DETAILED LESSON PLAN

Learning Area: COMPUTER SYSTEM SERVICING NC II Grade Level: 11/12

iPlan No.: 1 Quarter: 1 Duration: 60 minutes
Learning OPTAIN WORK INSTRUCTION IN ACCORDANCE WITH STANDARD Code:
Competency/ies: OPERATING PROCEDURE TLE—IACSS9-12AQS-Ia-1
[Taken from the
Curriculum Guide]
Key Concepts/ OHS and 5’s in the workplace.
Understandings
to be Developed
Content OCCUPATIONAL HEALTH AND SAFETY
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering The learner can recall
information and retrieve
The factor or condition relevant knowledge from
of knowing something long-term memory: identify,
with familiarity gained retrieve, recognize, duplicate,
through experience or list, memorize, repeat,
describe, reproduce
association
Understanding The learner can construct
meaning from oral, written
Explain the occupational and health
and graphic messages: standard in the workplace.
interpret, exemplify,
classify, summarize, infer,
compare, explain,
paraphrase, discuss
Skills Applying The learner can use Dramatize the different hazard found in the
information to undertake a
The ability and capacity procedure in familiar situations workplace and provide solution.
acquired through or in a way: execute,
deliberate, systematic, implement, demonstrate,
and sustained effort to dramatize, interpret, solve,
use, illustrate, convert,
smoothly and adaptively discover
carryout complex
Analyzing The learner can distinguish
activities or.. the between parts and determine
ability, coming from how they relate to one
one’s knowledge, another, and the overall
practice, aptitude, etc., structure and purpose:
differentiate, distinguish,
to do something compare, contrast, organize,
outline, attribute, deconstruct
Evaluating The learner can make Spot the unsafe practice found in the picture.
judgments and justify
decisions: coordinate,
measure, detect, defend,
judge, argue, debate,
describe, critique, appraise,
evaluate
Creating The learner can put elements
together to form a functional
whole, create a new product or
point of view: generate,
hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, devise

Attitude A settled way of thinking or feeling about Manifest collaboration in group activity.
someone or something, typically one that
is reflected in a person’s behavior:
Values [RA 849]
● A learner principles or Maka-Diyos
standards of Maka-tao
behavior; one’s
Maintain good behavior towards your
judgment of what is schoolmate.
important in life. Makakalikasan
● Go beyond learner’s Makabansa
life on earth, include
more than wealth
and fame and would
affect the eternal
destiny of millions

Resources Listing of all resources Hand outs, Rubrics, Reference book,TV and Laptop
needed
Needed

METHODOLOGY
Introductory Activity (3 minutes) Show the learners different type of picture and ask them about the
This part introduces the lesson content. Although
picture.
at times optional, it is usually included to serve as
a warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to
follow. One principle in learning is that
learning
occurs when it is conducted in a pleasurable and
comfortable atmosphere.

1. Could you describe the main features and elements depicted in the
picture?
2. What moods do you think the picture evokes and what aspects
contribute to these feelings?
Activity (8 minutes) Can you spot 5 unsafe things in this picture.-uni s
This is an interactive strategy to elicit learner’s
prior learning experience. It serves as springboard
for new learning. It illustrates the principle that
learning starts where the learners are. Carefully
structured activities such as individual or group
assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise,
gallery walk and the like may be created. Clear
instructions should be considered in this part of the
lesson.

 Discuss the activity.

2.
Analysis (10 minutes) EFFECTIVE DISCUSSION: The teacher applies a range of teaching strategies to
Essential questions are included to serve as a guide develop critical and creative thinking, as well as other higher-order skills.(3)
for the teacher in clarifying key understandings
about the topic at hand. Critical points are
organized to structure the discussion allowing the
learners to maximize instructions and sharing of
ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the
learners about the activity or the topic. The last
questions or points taken should lead the learners
to understand the new concepts or skills that are
to be presented in the next part of the lesson.

Abstraction (18 minutes) EFFECTIVE DISCUSSION: The teacher manages learner behavior constructively
This outlines the key concepts, important skills that by applying positive and non-violent discipline to ensure learning-focused
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a environments.(5)
lecturette that summarizes the learning
emphasized from the activity, analysis and new 1.Is OHS important? Why & Why Not?
inputs in this part of the lesson.
2. In your workplace or in the laboratory, do you apply any operational
health and safety standards? In what way?

Application (10 minutes) CREATIVE GRAPHIC ORGANIZER: The teacher plans, manages and implements
This part is structured to ensure the commitment developmentally sequenced teaching and learning processes to meet
of the learners to do something to apply their new
learning in their own environment. curriculum requirements and varied teaching contexts.(7)
In utilizing the same groupings, they will assign different scenario and create
solution for each situation base on OHS.

Assessment (7 minutes) The teacher selects, develops, organizes, and uses, appropriate teaching
For the Teacher to: and learning resources, including ICT to address learning goals.(8)
1. Assesses whether learning objectives have
been met for a specified duration
2. Remediate and/or enrich with 1. Search in the internet the 5’s methodology.
appropriate strategies as needed
3. Evaluate whether learning intentions and
success criteria have been met

[Reminder: Formative Assessment may be given

before, during or after the lesson.]
Assignment Reinforcing/
(2minutes) strengthening
Note: Fill-in any of the four the day’s lesson
purposes Enhancing/
inspiring the
day’s lesson
Preparing for Read and understand each methodology.
the new lesson
5. Remarks Indicate below special cases including but not limited to continuation of a lesson plan to the
following day in case of re-teaching or lack of time, transfer of lesson to the following day, in
cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What do things work? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions. Indicate below whichever
is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 DETAILED LESSON PLAN
Learning Area: COMPUTER SYSTEM SERVICING NC II Grade Level: 11/12
iPlan No.: 1 Quarter: 1 Duration: 60 minutes
Learning OPTAIN WORK INSTRUCTION IN ACCORDANCE WITH STANDARD Code:
Competency/ies: OPERATING PROCEDURE
[Taken from the
Curriculum Guide]
Key Concepts/ Understand the concept of 5’s methodology in the workplace.
Understandings
to be Developed
Content 5’s methodology
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering The learner can recall
information and retrieve
The factor or relevant knowledge from
condition long-term memory:
of knowing identify,
something with retrieve, recognize,
familiarity gained duplicate, list, memorize,
repeat, describe,
The learner reproduce
can construct
Understanding Understand the fundamental
meaning from oral, written
association and graphic messages: concepts and principles 5s
interpret, exemplify,
classify, summarize, infer, methodology.
compare, explain,
paraphrase, discuss
Skills Applying The learner can use
Present examples of work-related
information to undertake a
The ability and capacity procedure in familiar situations situations that require consideration of
acquired through or in a way: execute,
deliberate, systematic, implement, demonstrate, etiquette and professional behavior.
dramatize, interpret, solve,
and sustained effort to
use, illustrate, convert, Brainstorm solutions with students.
smoothly and discover
carryout complex
adaptively
Analyzing The learner can distinguish
activities or.. the between parts and
ability, coming from determine how they relate to
one’s knowledge, one another, and the overall
practice, aptitude, structure and purpose:
differentiate, distinguish,
etc., to do something compare, contrast, organize,
outline, attribute, deconstruct
The learner can make
Evaluating
judgments and justify
Matching Type The 5S system is a lean
decisions: coordinate, manufacturing tool that improves
measure, detect, defend,
judge, argue, debate, workplace efficiency and eliminates waste.
describe, critique,
appraise, evaluate
Creating The learner can put elements
together to form a functional
whole, create a new product or
point of view: generate,
hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, devise

Attitude A settled way of thinking or feeling Manifest collaboration in group activity.

about someone or something, typically
one that is reflected in a person’s
behavior:
[RA 849]
Values
● A learner principles or Maka-Diyos
standards of Maka-tao
behavior; one’s
Maintain good behavior towards your
judgment of what schoolmate.
is important in life. Makakalikasan
● Go beyond Makabansa
learner’s life on
earth, include more
than wealth and
fame and would
affect the eternal
destiny of millions
Resources Listing of all resources Hand outs, Rubrics, Reference book,TV and Laptop
needed
Needed

METHODOLOG
Introductory Activity (3 minutes) Y
This part introduces the lesson content. Learning Task 1: True or False Directions: Read each statement below
Although at times optional, it is usually included
to serve as carefully. Write T if the statement is TRUE. Write F if the statement is
a warm-up activity to give the learners zest for the FALSE.
incoming lesson and an idea about what it to
follow. One principle in learning is that
learning
occurs when it is conducted in a pleasurable and
comfortable atmosphere. _______1. A fire extinguisher and first aid kit should always be available in the
workplace.
_______2. Before opening a case and performing services make it a habit to
always unplug the power from the source
_______3. Food and drinks inside the laboratory is strictly prohibited
_______4. A systematized, clean and well-lit workplace is considered safe
environment.
_______5. Know where the fire extinguisher is located and learn how to use it.

Activity (8 minutes)
This is an interactive strategy to elicit learner’s GROUP ACTIVITY
prior learning experience. It serves as springboard
for new learning. It illustrates the principle that Present examples of work-related situations that require consideration of
learning starts where the learners are. Carefully etiquette and professional behavior. Brainstorm solutions with students.
structured activities such as individual or group
assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise, 1. Spills on floors or tripping hazards such as blocked aisles or cords running
gallery walk and the like may be created. Clear
instructions should be considered in this part of the across the floor;
lesson. 2. Unguarded machinery and moving machinery parts; guards removed or
moving parts that a worker can accidentally touch
3. Electrical hazards like frayed cords, missing ground pins, improper wiring.
4. Confined spaces
5. Equipment and machinery-related hazards (lockout tagout, boiler
safety, forklifts, hand and power tools, etc.)

2.
Analysis (10 minutes) EFFECTIVE DISCUSSION: The teacher applies a range of teaching strategies to
Essential questions are included to serve as a guide develop critical and creative thinking, as well as other higher-order skills.(3)
for the teacher in clarifying key understandings
about the topic at hand. Critical points are
organized to structure the discussion allowing the
learners to maximize instructions and sharing of
ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the
learners about the activity or the topic. The last
questions or points taken should lead the learners
to understand the new concepts or skills that are
to be presented in the next part of the lesson.

Abstraction (18 minutes) EFFECTIVE DISCUSSION: The teacher manages learner behavior constructively
This outlines the key concepts, important skills that by applying positive and non-violent discipline to ensure learning-focused
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a environments.(5)
lecturette that summarizes the learning
emphasized from the activity, analysis and new 1.Is OHS important? Why & Why Not?
inputs in this part of the lesson.
2. In your workplace or in the laboratory, do you apply any operational
health and safety standards? In what way?

Application (10 minutes) CREATIVE GRAPHIC ORGANIZER: The teacher plans, manages and implements
This part is structured to ensure the commitment developmentally sequenced teaching and learning processes to meet
of the learners to do something to apply their new
learning in their own environment. curriculum requirements and varied teaching contexts.(7)
In utilizing the same groupings, they will assign different scenario and create
solution for each situation base on OHS.

Assessment (7 minutes) The teacher selects, develops, organizes, and uses, appropriate teaching
For the Teacher to: and learning resources, including ICT to address learning goals.(8)
1. Assesses whether learning objectives have
been met for a specified duration
2. Remediate and/or enrich with 2. Search in the internet the 5’s methodology.
appropriate strategies as needed
3. Evaluate whether learning intentions and
success criteria have been met

[Reminder: Formative Assessment may be given

before, during or after the lesson.]
Assignment Reinforcing/
(2minutes) strengthening
Note: Fill-in any of the four the day’s lesson
purposes Enhancing/
inspiring the
day’s lesson
Preparing for Read and understand each methodology.
the new lesson
5. Remarks Indicate below special cases including but not limited to continuation of a lesson plan to the
following day in case of re-teaching or lack of time, transfer of lesson to the following day, in
cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What do things work? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions. Indicate below whichever
is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?