____ minutes 1. What p
1. What part of the activity you like the most? 2. What h
Essential questions are included to serve as a guide for the teacher in clarifying 2. What have you learned with it? 3. What d
key understandings about the topic at hand. Critical points are organized to
structure the discussins allowing the learners to maximize interactions &
sharing 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 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 INFORMA
(____ minutes

QUARTER 2. LESSON 4.4.1

This outlines the key concepts, important skills that should be enhanced, and Care and Maintenance of drawings are the following:
the proper attitude that 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 PERFORM
(____ minutes Paper-pen Test Matching Type: Match Column A with
This part is structured to ensure the commitment of the learners to do
Column B. Write only the letter of the correct answer.
somethiong to apply their new learning in their own environment.

Assessment CIM
(____ minutes. For the teachers to:

1.) Assess whether learning objectives have been met for a specified duration. Actual Demonstration, Observation

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

3.) Evaluate whether learning intentions and succes criteria have been met.
N/A
(Reminder: Formative Assessment maybe given before, during, or after the
lesson.)

Assignment Reinforcing / strengthening CHOOSE A

the day's lesson N/A
(____ minutes

Note: Fill-in any of the four purposes

Enriching / inspiring the day's N/A
lesson
Enhancing / improving the
day's lesson List down the Equipment found in your home.

Preparing for the new lesson N/A

Concluding Activity CHECKING

(____ minutes
Checking of Outputs
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
something to practice their new learning.

CARRIED/

REMARKS Carried
REMARKS Carried

WORDS T

REFLECTIONS N/A

Prepared by:
Name : CECIL S. CABESAS School : FRANCISCO L. ADLAON HIGH SCH.
Position / Designation : SHS T-1 Division : BOHOL
Contact Number : 9303595969 Email Address : cabesascecil@gmail.com

Concluding Activity

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
Phenomena Phenomena Values
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
should be avoided when writing
objectives:
Awareness of
Behavioral terms that are NOT
measurable and do NOT meet ANCC's
criteria for approval. Acceptance
Communicate
SELF CHECK/LO

TASK SHEETS
LAST COLUMN SA CIM

TASK SHEET
GUIDE QUESTIONS:
1. What part of the activity you like the most?
2. What have you learned with it?
3. What do you need to know first before doing the activity?

INFORMATION SHEET

PERFORMANCE TASK/TASK SHEET/JOB SHEET

CHOOSE AMONG THE FOUR CHOICES

CHECKING OF OUTPUTS

CARRIED/TO BE CONTINUED
WORDS TO PONDER/BIBLICAL SAYINGS