Republic of the Philippines
Department of Education
DAILY DETAILED LESSON PLAN
School: MATALAM HIGH SCHOOL – JUNIOR HIGH
SCHOOL
Teacher: ELENA T. RAQUEL, EdD
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Cognitive:
Psychomotor:
Affective:
II. CONTENT/SUBJECT MATTER
III. LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Material pages
Textbook pages
Additional Materials from
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples / Instances
of the New Lesson
Region XII
Division of Cotabato
Amas, Kidapawan City
Subject: TLE-AGRI CROP
PRODUCTION
DATE:
CLASS/SECTION 7 TIME: GRADE 10 - H
The learners shall demonstrate an understanding of the concepts and
underlying principles of the tools and equipment used in vegetable
production.
The learners shall independently discuss the use of tools and
equipment used in vegetable production.
Identify the different tools and equipment used in vegetable
production;
Demonstrate the use and functions of the tools and equipment used
in vegetable production;
Express appreciation for the importance of tools and equipment in
daily life.
Tools and Equipment Used in Vegetable Production
Teacher’s Guide
Curriculum Guide, page 13
TVL-TLE Vegetable Production Learning Module, pp. 31-33
n/a
Competency-based Learning Material, Grade 10
TV, PowerPoint Slide Decks, Laptop, Manila Paper, Pictures
• Daily Routine
Prayer
Attendance Checking
Setting of Standards
• Students will give a recapitulation of the previous lesson
• Motivation (Show a video clip on the different types of
vegetables and their production)
• Introduction of the lesson and learning objectives
• Unlocking difficulties
o Cultivation means …
o Wedding is the act of …
o Pulverize refers to the process of…
• Have you experienced making vegetable garden plots? Do
you have a vegetable garden at home? How did you do it? What
implements or tools did you use in preparing your garden?
(The teacher publishes students’ responses on the board.)
D. Discussing new concepts and
practicing new skills (leading to
Formative Assessment #1, use a
rubric to be used to rate learners’
performance/outputs)
E. Discussing new concepts and
practicing new skills (leading to
formative assessment #2, use a
rubric to be used to rate learners’
performance/outputs)
D.1. Activity
• Group Activity (Give the following instructions)
1. Divide the class into 3 groups.
2. Perform the activity on “Jumbled Letters” (Refer to activity
sheet.)
3. Arrange the jumbled letters to form a word.
(Present to the class the rubrics to guide them on the performance
of their task. After the activity, each group shall present their
output to be posted on the wall/board.)
D.2. Analysis
Process the outputs by asking the following questions:
1. How did you find the activity? Did you enjoy it? Did you
find it easy to do? (The teacher must publish the learner’s
responses on the board.)
2. What did you do to come up with the output or
performance? (The teacher must publish the learner’s responses
on the board.)
3. Did each member in the group have any contribution to
your output? Can you cite one member and her/his contribution to
the accomplishment of the task? (The teacher must publish the
learner’s responses on the board.)
4. With the rubrics as your guide, what score can you give to
your group’s output or performance? Call each group to rate their
output based on the rubrics or the teacher may call group 1 to rate
the performance or output of group 2, group 3 to rate group 1, and
group 2 to rate group 3. The teacher may correct what needs to be
corrected about the outputs or performance of the learners.
5. Congratulate all the groups for collaboratively trying their
best to come up with the outputs.
E.1. Activity (The same groups shall collaboratively describe the
uses or functions of the tools assigned to them. The teacher shall
again present the rubrics to guide the groups in accomplishing
their tasks.)
The teacher says: For 5 minutes, can you describe in your
own words the uses or functions of each garden tool?
Please be guided by this rubric in accomplishing this
activity.
(Presentation of outputs by each group follows.)
E.2. Analysis
Process the outputs or the performance of each group by asking
the following questions:
1. How did you find the activity? Was it easy? Was it
challenging?
2. What did you do to come up with the output or
performance? (The teacher must publish the learner’s
responses on the board.)
3. Did each member in the group have any
contribution to your output? Can you cite one member and
her/his contribution to the accomplishment of the task?
(The teacher must publish the learner’s responses on the
board.)

F. Developing Mastery (leading to
Formative Assessment #3, use
rubric)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the Lesson
4. With the rubrics as your guide, what score can you
give to your group’s output or performance? Call each
group to rate their output based on the rubrics or the
teacher may call group 1 to rate the performance or output
of group 2, group 3 to rate group 1, and group 2 to rate
group 3. The teacher may correct what needs to be
corrected about the outputs or performance of the learners.
5. Congratulate all the groups for collaboratively
trying their best to come up with the outputs.
F.1. Activity
(The same group shall be given a set of garden tools and they shall
proceed to the laboratory area/demo area to perform the actual use
of the implements/tools. The teacher shall present in advance the
rubrics to rate the actual performance of each member of the
group. If time is not enough, this will be carried out the next day.
The teacher will just give instructions.)
At the demo area, the teacher says:
I will call each member of the group to grab a tool that I’m
going to name and show me how to use it properly.
F.2. Analysis
After the allotted time, the teacher gathers all the learners
and asks:
1. What did you feel while performing the task? Do you
think you were able to use the tool properly? (The teacher
calls each learner to respond. She/He must publish the
responses if a loose blackboard is available in the lab/demo
area.)
2. Can you now make a garden using different tools?
(Allow learners to respond with either yes or no.) Then the
teacher will say: I will identify an area for you to prepare and
grow vegetables.
The teacher asks: What garden tools do you have at home? Can you
promise me that you will make a vegetable garden using the
available tools in your home? Can you promise me to grow
vegetables in your garden plots? What vegetables are planning to
grow? Why?
H.1. Generalization (For the learners to answer, may be done
the next day if time is not enough.)
1. Why are tools and equipment important in vegetable
production? (The teacher must publish the responses if a loose
blackboard is available in the lab/demo area.)
2. What are the advantages of learning the proper use of
tools and equipment? (The teacher may publish the learners’
responses if a loose blackboard is available in the area.)

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? ____ YES No. of Learners who have caught up with the lesson: ______
No. of learners who have ____ NO
caught up with the lesson
D. No. of learners who continue to
require remediation
Teaching Strategies that work well (Put a check on the blank.)
E. Which of my teaching strategies
worked well? Why did these
work?
H.2. Abstraction (For the teacher to carry out, may be done the
next day if time is not enough.)
o The teacher will deepen the learners’ understanding by
giving lectures or more inputs about the topic (The Importance of
Tools and Equipment and Advantages of Learning the Proper
Use of Tools and Equipment, etc.) using PowerPoint slide decks
purposely prepared.
Direction: Identify the tools and equipment used in vegetable
production. Match each picture on the left with its corresponding
functions or uses. Write only the letter of your answer on a ¼
sheet of pad paper.
(After the allotted time, the teacher shall check the learner’s answers.)
On a ½ sheet of pad paper, write at least five farm machinery
and their uses.
If not, what will you do next? ________________________
________________________________________________
___Games ___ Peer Teaching
___Group Activities/Group Collaboration ___ 4A’s Approach
___Convergent & Divergent Thinking ___Think-Pair-Share
___ Problem-based Learning ___ Experiential Learning
___ Reciprocal Teaching ___ Differentiated Instruction
___ Inquiry-based Learning ___ Discussion
___Chalk & Talk Method (Lecture Method) ___ Case Method
___ PowerPoint Presentation with animation ___ Role Playing/Drama
___ Others, please specify: _________________________________________
Why?
___ Complete IMs

F. What difficulties did I encounter
that my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
that I wish to share with other
teachers?
Prepared by: ELENA T. RAQUEL, EdD
Checked and Observed by: TITA P. RAYA, EdD
Principal IV
___ Availability of Materials
___ Learners’ eagerness to learn
___ Group members’ cooperation in doing their tasks
___ Others, please specify: ____________________________________
___ Bullying ___ Learners’ behaviour/attitude
___ Colorful IMs ___ Unavailable Technology
___ Equipment (AVR/LCD) ___ Reading Readiness
___ Additional Clerical Work
___ Science Computer/Internet Lab
___ Others, please specify: ___________________________________
Date: ________________________
Date: ___________________________