DIVISION OF LANAO DEL NORTE

LALA NATIONAL HIGH Grade

School 10
SCHOOL Level
TLE 10 –
Learning
Teacher LUCKY REY P. ROSALIJOS Technical
Area
Drafting
Time &
Quarter 3
Dates

I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards concepts and principles in drafting electrical and
electronic layout and details
B. Performance The learners shall be able to draft electrical layout and
Standards details following the job requirements.

C. Learning LO 1. Draft electrical plans and layouts

Competencies / 1.1 Draft lighting and power layouts according to
Objectives. electrical drafting standards
Write the LC TLE_ICTTD9-12EC-IIIf-g-1
code for each
At the end of the lesson, the students are expected to:
1. identify the different operational terminology in
drafting electrical plan and layout.
2. define the different technical terms in drafting
electrical plan and layout.
3. appreciate the importance of the different terms
in drafting electrical plan and layout.
.
II. CONTENT Operational Definition/ Terminology of Electrical and
Electronic Layout and Detail
III. LEARNING
RESOURCES
A. References
1. Teacher’s None
Guide pages
2. Learner’s None
Materials pages
3. Textbook None
pages
4. Additional None
Materials from
Learning
Resource (LR)
portal
B. Other Learning www.google.com
Resources Grade 9 – Technical Drafting Learner’s Module
V. PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing  The teacher reviews the  The students
previous lesson previous lesson by asking the ff. answer the
or presenting questions. questions.
the new lesson  What is top chord?
 What are the different
commands used in drafting
top chord connection?
 What is the importance of
top chord connection in the
structural drawing?
B. Establishing a  The teacher asks the students  The students will
purpose for about their prior knowledge on share their prior
the lesson the electrical and electronic knowledge on the
layout and details. lighting layouts.
 Have you encountered the
term electrical and
electronic layout in your EIM
class or in any other
subject? What does it
mean? How does it look
like?
C. Presenting  The teacher presents different  The students will
examples/ pictures based on the different identify the
instances of terms in electrical and different pictures.
the new lesson electronic layouts and details
and asks students to identify
each picture.

Panel Board

outlet

Circuit Breaker
 Parallel Circuit

Series Circuit
D. Discussing new  Matching Game. The teacher  The students
concepts and presents the definition of the match the
practicing different terms/pictures and let definition to the
new skills #1 the students match them. terms/pictures.
E. Discussing new  The teacher discusses the  The students listen
concepts and different operational terms of attentively.
practicing electrical and electronic
new skills #2 layout and details.
 Panel board is a single panel
or group of panel units
designed to be assembled. It
includes buses, with or without
switches and/or automatic
over current protective
devices for the control of light,
heat or power circuits of small
individual as well as
aggregate capacity.

 Outlet is a point on the wiring

system at which current is
taken to supply utilization
equipment.

 Circuit breaker is a device

designed to open and close a
circuit by non-automatic
means and to open the circuit
automatically on a
predetermined overload of
current, without injury to itself
when properly applied within
its rating.
  Parallel circuit has more than
one resistor (anything that
uses electricity to do work)
and gets its name from having
multiple (parallel) paths to
move along.
 Series circuit a circuit in which
all parts are connected end
to end to provide a single
path for current.
F. Developing  The teacher groups the  The students do
mastery students and gives them the activity.
(Leads to activities based on their
Formative interests and capabilities.
Assessment 3)
 Group 1: Definition of Terms
Terms Definition
Panel Board
Parallel
Circuit
Outlet
Series
Circuit
Breaker

 Group 2: Matching Game

Terms Picture
  Group 3: Essay
How will you differentiate
electrical to electronic?

Criteria: Performance Level and Remarks

Description

E VS S Poor NI

5 4 3 2 1

Clarity of
content

Completeness
of the required
data

Sequence of
thought:

a. inductive

b. deductive

Delivery/

Presentation

Total:

 Group 4: Sketching.
Sketch the given parallel
circuit.

Criteria of Assessment

Criteria 5 points 3 points 1 point

Line Application At least 3-5 More than 5

Technique of (all) lines were lines were
various lines used not used not
was used according according
 according to to
to standards standards
standards

Accuracy All notations At least 3-5 More than 5

needed notations notations
were needed needed
accurately were were
done inaccuratel inaccuratel
y done y done

Layout/ All drawings 1 drawing No drawing

were layout were layout were layout
Proportion properly properly properly

Neatness Finished Erasures/sm Finished

output was udges are output has
neatly observable so many
done, no on the erasures/
erasures nor finished smudges
any output present
smudges

Time Finish the Finish the Unable to

Management task ahead task on the finish the
of the given given task on the
time/date time/date given
time/date

 Group 5:
Skecth the given series
circuit.

Criteria of Assessment

Criteria 5 points 3 points 1 point

Line Application At least 3-5 More than 5

Technique of (all) lines were lines were
various lines used not used not
was used according according
according to to
to standards standards
standards

Accuracy All notations At least 3-5 More than 5

needed notations notations
were needed needed
accurately were were
done inaccuratel inaccuratel
y done y done

Layout/ All drawings 1 drawing No drawing

were layout were layout were layout
Proportion properly properly properly

Neatness Finished Erasures/sm Finished

output was udges are output has
neatly observable so many
done, no on the erasures/
erasures nor finished smudges
any output present
smudges

Time Finish the Finish the Unable to

Management task ahead task on the finish the
task on the
 of the given given given
time/date time/date time/date

G. Finding  The teacher asks the students;  The students

practical  In what instances you can answer the
applications of use electrical and electronic question.
concepts terms in your future drawing?
 Do you think it is important to
know the different terms in
drafting electrical and
electronic plan? Why?
H. Making  The teacher asks the students  The students
generalizations to summarize the discussion by answer the
and letting them answer the questions.
abstractions following question.
about the  What are the different
lesson structural terms that you may
encounter in drafting
electrical and electronic
layout and details?
 Can you make /construct a
sentence using the terms?
Anybody who can give
example?
I. Evaluating  The teacher asks the students  The students
learning to answer the short quiz. answer the short
1. What do you call that point quiz.
on the wiring system at
which current is taken to Answer:
supply utilization 1. Outlet
equipment? 2. Circuit
2. What do you call that breaker
device designed to open 3. Parallel circuit
and close a circuit? 4. Panel board
3. It has more than one 5. Series circuit
resistor and gets its name
from having multiple
(parallel) paths to move
along.
4. What do you call that
single panel or group of
panel units designed to be
assembled?
5. What do you call that
circuit which all parts are
connected end to end to
 provide a single path for
current?
J. Additional  Ask the students to
activities for research on the different
application or electrical symbol.
remediation
V. REMARKS
Indicate special
cases including
but not limited to
continuation of
lesson plan to the
following day in
case of re-
teaching or lack
of time, transfer
of lesson to the
following day, in
cases of class
suspension, etc.
VI. REFLECTION
Reflect on your
teaching and
assess yourself as
a teacher. Think
about your
student’s
progress. What
works? What else
needs to be
done to help the
students learn?
Identify what
help your
instructional
supervisors can
provide for you so
when you meet
them, you can
ask them relevant
questions.
Indicate below
whichever is/are
appropriate.
A. No. of learners
who earned 80%
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:

LUCKY REY P. ROSALIJOS

T-I