GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS

LOG Teaching Dates and Time JUNE 25-29, 2018 2nd WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

1. Discuss competencies of one’s practitioner/entrepreneur

2. Identify one’s pecs of a practitioner/entreprene ur
3. Compare one’s pecs to those with practitioner/entrepreneur
A. Content Standard The learners demonstrate an understanding of one’s PECs in computer systems servicing.
B. Performance Standard The learners shall be able to prepare an activity plan that aligns with the PECS of a practitioner/entrepreneur in computer systems servicing
C. Learning Recognize Personal Entrepreneurial Competencies and Skills (PECs) needed in computer systems servicing
Competency/Objectives
Write the LC code for each.  Compare one’s PECs with those of a practitioner/ entrepreneur
 Align one’s PECs with those of a practitioner/ entrepreneur
 Assess one’s PECs
 Assess practitioner’s PECs

TLE_PECS7-12- 00-1
I.CONTENT PERSONAL ENTREPRENEURAL COMPETENCIES

II. LEARNING
RESOURCES
A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource Internet sources
III. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Point of view regarding to an entrepreneur competencies here in the Philippines.
or presenting the new
lesson
B. Establishing a purpose for To know and understand ones pecs of an entrepreneurs.
the lesson
C. Presenting Tips on how to become successful on their chosen career with regards as an entrepreneur? And, the competencies and attitudes should ones
examples/Instances of the entrepreneur possess.
new lesson
D. Discussing new concepts Assessment of Personal Competencies and Skills (PECs) vis-à-vis PECs of a practicing entrepreneur/ employee
and practicing new skills # 1
1.Characteristics
2 Attributes
3 Lifestyle
4 Skills
5 Traits

Factors to consider when building a business

1.Knowledge of a business
2.Passion for the business
3. Target market
4. Business location
5.Economy
6. Capital
7. Timing and time management
8. Competitions
9. Backup financial plan
 E. Discussing new concepts The characteristics of an entrepreneur
and practicing new skills # 2 1.Hard working
2.Self-confidence
3.Goal-Oriented
4. Profit-oriented
5. Persistence
6. Risk taker
7. Future-oriented
8. Copes with failure
9. Committed
10. Reliable and has integrity
11. Willing to listen
12. Copes with uncertainty
13. Set your own standard
14. Take the initiative
15. build on strength

F. Developing mastery At the end of the lesson will conduct formative assessment regarding the lesson.
(leads to Formative Assessment
3)
G. Finding practical application Question:
of concepts and skills in For whom are the product/services aimed at?
daily living What benefit will the customers expect from product/service?
How will the product/service differ from the existing brand from its competitor?
H. Making generalizations and Why need to consider first the factors when building a business?
abstractions about the For whom
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:
ANA MAE A. GABO
Teacher 1

Checked by:
GLENDIE LEE P. BUASAG
T-III, SHS OIC
 GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11
DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time JUNE 18-22, 2018 1ST WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of the lesson, students are expected to do the following: VACANT

1. Explain basic concepts in computer systems servicing

2. Discuss the relevance of the course
3. Explore career opportunities in computer systems servicing
4. Create a role play regarding career opportunities in computer system servicing
A.Content Standard The learners demonstrate an understanding of the basic concepts and underlying theories in computer systems servicing.
B.Performance Standard The learners shall be able to demonstrate common competencies in computer systems servicing as prescribed by TESDA Training Regulations.
C.Learning Competency/Objectives
Write the LC code for each. 1. Basic concepts in computer systems servicing
2. Relevance of the course
3. Career opportunities
I.CONTENT

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Internet sources
Resource
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for Explore career opportunities in computer system servicing ahead in the near future of the CSS students.
the lesson
C. Presenting Career opportunities in computer system servicing.
examples/Instances of the
new lesson
D. Discussing new concepts Discuss and explain:
and practicing new skills # 1
ICT – Information and Communication Technology
-refers to technologies that provide access to information through telecommunications. It is similar to information technology (IT), but focuses
primarily on communication technologies. This includes the internet, wireless networks, cell phones, and other communication mediems.

CSS – Computer System Servicing

-this course is designed to develop and enhance the knowledge, skills, and attitudes of a computer systems service technician in accordance
with industry standards.
a. knowledge- the understanding you acquire in computer system servicing
b. skills- the ability or the capability acquire in computer system servicing
c. attitudes- the behavior as a computer technician
E. Discussing new concepts Career opportunities
and practicing new skills # 2 a. Computer Engineering- are geared toward testing different digital software and inspecting computer technician
b. Computer Science- cover many different topics, such as algorithms and programming languages
c. Information Technology- focus on computer-related needs for different organizations
Others:
*web designer
*computer network technician
*desktop support specialist
*computer hardware instructor
*etc..
F. Developing mastery Conduct formative assessment regarding to the lesson.
(leads to Formative Assessment
3)
G. Finding practical application Create a role-play align to the career opportunities in computer system servicing.
of concepts and skills in
daily living
 H. Making generalizations and If you were to become who are you? Why?
abstractions about the
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Teacher I

Checked by:

GLENDIE LEE P. BUASAG

T-III, SHS OIC

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

Teacher ANA MAE A. GABO Learning Area CSS
 Teaching Dates and Time JULY 2-6, 2018 3rd WEEK Quarter FIRST
DAILY LESSON
LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of the lesson, students are expected to do the following: VACANT

1. Identify areas of a business for improvement and growth

2. Develop a plan of action for business improvement to ensure success in a business
3. Create a plan to strengthen business career choice

A.Content Standard The learners demonstrate an understanding of the concepts of environment and market and how they relate to the field of computer systems servicing, particularly in one’s town/
municipality.
B.Performance Standard The learners shall be able to create a business vicinity map reflective of the potential computer systems servicing market in the locality/town.
C.Learning Competency/Objectives Develop and strengthen personal competencies and skills (PECs) needed in computer systems servicing
Write the LC code for each.
 Identify areas for improvement, development and growth
 Align one’s PECs according to his/her business/career choice
 Create a plan of action that ensures success of his/her business/career choice

TLE_PECS7-12- 00-2
I.CONTENT ENVIRONMENT AND MARKET

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B.Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A.Reviewing previous lesson or Review past lesson.
presenting the new lesson
B.Establishing a purpose for the Ensure learning in building business regarding to their career choice.
lesson
C.Presenting examples/Instances of Making of business plan proposal.
the new lesson
D.Discussing new concepts and What is a business plan?
practicing new skills # 1 -is a formal written document containing business goals, the methods on how these goals can be attained and the time frame within which these
goals need to be achieve.

How long should your plan be?

Typically, a business plan is longer than a list on a napkin (although, as you’ll see below, it is possible—and sometimes ideal—to write your entire
business plan on one page). For me in practice, and for most real businesses, it can be as simple as the Lean Plan that has a few bullet points to
focus strategy, tactics, milestones to track tasks and responsibilities, and the basic financial projections you need to plan: cash flow, budget,
expenses.
How should you present your business plan?
A note on format: business plans should only become printed documents on select occasions, like when you need to share information with
outsiders or team members. Otherwise, they should be dynamic documents that you maintain on your computer.
How often should you revise your business plan?
In all cases, the most important element of business planning is the review schedule—set specific times to review your progress toward your goals.
That’s as simple as “the third Thursday of every month” to cite one obvious example.
Specifically, it’s the time to review your progress on milestones and to compare your actuals against your financial projections. A real business plan
is always wrong—hence the regular review and revisions—and never done, because the process of review and revising is vital.
Who needs a business plan?
If you’re just planning on picking up some freelance work to supplement your income, you can skip the business plan. But, if you’re embarking on a
more significant endeavor that’s likely to consume a significant amount of time, money, and resources, then you need a business plan
1. Startup businesses
The most classic business planning scenario is for a startup, for which the plan helps the founders break uncertainty down into meaningful pieces,
like the sales projection, expense budget, milestones, and tasks.
2. Existing businesses
Not all business plans are for startups that are launching the next big thing. Existing businesses use business plans to strategically manage and
steer the business, not just to address changes in their markets and to take advantage of new opportunities.

Choosing the right kind of business plan for your business

Before you even start writing your business plan, you need to think about who the audience is and what the goals of your plan are. While there are
 common components that are found in almost every business plan, such as sales forecasts and marketing strategy, business plan formats can be
very different depending on the audience and the type of business.
E.Discussing new concepts and Business plan format guide
practicing new skills # 2  An overview
 Executive summary
Key elements:
*business concept – describe what you will be sold, to whom and how it has a competitive advantage
*financial features – should highlight the important financial points like sales, profits, cash flows and return or investment.
*financial requirements –you need to clear about the capital needed to start and expand business as well as how the capital will be used.
*current business position – provide an overview of the company its legal form of operation, when it was formed, the principal owners and key
personnel
*major achievements highlight any developments within the company that are essential to its success. This include like patents, prototypes,
locations, contract that need to be in place and results from test marketing already conducted.
 General company description.
*name of the company, type of legal entity, ownership, significant assets
*mission statement of the business
*company goals and objectives
*the main features of the industry in which you will operate
*the most important company strengths and core competencies
 The opportunity
*where is the gap in the market
*what has given rise to this gap
*how was this gap identified?
*how will the gap be filled
 Industry and market
 Your strategy
 The team
*list the founders including their qualifications and experience
*a description of who will manage the business on a day-to-day basis.
 A marketing plan
*the product/service and why it is valuable to customers
*the focused and detailed description of the target market
*the pricing strategy with specific price points at which the product/service will be sold
 Operational plan
*a description of where all the necessary skills and materials will be sourced
*the cash receipts and cash payment cycle of the business
*what will be the outsourced, what relationships are in place and how those relationships will be managed.
 Financial plan
*start-up expenses and capitalization
 *12 month profit and loss projection (month-by-month) and three year profit and loss projection
*12 month cash flow projection and a three year cash-flow projection
*a break even calculation
 An appendix
*brochures and advertising materias
*industry studies
*blueprint and plans
*maps and photos of location

There are three primary parts of a business plan:

1. The business concept
2. The market section
3. The financial section
F.Developing mastery At the end of the lesson will conduct formative assessment regarding to the lesson.
(leads to Formative Assessment
3)
G.Finding practical application of Make a business plan proposal align to the given pecs of a practitioner, thus, consider the characteristics and factors when building a business.
concepts and skills in daily living
H.Making generalizations and What are the guideline in making business plan?
abstractions about the lesson Why is said that when building a business consider the basic needs of the people which lead to a success of an entrepreneur?
I.Evaluating learning Pre-test, quiz, and recitation.
J.Additional activities for application
or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Teacher I

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

Teacher ANA MAE A. GABO Learning Area CSS
 Teaching Dates and Time JULY 9-13, 2018 4TH WEEK Quarter FIRST
DAILY LESSON
LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT
1. Generate business idea from one’s own strength
2. Explore ways of generating ideas using product innovation
3. Create own branding.

A.Content Standard The learners demonstrate an understanding of the concepts of environment and market and how they relate to the field of computer systems servicing, particularly in one’s town/
municipality.
B.Performance Standard The learners shall be able to create a business vicinity map reflective of the potential computer systems servicing market in the locality/town.
C.Learning Competency/Objectives Create new business ideas in computer systems servicing by using various techniques
Write the LC code for each.  Explore ways of generating business ideas from ones’ own characteristics/attributes
 Generate business ideas using product innovation from irritants, trends, and emerging needs
 Generate business ideas using Serendipity Walk

TLE_EM7-12-00- 3
I.CONTENT

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Internet sources
Resource
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for Understanding building up branding for business to gain customers.
the lesson Can formulate own branding
C. Presenting This will help build critical thinking on business industry and/or on how to perceive customer and be a unique entrepreneur.
examples/Instances of the
new lesson
D. Discussing new concepts Generating ideas for business
and practicing new skills # 1 1. Examine existing goods and services
2. Examine the present and future needs
3. Examine how the needs are being satisfied
4. Examine the available resources
5. Read magazines, news articles, and other publications on new product and techniques or advances in technology.

Key concepts of selecting a business idea

1.Come up with idea- pick an idea that fits your passions, goals, strength, resources, and tolerance for risk.
2. Think trough all angles- Evaluate the opportunity like an investor would—in an objective, thorough, analytical way. Who are the customers and
what do they need?
3. Get feedback. Find people who know the market, the business model, the competitors and predecessors—people who have been there, done
that, and can help you understand what works and what doesn't in the real world.
4. Respond to feedback. Make any necessary changes to your business plan, product, and go-to-market strategy.
5. Build a basic product. When you envision the product or service you ultimately want to offer, it probably has a slick design, and a full set of
features
6. Open shop. It's tempting to wait until your product is 'perfect' to start selling it. Instead, realize 'perfect is the enemy of good enough'.
7. Test what you've created. With products in market, you can figure out how to match your offerings with customer needs
8. Make adjustments. Once you learn which aspects of your product and marketing you got wrong, you'll want to fix them, of course.
9. Get ready to grow. Revisit your business plan, and update your product, team, marketing, implementation, and finance strategies.
10. Stomp on the start-up accelerator. With a market-tested plan and resources in place, it's time to expand.
E. Discussing new concepts Branding – is a marketing practice in creating a name, a symbol or design that identifies or differentiates products or services from the rest. I is also a
and practicing new skills # 2 promise to your customers. It tells them what they can expect from your product and service and it differentiates offering from your other competitors.
Your brand is a delivered from who you are, what you want to be and what people perceive you to be. Branding is one of the most important aspects
in any business. And effective brand strategy gives you a major edge in increasingly competitive markets.
A good product can:
-deliver message clearly
 -confirm credibility
-connect to target prospect
-motivate buyers; and
-concretize users loyalty

Here are some tips to publicize your brand:

1. Develop a tagline – a statement that is meaningful, impressive and easy to remember to capture the essence of your brand
2. Design a logo- symbolic of your business and consistent with your tagline and displace it strategically.
3. Write a brand message- select a key message to communicate about your brand
4. Sustain a brand quality-
F. Developing mastery Conduct formative assessment regarding the lesson.
(leads to Formative Assessment Question: Assume you are a businessman/businesswoman knowing exactly that your business slowly get into down what will you do to revoke the
3) capital you fonded?

G. Finding practical application Create your own branding.

of concepts and skills in
daily living Criteria:
Creativity – 40%
Uniqueness – 40%
Cleanliness – 20%
100%
H. Making generalizations and What are the matters to analyze in an area before starting a business?
abstractions about the If you were to become a businessman/businesswoman what product you will produce to the consumers? Why?
lesson How can you rest assured your costumers can gain benefits from your product?
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

 DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
Teaching Dates and Time JULY 16-20, 2018 5TH WEEK Quarter FIRST
LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

1.Identify the customer and what is the value of customer.

2. Explain what makes a product unique and competitive
3. Apply creativity and innovative techniques to develop marketable product

A.Content Standard The learners demonstrate an understanding of concepts of environment and market and how they relate to computer systems servicing, particularly in one’s town/municipality.
B.Performance Standard The learners shall be able to create a business vicinity map reflective of the potential computer systems servicing market within the locality/town.
C.Learning Competency/Objectives Develop a product/service in computer systems servicing
Write the LC code for each.  Identify what is of “value” to the customer
 Identify the customer
 Explain what makes a product unique and competitive
 Apply creativity and innovative techniques to develop marketable product
 Employ a USP to the product/service
TLE_EM7-12-00-4
I.CONTENT

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Internet sources
Resource
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
C. Reviewing Review past lesson.
previous lesson or
presenting the
new lesson
D. Establishing a Understanding business entrepreneurship.
purpose for the
lesson
E. Presenting The basic needs of people.
examples/Instanc
es of the new
lesson
F. Discussing new Concepts of developing a product- is very critical phase in the development of a product. From this sage, the needs of the target market are identified
concepts and and competitive products are reviewed before he product specifications are defined.
practicing new
skills # 1 The process of product development follows the following steps:
1.Identify customer needs –the information can be possibly gathered here are product specifications
2. Establish target specifications - based on customer’s needs and reviews of competitive products, you may now establish target specifications of
the prospective new product and/or services.
3. Analyze competitive products- it is imperative to analyze existing competitive products to provide important information in establishing
product/services specifications
4. Generate Product concept-a number of product concepts to illustrate what types of product/service are both technically feasible and will best meet
the requirements of the target specifications.
5. Select a Product concept – the process of evaluation between attributes, a final concept is selected.
6. Refine product specifications- product/ service specifications are refined on the basis of input form the foregoing activities
7. Perform economic analysis- it is important to always review and estimate the economic implications regarding development expenses,
manufacturing costs, and selling price
8. Plan the remaining development project- a detailed development pan which includes a list of activities, the necessary resources and expenses and
a development schedule with milestone for tracking progress
G. Discussing new Finding value
concepts and -people buy for a reason. There should be something in your product or service that would give consumers a good reason to go back and buy more.
practicing new -there must be something that will make you the best option for target customers; otherwise, there are no reason to buy what you are selling.
skills # 2
Innovation- is the introduction of something new in your product or service. This may be a new idea, a new method or a new device.
Some of the possible innovations:
*change of packaging
 *improvement of change
*color, size, shape
*perhaps price

H. Developing
mastery
(leads to Formative Assessment
3)
I. Finding practical How ones competitor treat his/her customers to stay stick from the product/services offered?
application of What is the assurance of once a product innovated?
concepts and
skills in daily living
J. Making What are those possible innovations that should be apply to make product attracted to the customers?
generalizations Do you think this innovations are helpful and healthy to the customers and competitor? Why?
and abstractions
about the lesson
K. Evaluating Pre-test, quiz, and recitation.
learning
L. Additional
activities for
Oral questioning and formative assessment.
application or
remediation
REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

 GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11
DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time JULY 23-27, 2018 6TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of the lesson students are expected to do the following: VACANT
1. Identify the different types of wires and cable
2. Differentiate wires from cables
3. Distinguish the use of straight-through cable and crossover cable
4. Demonstrate cabling
A.Content Standard The learners demonstrate an understanding of concepts and underlying principles in applying quality standard in computer systems servicing.
B.Performance Standard The learners shall be able to apply quality standards in computer systems servicing.
C.Learning Competency/Objectives Assess quality of received materials
Write the LC code for each.  Obtain work instruction in accordance with standard operating procedures
 Check the received materials against workplace standards and specifications
 Identify and isolate faulty materials related to work
 Record and/ or report defects and any identified causes to the supervisor concerned in accordance with workplace procedures
 Replace faulty materials in accordance with workplace procedures
TLE_IACSS9- 12AQS-Ia-1
I.CONTENT LESSON 1. APPLYING QUALITY STANDARD

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Internet sources
Resource
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for Make a LAN cabling.
the lesson
C. Presenting Used in networking, telecommunication, and/or to send/receive data to another computer.
examples/Instances of the
new lesson
D. Discussing new concepts The different types of wires and cables
and practicing new skills # 1 Some factors that will affect your choice of electrical wiring include color, label information and applications. The information printed on the wire
covering is all that you need to choose the correct wire for your home. Here’s some detailed information on the various features of electrical wire,
which will help you choose the correct composition:
1. Size of Wires – Each application requires a certain wire size for installation, and the right size for a specific application is determined by the wire
gauge. Sizing of wire is done by the American wire gauge system. Common wire sizes are 10, 12 and 14 – a higher number means a smaller wire
size, and affects the amount of power it can carry. For example, a low-voltage lamp cord with 10 Amps will require 18-gauge wire, while service
panels or subpanels with 100 Amps will require 2-gauge wire..
2. Wire Lettering – The letters THHN, THWN, THW and XHHN represent the main insulation types of individual wires. These letters depict the
following NEC requirements:
 T – Thermoplastic insulation
 H – Heat resistance
 HH – High heat resistance (up to 194°F)
 W – Suitable for wet locations
 N – Nylon coating, resistant to damage by oil or gas
 X – Synthetic polymer that is flame-resistant
3. Types of Wires – There are mainly 5 types of wire: .
 Triplex Wires : Triplex wires are usually used in single-phase service drop conductors, between the power pole and weather heads. They
are composed of two insulated aluminum wires wrapped with a third bare wire which is used as a common neutral. The neutral is usually of
a smaller gauge and grounded at both the electric meter and the transformer.
 Main Feeder Wires : Main power feeder wires are the wires that connect the service weather head to the house. They’re made with
stranded or solid THHN wire and the cable installed is 25% more than the load required.
 Panel Feed Wires : Panel feed cables are generally black insulated THHN wire. These are used to power the main junction box and the
circuit breaker panels. Just like main power feeder wires, the cables should be rated for 25% more than the actual load.
 Non-Metallic Sheathed Wires : Non-metallic sheath wire, or Romex, is used in most homes and has 2-3 conductors, each with plastic
insulation, and a bare ground wire. The individual wires are covered with another layer of non-metallic sheathing. Since it’s relatively
cheaper and available in ratings for 15, 20 and 20 amps, this type is preferred for in-house wiring.
  Single Strand Wires : Single strand wire also uses THHN wire, though there are other variants. Each wire is separate and multiple wires
can be drawn together through a pipe easily. Single strand wires are the most popular choice for layouts that use pipes to contain wires.
4. Color Codes – Different color wires serve different purposes, like:.
 Black : Hot wire, for switches or outlets.
 Red : Hot wire, for switch legs. Also for connecting wire between 2 hardwired smoke detectors.
 Blue and Yellow : Hot wires, pulled in conduit. Blue for 3-4 way switch application, and yellow for switch legs to control fan, lights etc.
 White : Always neutral.
 Green and Bare Copper : Only for grounding.
5. Wire Gauge, Ampacity and Wattage Load – To determine the correct wire, it is important to understand what ampacity and wattage a wire can
carry per gauge. Wire gauge is the size of the wire, ampacity is how much electricity can flow through the wire and wattage is the load a wire can
take, which is always mentioned on the appliances.
E. Discussing new concepts Procedures in cabling
and practicing new skills # 2 Straight-thru cabling Crossover cabling
1.White orange 1. White green
2. Orange 2. Green
3. white green 3. White orange
4.Blue 4. blue
5. White blue 5. White blue
6. Green 6. Orange
7. White brown 7. White brown
8. Brown 8. Brown

Follow step by step procedures in cabling.

(video presentation presented and actual presentation of teacher)

The tools to be used to make Ethernet cabling

1. UTP cable
2. RJ45
3. Crimping tools
4. Wire cutter
5. LAN tester
Demonstrate cabling
-Straight through cabling
-Crossover cabling

Activity: Performed one by one with time limit the straight-through and crossover within 8 (eight) minutes.
F. Developing mastery Performance based assessment.
(leads to Formative Assessment
3)
 G. Finding practical application What are the different types of wires and cable?
of concepts and skills in What are used of wire compared to cable?
daily living
H. Making generalizations What are the tools needed to make Ethernet cable?
and abstractions about What are the step by step procedure in making Ethernet cabling?
the lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Teacher 1

Checked by:

GLENDIE LEE P. BUASAG

T-III, SHS OIC

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time JULY 29 – AUG. 3, 2018 7TH WEEK Quarter FIRST
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT
1. Identify error in work done.
2. Checked completed work.
3. Report other error cases found.

A.Content Standard The learners demonstrate an understanding of concepts and underlying principles in applying quality standard in computer systems servicing.
B.Performance Standard The learners shall be able to apply quality standards in computer systems servicing.
C.Learning Competency/Objectives Assess own work
Write the LC code for each.  Identify and use documentation relative to quality within the prescribe standard
 Check completed work against workplace standards relevant to the task undertaken
 Identify and isolate errors
 Record information on the quality and other indicators of production performance in accordance with workplace procedures
 Document and report cases of deviations from specific quality standards in accordance with the workplace’s procedures
TLE_IACSS9- 12AQS-Ib-2
I.CONTENT

II.LEARNING RESOURCES
A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for Check own product
the lesson
 C. Presenting Will make new task requirement if they failed to job order until they succeed.
examples/Instances of the
new lesson
D. Discussing new concepts (Students will check their own work done required to the work specifications)
and practicing new skills # 1 (Students will troubleshoot the problem)

E. Discussing new concepts (Students will do the task they have failed on the first job order)
and practicing new skills # 2

F. Developing mastery Conduct oral recitation

(leads to Formative Assessment
3)
G. Finding practical application What are your findings when checking?
of concepts and skills in What are your realizations as you troubleshoot the problem?
daily living
H. Making generalizations and Have you encountered struggles when working he task given?
abstractions about the What makes you find difficulty in working the task?
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

 GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11
DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time AUGUST 6-10, 2018 8TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT
1. Conduct interview to a person with related field of specialization to computer.
2. Create questionnaire in relation to job order.
3. Present the conducted interview.
A. Content Standard The learners demonstrate an understanding of concepts and underlying principles in applying quality standard in computer systems servicing.
B.Performance Standard The learners shall be able to apply quality standards in computer systems servicing.
C.Learning Competency/Objectives Engage in quality improvement
Write the LC code for each.  Participate process improvement procedures in relative to workplace assignment
 Carry out work in accordance with process improvement procedures
 Monitor performance of operation or quality of product of service to ensure customer satisfaction
TLE_IACSS9-12 AQS-Ic-3
I.CONTENT
II.LEARNING RESOURCES
A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for To know how to gather data of ones perception toward their field of specialization.
the lesson
C. Presenting Asking a question out of questionnaire they have created.
examples/Instances of the
new lesson
D. Discussing new concepts When a company, non-profit group, or politician needs to find out how their stakeholders or constituents feel, they often create and implement a
and practicing new skills # 1 questionnaire. The results can lead to re-branding, decision-making, and policy changes if the feedback is sound. Making a questionnaire can seem
very straightforward, but unless it is designed properly, the results can be skewed and unreliable.

Part one of three: Creating questions

 Decide what you want to learn from administering your questionnaire.Ask yourself what data you require and how you will use it. This will
help you come up with useful questions, as well as the order in which you will ask them.
 Plan questions that will help you get the information you need. Begin with a broad span of questions, then narrow them down until each
 one relates to your goals in some way. Keep questions and answers simple, using as few words as possible. You may want to rely on
open-ended questions, closed-ended questions, or a mix of the two.
 Use closed-ended questions to gather specific answers. Closed-ended questions have a specific range of options respondents can choose
from. [2] These questions may be yes-or-no questions, true-or-false questions, or questions that ask the respondent to agree or disagree
with a statement. Closed-ended questions may look like open-ended questions, but will have only a few options respondents can use to
answer. Closed-ended questions might look like these:
"Have you shopped here before?"
"If so, how often do you shop here?"
 Use open-ended questions to solicit feedback. Open-ended questions solicit answers that you may not anticipate, and do not have a
specific range of answers to choose from. Open-ended questions are a chance for respondents to communicate their specific experience
or expectations. Such questions might look like these:
"How will you use your purchase?
"Where else do you normally shop?"
“Who referred you to this?”
 Ask questions in such a way as to avoid confusion and bias. Avoid leading questions especially; Leading questions indicate that the asker
is looking for a certain answer and will limit what answers your responders are comfortable supplying. Either tailor possible answers or
change the wording of your question so as to avoid leading your respondents to answer in a particular way.
Part two of three: Implementing questonnaire
 Think about how you will deliver your questionnaire. There are many options open to you. You may use an online service to design your
questionnaire. You can then send links to your questionnaire over e-mail. You may use a phone or mail campaign to cold-call respondents.
Or you can execute a campaign in-person, using professionals or volunteers to lead surveys
 Design your questionnaire according to your delivery method. There are advantages and disadvantages to each method, and each method
has limits on what you can do. Ask yourself which delivery method best suits the subject matter of your questionnaire, as well as the data
you want to receive. For instance:
Surveys delivered on the computer, by phone, and by mail can reach a broad range of people, whereas surveys administered in-
person are time-intensive and limits who can participate (which may be useful).
 Consider the order of your questions. The form of your questionnaire matters just as much as its content. You should aim to order
questions so that they follow each other logically or mark clear shifts from section to section. Other kinds of questions may impact how a
respondent fills out the questionnaire
 Decide if you will offer incentives for completing the questionnaire. It's often easier to attract respondents if you offer something in return for
their time. Online, mail, or phone questionnaires could offer a coupon after questionnaire completion. In-person questionnaires could offer
merchandise in exchange for participation. Questionnaires are also a good way to attract attention to mailing lists or membership offers,
which may otherwise go unnoticed by respondents.
 Test your questionnaire before you begin surveying people. Friends, employees and family members can be good testers. You may have
them try your questionnaire while it's still in development, or you may have them test a finished draft.
E. Discussing new concepts Part three of three: Revising the questionnaire
and practicing new skills # 2  Review your data to understand what your questionnaire was really asking. Remember that a questionnaire is often part of a larger
campaign. They can be altered and reused multiple times in order to target different demographics, ask different questions, or better align
with your goals. After reviewing your results, you may find that, though your questions make sense, they aren't quite the right ones you
 need to achieve your goals.
 Further revise your questions. Some of your questions may work during testing, but may not work as well out in the field. Your questions
must make sense to the specific demographic you are targeting. Ask yourself if your respondents are truly understanding what is being
asked, or if your survey is so standard that respondents are not responding thoughtfully.
 Review your open-ended questions. See if your open-ended questions are working the way you need them to work. They may be too
open, in which case respondents may ramble. They may not be open enough, in which case the data you received won't be as valuable.
Ask yourself what role your open-ended questions are playing in your questionnaire and tailor them as needed
 Decide how you will respond to missing data. Not all respondents will answer all questions, which may or may not be a problem for you. [5]
Ask yourself which questions are being skipped or answered incompletely, if at all. This may be due to the order of the questions, the
wording of the questions, or the subject matter of the questions. If missing data is important, consider rewording skipped questions to make
them more or less specific.
 Review what sort of feedback you are receiving. See if you have unusual trends in your data and decide if this reflects reality or if this is
due to a flaw in your questionnaire. For instance, your closed-question answers will limit the sort of information your respondents can give
you. Your answers may be so limited as to make strong opinions look the same as weak opinions, or may not provide for a full range of
reasonable answers.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application Do you think these steps are relevance in conducting interview? Why?
of concepts and skills in In what way you can create effective questionnaire?
daily living
H. Making generalizations and What are the steps in creating questionnaire of part one, two, and three?
abstractions about the Can you tell me the summary of this lesson?
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

 Checked by:

GLENDIE LEE P. BUASAG

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time AUGUST 13-17, 2018 9TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

1. Identify OHS
2. Define computer hardware
3. Identify the major hardware components of computer
4. Differentiate the function of computer components
A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.
C.Learning Competency/Objectives Plan and prepare for task to be undertaken
Write the LC code for each.  Determine requirements of task in accordance with the required output
 Select appropriate hardware and software according to task assigned and required outcome
 Plan a task to ensure that OHS guidelines and procedures are followed
 Follow client-specific guidelines and procedures
 Apply required data security guidelines in accordance with existing procedures
TLE_IACSS9- 12PCO-Ic-d-4
I.CONTENT
II.LEARNING RESOURCES
M. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
N. Other Learning Internet sources
Resource
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for To identify and know the function of computer hardware
the lesson
C. Presenting B. Activity
examples/Instances of the Directions: Unlock puzzled words guided with questions.
new lesson OMNITRO
SEOUM
RDAH EVRID
TESMSY ITUN
EYKAORDB
Question:
1. It is called as the chassis of the computer.
2. The spirit of animal that is used to click, scroll up and scroll down.
 3. Enable to display image and or display an output.
4. It is used to permanently store file, data and etc.
5. Help you to input words into computer.
D. Discussing new concepts Major hardware computer:
and practicing new skills # 1 1. System Unit- The main part of a microcomputer, sometimes called the chassis. It includes the following parts: Motherboard,
Microprocessor, Memory Chips, Buses, Ports, Expansion Slots and Cards.
2. Motherboard / Mainboard / System Board- The main circuit board of a computer. It contains all the circuits and components that run the
computer.
3. CPU (Central Processing Unit) - The processor is the main “brain” or “heart” of a computer system. It performs all of the instructions and
calculations that are needed and manages the flow of information through a computer.
4. Primary storage- (internal storage, main memory or memory) is the computer's working storage space that holds data, instructions for
processing and processed data (information) waiting to be sent to secondary storage.
5. Expansion Bus - A bus is a data pathway between several hardware components inside or outside a computer. It does not only connect
the parts of the CPU to each other, but also links the CPU with other important hardware.
6. Printed-circuit boards (also called interface cards) that enable the computer to use a peripheral device for which it does not have the
necessary connections or circuit boards. They are often used to permit upgrading to a new different hardware.
7. Power Supply Unit (PSU) - Installed in the back corner of the PC case, next to the motherboard. It converts 120vac (standard house
power) into DC voltages that are used by other components in the PC.
8. Optical Drive- An optical drive is a storage device that uses lasers to read data on the optical media. There are three types of optical
drives: Compact Disc (CD), Digital Versatile Disc (DVD) and Blu-ray Disc (BD).
E. Discussing new concepts What are those types of memory?
and practicing new skills # 2
Occupational safety and health (OSH) is a planned system of working to prevent illness and injury where you work by recognizing and identifying
hazards and risks. Health and safety procedure is the responsibility of all persons in the computer and technology industries. You must identify the
hazards where you are working and decide how dangerous they are. Eliminate the hazard or modify the risk that it presents. There are three steps to
manage health and safety at work: (1.) Spot the Hazard (Hazard Identification), (2.) Assess the Risk (Risk Assessment) and (3.) Make the Changes
(Risk Control). You can use these three Think Safe steps to help prevent accidents at work

There is also a tangible devices called peripheral that aid for computer to perform a particular task.
These are the following:
 Printer
 Projector
 Headphones
F. Developing mastery
(leads to Formative Assessment
3)
 G. Finding practical application Elaborate OHS in working.
of concepts and skills in What are the function of computer hardware to itself?
daily living
H. Making generalizations and What are the major components of computer?
abstractions about the How it does come processor chip is the brain of computer?
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

 GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11
DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time AUGUST 20-24, 2018 10TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

1. Identify types of program or application software.

2. Identify the primary and secondary storage of the computer.
3. Explain the different types of application software.

A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.
C.Learning Competency/Objectives . Input data into computer
Write the LC code for each.  Enter the data into the computer using appropriate program/application in accordance with company procedures
 Check the accuracy of information and save the information in accordance with standard operating procedures
 Store inputted data is in storage media according to requirements
 Perform work within ergonomic guidelines
TLE_IACSS9- 12PCO–Id-e-5
I.CONTENT
II.LEARNING RESOURCES
A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting Computer programs are of Three types :-
examples/Instances of the a) System Programs
new lesson b) Application Programs
c) Utility Programs
D. Discussing new concepts There are two categories of programs. Application programs (usually called just "applications") are programs that people use to get their work done.
and practicing new skills # 1 Computers exist because people want to run these programs. Systems programs keep the hardware and software running together smoothly. The
difference between "application program" and "system program" is fuzzy. Often it is more a matter of marketing than of logic.

The most important systems program is the operating system. The operating system is always present when a computer is running. It coordinates
the operation of the other hardware and software components of the computer system. The operating system is responsible for starting up
application programs, running them, and managing the resources that they need. When an application program is running, the operating system
manages the details of the hardware for it. For example, when you type characters on the keyboard, the operating system determines which
 application program they are intended for and does the work of getting them there.

Computer programs are of Three types :-

a) System Programs- Required for operating the System such as Operating System, device drivers etc. These programs make our Computer ready
to use hence are the most important programs. Hence it helps Computer
b) Application Programs - Applications such as Word, Excel , Tally, Photoshop etc. are required by the user for their own work / use . Hence it helps
user.
c) Utility Programs - They are not essential part but are used to protect our system or enhance the performance of the Computer. Disk defragmentor,
Scandisk, Anti-virus belongs to such category.

Application Programs Systems Programs

 Word processors  Operating system

 Game programs  Networking system
 Spreadsheets  Programming language software
 Data base systems  Web site server
 Graphics programs  Data backup
 Web browsers

E. Discussing new concepts Data storage is a common term for archiving data or information in a storage medium for use by a computer. It’s one of the basic yet fundamental
and practicing new skills # 2 functions performed by a computer. It’s like a hierarchy of comprehensive storage solution for fast access to computer resources. A computer stores
data or information using several methods, which leads to different levels of data storage. Primary storage is the most common form of data storage
which typically refers to the random access memory (RAM). It refers to the main storage of the computer because it holds data and applications that
are currently in use by the computer. Then, there is secondary storage which refers to the external storage devices and other external media such as
hard drive and optical media.

What is Primary Storage?

Primary storage is commonly referred to as simply “primary memory” which is volatile in nature such as the RAM which is a primary memory and
tends to lose data as soon as the computer reboots or loses power. It holds data or information that can be directly accessed by the central
processing unit. RAM is stored in integrated circuits for immediate access with minimum or no delay. It’s a high-speed data storage medium which is
directly connected to the processing unit via the memory bus, allowing active programs to interact with the processor. Simple speaking, primary
storage refers to internal storage devices that provide fast and efficient access to data or information. However, it stores data or applications for a
short period of time while the computer is running.

What is Secondary Storage?

Secondary storage is yet another ideal storage solution in the computer’s memory hierarchy that is used to store data or information on the long term
 basis, more like permanently. Unlike primary storage, they are non-volatile memory or commonly referred to as external memory that are not directly
accessed by the central processing unit. They are also called as auxiliary storage which can be both internal and external, plus beyond the primary
storage. Because they are not directly accessed by the I/O channels, they are relatively slower than primary storage devices when it comes to data
access. However, it’s one of the most valuable assets of data storage hierarchy that is capable of storing applications and programs permanently.
Unlike RAM, it’s a long-term storage solution that expands the data storage capability.

Difference between Primary and Secondary Storage

1. Storage
Data storage is the basic functionality of a computer which is divided into primary and secondary storage.
Primary storage refers to the main storage of the computer or main memory which is the random access memory or RAM.
Secondary storage, on the other hand, refers to the external storage devices used to store data on a long-term basis.
2.Access of Primary Vs. Secondary Storage
Primary storage holds data or applications which can be directly accessed by the processing unit with minimum or no delay.
On the contrary, secondary storage is used to store and retrieve data permanently with no delay.
3.Nature of Primary Vs. Secondary Storage
Primary storage is a volatile memory which means data is lost as soon as the device loses power and it cannot be retained. Primary storage is
commonly referred to as primary memory such as the RAM.
Secondary storage, commonly known as secondary memory, is a non-volatile memory which is able to retain data even if the device loses power.
4.Device used for Primary Vs. Secondary Storage
RAM is the most common primary storage device which also goes by main memory and is used to store data machine code currently in use.
Instructions can be retrieved from the RAM whenever required. It provides fast data access with no delay.
Secondary storage refers to external storage devices such as optical media (CDs and DVDs), hard disk drives (HDD), floppy disks, USB flash drives,
etc.
Speed of Primary Vs. Secondary Storage
As programs and applications are stored in main memory, primary storage provides fast and efficient access to the CPU.
On the contrary, secondary storage is more of a long-term storage solution with substantial data storage capacity which makes them relatively
slower than their primary counterparts.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application What is going to happen when you store your files to RAM?
of concepts and skills in Why it is recommended to store any files to secondary storage than the primary storage?
daily living
H. Making generalizations and What is the difference between primary storage and secondary storage?
abstractions about the Give me examples of primary and secondary storage?
lesson Differentiate types of application program.
I. Evaluating learning Pre-test, quiz, and recitation.
 J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11
DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time AUGUST 27-31, 2018 11TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT
1. Define desktop icon
2. Execute keyboard techniques and shortcuts
3. Explain keyboard care and maintenance

A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.
C.Learning Competency/Objectives Access information using computer
Write the LC code for each.  Select correct program/application based on job requirements
 Access program/application containing the information required according to company procedures
 Select, open, and close desktop for navigation purposes
 Carry out keyboard techniques in line with OHS requirements
TLE_IACSS9- 12PCO-Ie-f-6
I.CONTENT
II.LEARNING RESOURCES
A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for The desktop icon can be removed from place to place and you can personalize them in many ways.
the lesson To be a faster keyboarding using of shortcut keys in keyboard.
C. Presenting Desktop icons such as recycle bin, start button and etc.
examples/Instances of the Ctrl + C
new lesson Ctrl + V
Ctrl + X
Ctrl + P

D. Discussing new concepts Techniques for Typing Faster

and practicing new skills # 1 1.Maintain erect posture during typing
2. deploy touch typing
3. Use correct fingering
4. Put the habit of looking only at the screen
5. press non-letter keys properly
6. Keep pace in typing

Shortcut keys ABCs

Shortcut keys help provide an easier and usually quicker method of navigating and executing commands in computer software. Shortcut keys are
commonly accessed by using the Alt key (on IBM compatible computers), Command key (on Apple computers), Ctrl key, or Shift key in conjunction
with another key. The de facto standard for listing a shortcut is listing the modifier key, a plus symbol, and another key. In other words, "Ctrl+S" is
telling you to press and hold the Ctrl key, and then press the S key too.
 Alt+F = File menu options in current program.
Alt+E = Edit options in current program.
Alt+Tab = Switch between open programs.
F1=View help information (F1 is used by almost every Windows program to display help).
F2 = Rename a selected file.
F5= Refresh the current program window.
Ctrl+N= Create a new or blank document in some software, or open a new tab in most Internet browsers.
Ctrl+O = Open a file in the current software.
E. Discussing new concepts An icon is a pictogram or ideogram displayed on a computer screen in order to help the user navigate a computer system. The icon itself is a quickly
and practicing new skills # 2 comprehensible symbol of a software tool, function, or a data file, accessible on the system and is more like a traffic sign than a detailed illustration
of the actual entity it represents.
How to Customize Your Icons in Windows
Change Your Desktop Icons (Computer, Recycle Bin, Network, and So On)
Icons like This PC, Network, Recycle Bin, and your User folder are all considered “desktop icons,” even though modern versions of Windows don’t
show them all on the desktop. Windows 8 and 10 don’t show any of the desktop icons except for Recycle Bin, and even Windows 7 doesn’t show
them all.
But you can still change how these icons appear elsewhere on your system. To do so, you’ll need to access the “Desktop Icon Settings” window to
turn these icons on and off or to change the associated icons. In Windows 10, you can access this window through Settings > Personalization >
Themes > Desktop Icon Settings. In Windows 8 and 10, it’s Control Panel > Personalize > Change Desktop Icons.
Use the checkboxes in the “Desktop icons” section to select which icons you want on your desktop. To change an icon, select the icon you want to
change and then click the “Change Icon” button.
In the “Change Icon” window, you can select any icon you want from the built-in Windows icons, or you can click “Browse” to locate your own icon
files.
Change Folder Icons
Changing the icon for a folder is not only a good way to pretty things up, but also to call attention to important items. To change a folder icon, right-
click the folder you want to change and then choose “Properties.”
In the folder’s properties window, switch to the “Customize” tab and then click the “Change Icon” button
In the “Change Icon” window, you can select any icon you want from the built-in Windows icons, or you can Click “Browse” to locate your own icons.
Change the Icon for a Type of File
You can also change the icon for specific file types (those that end in certain extensions) so that all files of that type use the new icon. Why bother to
do this? Suppose, for example, you use an image editing program that uses essentially the same icon for all the different types of image files it
supported—PNG, JPG, GIF, and so on. You might find it more convenient if each of those file types used a different icon, so they were easier to
distinguish—especially if you keep multiple file types in the same folder
Change the Icon of Any Shortcut
Changing the icon for a shortcut in Windows is also pretty simple and works the same whether it’s a shortcut to an app, folder, or even Command
Prompt command. Right-click the shortcut and choose “Properties.”
Change the Icon of Apps that Are Pinned to the Taskbar
•You can only customize the icons of apps that are actually pinned to the taskbar. If the icon is only on the taskbar because the app is currently
running and it isn’t pinned there, you can’t customize it. So, pin it first.
 •If an app is pinned, but is currently running, you’ll need to close the app before you can change the shortcut icon.
•Just right-clicking a pinned app shows you the app’s jumplist. To access the regular context menu instead, hold the Shift key down while right-
clicking the icon. Choose “Properties” from that menu and then the rest of the process will be familiar to you from the previous section.
Change the Icon of any Drive in File Explorer
There’s no simple built-in way to change the icons for drives in Windows. That doesn’t mean you can’t do it though. The easy way is to use a free
app named Drive Icon Changer. There’s also a way that works a bit differently and involves a little Registry editing. You can read all about both
methods in our guide to changing drive icons in Windows.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application Why used shortcuts in keyboarding?
of concepts and skills in How can you help yourself in achieving the right/ proper use of keyboard fingering?
daily living
H. Making generalizations and What are the secrets for fast typing?
abstractions about the What is an icon?
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

 GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11
DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time SEPTEMBER 3-7, 2018 12TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT
1. Define output.
2. Identify output devices.
3. Manipulate printer to produce an output.
A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.
C.Learning Competency/Objectives Produce output/ data using computer system
Write the LC code for each.  Process entered data using appropriate software commands
 Print out data as required using computer hardware /peripheral devices in accordance with standard operating procedures
 Transfer files and data between compatible systems using computer software, hardware/peripheral devices in accordance with standard
operating procedures
TLE_IACSS9-12PCO-If-7
I.CONTENT

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for To type faster.
the lesson
C. Presenting Typing, encoding and/or keyboarding.
examples/Instances of the
new lesson
D. Discussing new concepts Output Devices - Any piece of computer hardware that displays results after the computer has processed the input data that has been entered.
and practicing new skills # 1 1.Computer Display Monitor- It displays information in visual form, using text and graphics. The portion of the monitor that displays the information is
called the screen or video display terminal.
Types of Monitor
a. CRT Monitors - Cathode Ray Tubes (CRT) were the only type of displays for use with desktop PCs. They are relatively big (14"
to 16" deep) and heavy (over 15 lbs).
b. LCD Monitors - Liquid Crystal Display (LCD) technology has been used in laptops for some time. It has recently been made
commercially available as monitors for desktop PCs.
c. LED Monitors (Light Emitting Diode) - A display and lighting technology used in almost every electrical and electronic product on
the market, from a tiny on/off light to digital readouts, flashlights, traffic lights and perimeter lighting.
2.LCD Projectors- utilize two sheets of polarizing material with a liquid crystal solution between them. An electric current passed through the liquid
causes the crystals to align so that light cannot pass through them. Each crystal, therefore, is like a shutter, either allowing light to pass through or
blocking the light.
3. Smart Board - A type of display screen that has a touch sensitive transparent panel covering the screen, which is similar to a touch screen.
4. Printer - A device that prints text or illustrations on paper.
Types of printer
 Ink-Jet or Bubble-Jet Printer - bprays ink at a sheet of paper. Ink-jet printers produce high-quality text and graphics. Figure 24. Ink- Jet Printer
 Laser Printer - Uses the same technology as copy machines. Laser printers produce very high quality text and graphics.
 LCD and LED Printer- Similar to a laser printer, but uses liquid crystals or light-emitting diodes rather than a laser to produce an image on the
 drum.
 Line Printer - Contains a chain of characters or pins that print an entire line at one time. Line printers are very fast, but produce low-quality print.
 Thermal Printer- An inexpensive printer that works by pushing heated pins against heat-sensitive paper. Thermal printers are widely used in
calculators and fax machines.
E. Discussing new concepts (students will be given an activity which is keyboarding/typing activity)
and practicing new skills # 2

F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application What will you do if the printer had a paper jump?
of concepts and skills in Can a printer can print multiple at a time
daily living
H. Making generalizations and What is an output mean?
abstractions about the What are the following output devices?
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

 GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11
DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time SEPTEMBER 10-14, 2018 13TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.
C.Learning Competency/Objectives Use basic functions of a www- browser to locate information
Write the LC code for each.  Establish information requirements for internet search
 Launch browser
 Load search engine
 Enter appropriate search criteria/or URL of site
 Follow relevant links to locate required information
 Bookmark useful pages and print as required
TLE_IACSS9-12PCO-Ig-h-8
I.CONTENT

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts A web search engine or Internet search engine is a software system that is designed to carry out web search (Internet search), which means to
and practicing new skills # 1 search the World Wide Web in a systematic way for particular information specified in a web search query. The search results are generally
presented in a line of results, often referred to as search engine results pages (SERPs). The information may be a mix of web pages, images,
videos, infographics, articles, research papers and other types of files. Some search engines also mine data available in databases or open
directories.
List of Top 10 Most Popular Search Engines In the World
1. Google- No need for further introductions. The search engine giant holds the first place in search with a stunning difference of 65%.
2. Bing- Bing is Microsoft’s attempt to challenge Google in search, but despite their efforts they still did not manage to convince users that their
search engine can produce better results than Google.
3. Yahoo - Yahoo is one the most popular email providers and holds the fourth place in search with 3.90% market share
4. Ask.com - Formerly known as Ask Jeeves, Ask.com receives approximately 0.42% of the search share. ASK is based on a question/answer
format where most questions are answered by other users or are in the form of polls.
5. AOL.com- According to netmarketshare the old time famous AOL is still in the top 10 search engines with a market share that is close to 0.06%.
The AOL network includes many popular web sites like engadget.com, techchrunch.com and the huffingtonpost.com. On June 23, 2015, AOL was
acquired by Verizon Communications.
6. Baidu- Baidu was founded in 2000 and it is the most popular search engine in China. Its market share is increasing steadily and according to
Wikipedia, Baidu is serving billion of search queries per month. It is currently ranked at position 4, in the Alexa Rankings.
7. Wolframalpha- Wolframalpha is different that all the other search engines. They market it as a Computational Knowledge Engine which can give
you facts and data for a number of topics. It can do all sorts of calculations, for example if you enter “mortgage 2000” as input it will calculate your
loan amount, interest paid etc. based on a number of assumptions.
8. DuckDuckGo- Has a number of advantages over the other search engines. It has a clean interface, it does not track users, it is not fully loaded
with ads and has a number of very nice features (only one page of results, you can search directly other web sites etc).
9. Internet Archive- archive.org is the internet archive search engine. You can use it to find out how a web site looked since 1996. It is very useful
 tool if you want to trace the history of a domain and examine how it has changed over the years.
10. Yandex.ru- According to Alexa, Yandex.ru is among the 30 most popular websites on the Internet with a ranking position of 4 in Russian.

E. Discussing new concepts Great Search Engines You Can Use Instead of Google
and practicing new skills # 2 1.Bing- The Bing image search performs flawlessly across all browsers, whereas Google image search seems to be optimized just for Chrome.
2. DuckDuckGo
3. Wiki.com - Wiki.com is the perfect search engine for those who appreciate community-led information as found on sites like Wikipedia.
4. Twitter - is hard to beat as a real-time search engine. It’s the perfect place to go for minute by minute updates in the case of an emergency.
5. CC Search- This search engine is perfect if you need music for a video, an image for a blog post, or anything else without worrying about an angry
artist coming after you for ripping off their work.
6. Gibiru - They claim their Search results are sourced from a modified Google algorithm, so users are able to query the information they seek
without worrying about Google’s tracking activities.
7. Internet Archive- As the name implies, this search engine queries a massive collection of documented material, including millions of free videos,
books, music and software
8. Search Encrypt- One of the best parts of Search Encrypt is that your search terms will eventually expire, so your information will remain private
even if someone has local access to your computer.
9. Yandex- if you use its cloud storage service, Yandex Disk, you can search for your personal files right from the search bar of the search engine!
10. StartPage- StartPage was developed to include results from Google, making it perfect for those who prefer Google’s search results without
having to worry about their information being tracked and stored.

F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:
Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS
LOG Teaching Dates and Time SEPTEMBER 17-21, 2018 14TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.
C.Learning Competency/Objectives Maintain computer equipment and systems
Write the LC code for each.  Implement procedures for ensuring security of data, including regular backups and virus checks in accordance with standard operating
procedures
 Implement basic file maintenance procedures in line with the standards operating procedures
TLE_IACSS9-12PCO-Ii-j-9
I.CONTENT

II.LEARNING RESOURCES

A. References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource Internet sources
III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson Review past lesson.
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
 D. Discussing new concepts
and practicing new skills # 1

E. Discussing new concepts

and practicing new skills # 2

F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning Pre-test, quiz, and recitation.
J. Additional activities for
application or remediation Oral questioning and formative assessment.

REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

 GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

DAILY LESSON Teacher ANA MAE A. GABO Learning Area CSS

LOG Teaching Dates and Time SEPTEMBER 10-14, 2018 13TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

A. Content Standard The learners demonstrate an understanding of concepts and underlying principles in performing measurements and calculations.

B.Performance Standard The learners shall be able to accurately measure and calculate based on a given tasks

C.Learning Select measuring instruments

Competency/Objectives
 Identify object/s or component to be measured
Write the LC code for each.
 Obtain correct specifications from relevant source
 Select measuring tools in line with job requirements
TLE_IACSS9-12PMC-IIa-b-10
I.CONTENT

II.LEARNING RESOURCES

A.References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages

2.Learner’s Materials pages

3.Textbook pages

4.Additional Materials from

Learning Resource (LR)portal

B.Other Learning Resource Internet sources

III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A.Reviewing previous lesson or Review past lesson.
presenting the new lesson

B.Establishing a purpose for the

lesson

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1

E. Discussing new concepts

and practicing new skills
#2

F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical
application of concepts
and skills in daily living

H. Making generalizations
and abstractions about
the lesson

I. Evaluating learning Pre-test, quiz, and recitation.

 J. Additional activities for
application or Oral questioning and formative assessment.
remediation

REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

DAILY LESSON LOG Teacher ANA MAE A. GABO Learning Area CSS

Teaching Dates and Time SEPTEMBER 17-21, 2018 14TH WEEK Quarter FIRST
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.

B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.

C.Learning Carry out measurements and calculation

Competency/Objectives
 Select appropriate measuring instrument to achieve required outcome
Write the LC code for each.  Obtain accurate measurements for job
 Perform calculation needed to complete task using the four mathematical fundamental operations addition (+), subtraction (-), multiplication
(x), and division (÷)
 Use calculation involving fractions, percentages and mixed numbers to complete workplace tasks
 Self-check and correct numerical computation for accuracy
 Read instruments to the limit of accuracy of the tool
TLE_IACSS9- 12PMC-IIb-d-11
I.CONTENT

II.LEARNING RESOURCES

A.References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages

2.Learner’s Materials pages

3.Textbook pages

4.Additional Materials from

Learning Resource (LR)portal

B.Other Learning Resource Internet sources

III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.

A.Reviewing previous lesson or Review past lesson.

presenting the new lesson

B.Establishing a purpose for the

lesson

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1

E. Discussing new concepts

and practicing new skills
#2

F. Developing mastery
(leads to Formative Assessment
3)

G. Finding practical
application of concepts
and skills in daily living

H. Making generalizations
and abstractions about
the lesson
 I. Evaluating learning Pre-test, quiz, and recitation.

J. Additional activities for

application or Oral questioning and formative assessment.
remediation

REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG

GRADE 1 to 12 School CORON SCHOOL OF FISHERIES Grade Level 11

DAILY LESSON LOG Teacher ANA MAE A. GABO Learning Area CSS

Teaching Dates and Time SEPTEMBER 17-21, 2018 14TH WEEK Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES At the end of this lesson, you are expected to do the following: VACANT

A. Content Standard The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.

B.Performance Standard The learners shall be able to perform computer operations based on a given tasks.

C.Learning Maintain measuring instruments

Competency/Objectives  Ensure proper handling of measuring instruments to avoid damage and clean it before and after using
 Identify tasks to be undertaken for proper storage of instruments according to manufacturer’s specifications and standard operating
Write the LC code for each. procedures
TLE_IACSS9- 12PMC-IIe-f-12
I.CONTENT

II.LEARNING RESOURCES

A.References TECHNICAL VOCATIONAL-LIVELIHOOD INFORMATION COMMUNICATION TECHNOLY- COMPUTER SYSTEM SERVICING 12

1.Teacher’s Guide pages

2.Learner’s Materials pages

3.Textbook pages

4.Additional Materials from

Learning Resource (LR)portal

B.Other Learning Resource Internet sources

III.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.

A.Reviewing previous lesson or Review past lesson.

presenting the new lesson

B.Establishing a purpose for the

lesson

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1

E. Discussing new concepts

and practicing new skills
#2

F. Developing mastery
(leads to Formative Assessment
3)

G. Finding practical
application of concepts
and skills in daily living

H. Making generalizations
and abstractions about
the lesson

I. Evaluating learning Pre-test, quiz, and recitation.

J. Additional activities for

application or Oral questioning and formative assessment.
remediation
 REMARKS:

Prepared by:

ANA MAE A. GABO

Checked by:

GLENDIE LEE P. BUASAG