DANIEL C.

MANTOS NATIONAL HIGH Grade

School 9
GRADE 9 SCHOOL Level
TLE Learning TLE 9- [Link]
CHARITY/ Teacher EVELENDA G. ANTIDO
Area Production
WISDOM
DAILY Teaching
LESSON Date and WEEK 1 Quarter 1ST QUARTER
PLAN Time

I. OBJECTIVES
A. Content The learner demonstrates an understanding of concepts, underlying theories
Standard and principles in the use of farm tools and equipment.
B. Performance The learner uses farm tools and equipment in agricultural crop production
Standard
C. Learning
Competency Select and use farm tools
Write the LC code for TLE_9-12UT-0a-1
each.
II. CONTENT Learning Objectives
[Link] farm tools according to use
[Link] farm tools for faults
3. Use appropriate tools for the job requirement according to manufacturer's
specifications and instructions

III. LEARNING
ADM Module, Learner’s Module, Self-Learning Module (SLM),
RESOURCES
IV. SDG
SDG 9: Industry, Innovation, and Infrastructure,SDG 8: Decent Work and Economic Growth
Integration
A. References MELCS
[Link]’s Guide Pages pp.
pages
[Link] pages TLE Grade 9 LM
Additional Materials
from Learning Modules from [Link]
Resource
(LR)portal
[Link] Learning Laptop, TV, Board and IM’s Book, Video clips, Slide decks,Learning Activity Sheet, Google and
Resource [Link]

B. Integration Health and PE. Students can learn about occupational health and safety, including the risks
Across Learning associated with agricultural work, focusing on personal well-being and injury prevention.
Areas
[Link] Collaborative Approach/Interactive Approach ANNOTATION
A. Preliminary
Activities (5 minutes) Prayer

Quick Exercise. To provide physical activation that can help increase blood
flow, which stimulates the brain and can improve alertness and cognitive
function.

Revisiting classroom rules. To ensure that all students understand and follow
them, keeping the classroom organized and respectful.

Remind students if they have trouble in vision or seeing, hearing, or anything

else that makes learning difficult, so they can receive the right support and the
teacher find the best way to help them learn.

Teacher also record attendance by noting any students who are absent or
leave the class due to illness, child labor, or other challenging circumstances,
ensuring that Self-Learning Modules are provided to all affected learners to
support their continued education.
B. Reviewing ELICIT: “COMPLETE ME”. In this activity the students will arrange the
previous lesson jumbled letters in each picture to the name the object or the tool.
(3 minutes)

1. KARE 2. ICKLES 3. LEVOHS

Which of these agricultural tools are familiar to you? Have you used them
already?

C. Presenting the Activity: Tool Time: Identifying Farm Tools. Name the tools
new
lesson/Motivation In this activity the students will be given a learning activity sheet to answer.
(4 minutes)

D. Establishing a After the second activity, the lesson objectives were introduced.
purpose for the 1 Identify farm tools according to use
lesson [Link] farm tools for faults
(2 minutes) 3. Use appropriate tools for the job requirement according to
manufacturer's specifications and instructions

Unlocking of Content Vocabulary

FARM TOOLS- These are commonly light tools that are being utilized in
performing farm activities. They are classified as digging tools, cutting tools,
cultivating tools, harvesting tools, carpentry tools, and measuring tools.

E. Presenting ENGAGE: Group Discussion

examples/Instanc
es of the new
lesson
(5 minutes.)
F. Discussing new EXPLORE: Classify the tools according to use.
concepts and
practicing new
skills
(15 minutes)

The teacher will carefully review students' responses and consistently offer
praise for every correct answer, reinforcing positive engagement and boosting
students' confidence.
G. Developing EXPLAIN: Tool Classifications: A Research-Driven Scenario Challenge
mastery that lead
to formative Group Activity:
assessment The teacher will divide the students into 4 groups. Each group will answer the
(5 minutes) "Tool Scenario Challenge" by identifying the correct classification for each tool
situation. They will write their answers on a piece of paper and stick it on the
board when time is up.
Each group should:

[Link] the provided materials and do research to find examples of tools for
each classification that were not mentioned in previous activities.
2. For each scenario, determine the correct tool classification and provide one
example of a tool for that classification.

After the activity, each group will share their answers with the class.

Guide Questions:

1. What are the different classifications of farm tools mentioned in the

situation?
2. Do you think wearing Personal Protective Equipment (PPE) and using the
right tools and techniques can help reduce risks and create a safer work
environment?
3. Do you think tools for agriculture can help improve innovation, productivity,
and support eco-friendly growth? Yes or No? How?

H. Finding practical ELABORATE: Building a Simple Seed box (Hands-on Construction)

application of
concepts and In this activity, the teacher will ask a volunteer students, or any student with
skills in daily carpentry skills, to demonstrate how to build a simple seed box using the given
living materials and tools. The students will show the class how to assemble the box.
(15 minutes) The materials are small wooden planks, nails or screws and hammer

The teacher will commend the learners for their excellent effort in completing
the tasks

Guide question:

1. Aside from the work of your classmates, are there any others who have
experience or skills in carpentry?
 I. Evaluating
learning
(5 minutes) EVALUATE: Multiple Choice

Directions: Students will answer the 10-item test about classifying farm tools

J. Additional EXTEND:
activities for Let the students make a list and classify farm tools available at home. They
application or may ask their father or older brother to assist them.
remediation
(1 minute)
VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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:

EVELENDA G. ANTIDO
Teacher- III
Approved by:

JONARD B. AMARILLA
School Head