Detailed Lesson Plan (DLP) in

TLE_ICT
DLP No.: Learning Area: Grade Level: Quarter: Duration:
101 ICT_CSS 12 3rd 2 Days
Learning Competency/ies: L10.O2_2.4_ Check operation of network services based on Code:
(Taken from the Curriculum Guide) user/system requirements.
Key Concepts / Concepts and principles in planning and preparing for termination/connection of
Understandings to be electrical wiring/electronics circuits.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition of identify, retrieve, recognize, duplicate, list,
Remembering  Recognize the steps in folder
knowing something with memorize, repeat, describe, reproduce
The learner can recall information and retrieve
familiarity gained
relevant knowledge from long-term memory
redirection.
through experience or
Understanding interpret, exemplify, classify, summarize,
association
The learner can construct meaning from oral, written infer, compare, explain, paraphrase,
and graphic messages discuss

Skills Applying execute, implement, demonstrate,  Configure folder redirection in a

The ability and capacity The learner can use information to undertake a dramatize, interpret, solve, use, illustrate,
acquired through procedure in familiar situations or in a new way convert, discover server computer.
deliberate, systematic, Analyzing differentiate, distinguish, compare,
and sustained effort to The learner can distinguish between parts and contrast, organize, outline, attribute,
smoothly and adaptively determine how they relate to one another, and to the deconstruct
carryout complex overall structure and purpose
activities or the ability, coordinate, measure, detect, defend, judge,
coming from one's Evaluating
The learner can make judgments and justify argue, debate, describe, critique, appraise,
knowledge, practice, evaluate
aptitude, etc., to do decisions
something Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct, formulate,
functional whole, create a new product or point of assemble, devise
view

Attitude Categories: List of Attitudes:  Appreciate the

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Wellness, Respect, Honesty, Personal
value of patience
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
emotional areas. name, point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity, and cooperation
A settled way of 2. Responding to Phenomena - Active participation on the part of the learners. Attends Patience, Critical thinking, Open- in accomplishing
thinking or and reacts to a particular phenomenon. Learning outcomes may emphasize compliance mindedness, Interest, Courteous,
feeling about in responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude, a task.
someone or
something,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
Acceptance, Determined, Independent
perform, practice, present, read, recite, report, select, tell, write
typically one , Gratitude, Tolerant, Cautious,
that is reflected 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Decisive, Self-Control, Calmness,
in a person’s simple acceptance to the more complex state of commitment. Valuing is based on the Responsibility, Accountability,
behavior internalization of a set of specified values, while clues to these values are expressed in Industriousness, Industry,
the learner's overt behavior and are often identifiable. Cooperation, Optimism, Satisfaction,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Persistent, Cheerful, Reliable, Gentle,
initiate, invite, join, justify, propose, read, report, select, share, study Appreciation of one’s culture,
4. Organization - Organizes values into priorities by contrasting different values, Globalism, Compassion, Work Ethics,
resolving conflicts between them, and creating a unique value system. The emphasis is Creativity, Entrepreneurial Spirit,
on comparing, relating, and synthesizing values. Financial Literacy, Global,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Solidarity, Making a stand for the
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, good, Voluntariness of human act,
relate, synthesize Appreciation of one’s rights,
5. Internalizing values - (Characterization): Has a value system that controls their Inclusiveness, Thoughtful,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Seriousness, Generous, Happiness,
characteristic of the learner. Instructional objectives are concerned with the student's Modest, Authority, Hardworking,
general patterns of adjustment (personal, social, emotional). Realistic, Flexible, Considerate,
Sympathetic, Frankness
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos  Humble
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
standards of name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
behavior; one's 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
judgment of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
what is responding, willingness to respond, or satisfaction in responding (motivation).
important in life. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
Go beyond perform, practice, present, read, recite, report, select, tell, write 2. Maka-tao  Makatao
learner’s life on 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Concern for Others, Respect for
earth, include simple acceptance to the more complex state of commitment. Valuing is based on the human rights, Gender equality,
more than internalization of a set of specified values, while clues to these values are expressed in the Family Solidarity, Generosity,
wealth and learner's overt behavior and are often identifiable. Helping, Oneness
fame, and would
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
affect the eternal
initiate, invite, join, justify, propose, read, report, select, share, study
destiny of
4. Organization - Organizes values into priorities by contrasting different values,
millions.
resolving conflicts between them, and creating a unique value system. The emphasis is 3. Makakalikasan
Intentionally
on comparing, relating, and synthesizing values. Care of the environment, Disaster
adding value to
people everyday. Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Risk Management, Protection of the
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Environment, Responsible
relate, synthesize Consumerism, Cleanliness,
5. Internalizing values - (Characterization): Has a value system that controls their Orderliness, Saving the ecosystem,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Environmental sustainability
characteristic of the learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional). 4. Makabansa
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum  ask students on the requirements and
content. Although at times optional, it is usually included to serve as a warm-up Contextualization
activity to give the learners zest for the incoming lesson and an idea about what it
considerations before configuring folder
Localization: redirection.
to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here
in a pleasurable and comfortable atmosphere.
the appropriate Local
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to elicit Heritage Themes:  ask students on the requirements and
learner’s prior learning experience. It serves as a springboard for new learning.
A. Annual Rites,
It illustrates the principle that learning starts where the learners are. Carefully
considerations before configuring folder
Festivals, and Rituals
structured activities such as individual or group reflective exercises, group (Historical/Religious redirection.
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, Festivals, Local
simulations or role-play, cybernetics exercise, gallery walk and the like may be Cultural Festivals,
created. Clear instructions should be considered in this part of the lesson. Local
4.3 Analysis (____ minutes). Essential questions are included to serve as a Delicacies/Products  refer to IM’s Task/Activity Sheet No.2_2.4.
guide for the teacher in clarifying key understandings about the topic at hand. Festivals, Rituals,
Critical points are organized to structure the discussions allowing the learners toWedding Ritual,
maximize interactions and sharing of ideas and opinions about expected issues. Palihi Ritual, Burial
Affective questions are included to elicit the feelings of the learners about the Ritual,
activity or the topic. The last questions or points taken should lead the learners to
B Literary Anthologies
understand the new concepts or skills that are to be presented in the next part of
Written In Local
the lesson. Language (BALITAW,
4.4 Abstraction (____ minutes). This outlines the key concepts, important BALAK, Folktales/ Short  What part of the activity you find difficult?
Stories, Local Heroes
skills that should be enhanced, and the proper attitude that should be emphasized.
This is organized as a lecturette that summarizes the learning emphasized from C. Historical Events,  Which part of the activity you like most?
the activity, analysis and new inputs in this part of the lesson. Enduring Values,  What have you learned from it?
Indigenous Materials,
Indigenous Cultural
Communities/Indigenous
People, Indigenous
Games
4.5 Application (____ minutes). This part is structured to ensure the D. Topography, Flora/  refer to IM’s Job Sheet No.2_2.4
commitment of the learners to do something to apply their new learning in their Fauna (Falls,
own environment. Mountains, River, Cave,
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether Trees, Flower, Fauna
learning objectives have been met for a specified duration, b) Remediate and/or E. Food & Local
products
enrich with appropriate strategies as needed, and c) Evaluate whether learning G. Role Model Family
intentions and success criteria have been met. (Reminder: Formative Assessment
may be given before, during, or after the lesson). Choose any from the
Assessment Methods below:
Assessment Method Possible Activities
 a) Observation Investigation, Role Play,  Observation
(Formal and informal observations of learners’ performance or behaviors are Oral Presentation,
recorded, based on assessment criteria) Dance, Musical  Output Analysis
Performance, Skill
Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor
& Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written Work
their understanding and to progress and clarify their thinking) and Essay, Picture
Analysis, Comic Strip,
Panel Discussion,
Interview, Think-Pair-
Share, Reading

c) Analysis of Learners’ Products Worksheets for all  Output Analysis

(Teachers judge the quality of products produced by learners according to agreed subjects, Essay, Concept
criteria) Maps/Graphic
Organizer, Project,
Model, Artwork, Multi-
media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,  Pen and Paper Test
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and
Post Test, Diagnostic
Test, Oral Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson  Remind the students the importance of
patience and cooperation in accomplishing a
peer-to-peer activity.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).  Let the students watch the video on “The
This is usually a brief but affective closing activity 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 learning.
Turtle and the Rabbit 2.0”.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who
 earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: Lennard E. Gealon School: Colawin NHS
Position/Designation: Teacher I Division: Cebu Province
Contact Number: 09432411047 Email address: angeals_000@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others