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Name: Krizzel C.

Catamin
Grade Level: Grade 7
Subject: TLE – ICT
Quarter: 4th Quarter
Date&Time: March 11, 2019, 7:30-8:30am
A. Content Standards The learner demonstrates understanding of concepts
and underlying principles in preparing and interpreting
technical drawings and work plans for computer
hardware servicing.
B. Performance Standards The learner independently prepares and interprets
technical drawings and work plans accurately.
C. Learning Competencies / Objectives LO 2. Interpret technical drawing
Write the LC code for each 2.1 Identify the basic symbols used in flow charting
TLE_ICTCS7/8TD-0h-2
II. CONTENT fundamentals of flowchart
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 52-55
3. Textbook pages pp. 52-55
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new What is a flowchart?
lesson
 Ask students for ideas and their
opinions/examples
 Discuss purpose of a flowchart and give
definition
o A flowchart is commonly used by systems
analysts to visualize the series of processes in a
business system. A flowchart is a useful tool to
design an efficient business system and to
troubleshoot or improve an existing system. A
flowchart consists of elements, such as the
terminator, process, sub process, decision, arrow
lines, and connectors.

B. Establishing a purpose for the Show a slideshow presentation on the fundamentals


lesson flowchart
1. Explain the elements of a flow chart:
What Are the Elements of a Flowchart?

1. Terminator
A terminator is represented by a small rectangle with
curved corners.

2. Process
A process is represented by a rectangle. It refers to an
action in a business process. The same level of detail
must be kept in processes on a single flowchart.
3. Sub-process
A sub-process is represented by a rectangle with
double lines on each side. A subprocess is a major
process that could be broken up into simpler processes
developed into another flowchart.
4. Decision
A decision is represented by a diamond. A process that
can answer a decision of "yes" or "no" requires a
decision box.
5. Connector
A connector is represented by a small circle or a
connector box and is labeled using letters. A flowchart
written on a single page is clearer than a flowchart on
several pages.
6. Arrow Lines
Arrow lines drawn in one direction, preferably from
top to bottom, keep a flowchart clear.
C. Presenting examples/ instances of  Flowchart examples
the new lesson o Consider waking up in the morning,
what are the steps that you take
before getting out of bed?
 Have students give their
examples of steps necessary to
get out of bed in an ordered
list.
 Make sure that they
incorporate decisions, not only
processes

D. Discussing new concepts and Class Interaction (5 min)


practicing new skills #1

E. Discussing new concepts and practicing


new skills #2

F. Developing mastery Accomplish the table


(Leads to Formative Assessment 3) Self Check 1.1
pp.55
G. Finding practical applications of  Give each group a process and have them
concepts and skills in daily living create a flowchart of their own and present to the
class
 Class activities:
o Self-checkout at the supermarket
o Making a sandwich
o Doing a load of laundry
o Drawing a flowchart
o Taking a Picture
o Cleaning a bedroom

H. Making generalizations and Re-discuss the elements of Flowchart


abstractions about the lesson

I. Evaluating learning Have the students think about buying a drink from a
soda machine. Have them start with a version of the
task that involves no choices. Get them to list all the
steps for a linear purchase sequence. For example,
these might be: Go up to the soda machine; Put in
money; Push correct button; Take drink out of
machine.

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION
A. No.of learners who earned 80% on the formative
assessment
B. No.of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No.of learners who
have caught up with the lesson.
D. No.of learners who continue to require
remediation
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Krizzel C. Catamin
Teacher I

Checked by:

Othelo R. Monzon
Principal I
Name: Krizzel C. Catamin
Grade Level: Grade 9-ROXAS/RIZAL
Subject: TLE – ICT(Computer Systems Servicing)
Quarter: 2nd Quarter
Date&Time: November 13, 2018, 9:40-10:40am
A. Content Standards The learner demonstrates understanding of the
underlying concepts and principles of diagnosing and
troubleshooting computer systems
B. Performance Standards The learner independently diagnoses and
troubleshoots computer systems as prescribed by
TESDA Training Regulations.
C. Learning Competencies / Objectives Follow OHS procedures in planning and preparing
Write the LC code for each diagnosis of computer systems and network errors
TLE_ICTCS9DT-IIIf-j2
II. CONTENT Basic Concepts of Electricity
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp.11
2. Learner’s Materials pages pp. 159-163
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Recall the topic on Safety Precautions during PC
lesson Diagnosing (5 min.)
B. Establishing a purpose for the Show a video clip - showing how electricity is
lesson produced and how it works. Ask the learners about
the good things electricity brings at home, in
school or in any other establishments. (5 min)
C. Presenting examples/ instances of Group Report (20 min.)
the new lesson

D. Discussing new concepts and Class Interaction (5 min)


practicing new skills #1

E. Discussing new concepts and practicing


new skills #2

F. Developing mastery Answer the questions on What to Process , p. 164 (10


(Leads to Formative Assessment 3) min)

G. Finding practical applications of Cite the application of the basic principles of electricity
concepts and skills in daily living in computer hardware servicing (5 min)

H. Making generalizations and Re-discuss the basic concepts of electricity shown in


abstractions about the lesson the video at the beginning of the class and its
implications to computer hardware servicing. (5 min)
I. Evaluating learning Give 5 item multiple choice test
(5 min)
Evaluate the group report

J. Additional activities for application or


remediation

V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80% on the formative
assessment
B. No.of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No.of learners who
have caught up with the lesson.
D. No.of learners who continue to require
remediation
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Krizzel C. Catamin
Teacher I

Checked by:

Othelo R. Monzon
Principal I