COMPUTER SYSTEM SERVICING DAILLLY LESSON

Grade 12
DAILY LESSON PLAN
School Gil Montilla NHS Grade Level Grade 11
Teacher ARY D. ALISBO Learning Area CSS 11
Teaching Dates and Time SEPT.4-8,2023 Quarter 1
Weekly Lesson Plan No. 2
1st
Hour 2nd
Hour 3rd
Hour 4th
Hour
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
1. Explain the occupational and health
standard in the workplace.
2. Dramatize the different hazard found in the
workplace and provide solution.
3. Spot the unsafe practice found in the
picture.
1. The learners demonstrate an
understanding of concepts and principles.
2. Present examples of work-
related situations that require consideration
of etiquette and professional behavior.
Brainstorm solutions with students.
3. Matching Type The 5S system is a
lean manufacturing tool that improves
workplace efficiency and eliminates waste.
1. Define types and parts of
computers.
2. Identify the different types
of computer.
3. Compare and contrast the
different types of computer.
1. Identify different
input,output and storage device.
2. Distinguish each device
according their function.
3. create a table in which
categoriez each device according to
their function.
A. Content Standards The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B. Performance Standards The learners shall be able to perform computer operations based on a given tasks
C. Learning
Competencies/Objectives
Write the LC code for each
At the end of the session, learners are expected to:
1. Explain the occupational and health
standard in the workplace.
2. Dramatize the different hazard found in the
workplace and provide solution.
3. Spot the unsafe practice found in the
picture.
At the end of the session, learners are
expected to:
1. The learners demonstrate an
understanding of concepts and
principles.
2. Present examples of work-
related situations that require
consideration of etiquette and
professional behavior.
Brainstorm solutions with
students.
3. Matching Type The 5S system
is a lean manufacturing tool
that improves workplace
efficiency and eliminates
waste.
The learners plan unit assembly to
ensure OHS policies and
procedures are followed in
accordance with systems
requirements
At the end of the session, the
learners shall be able to:
1. Define types and parts
of computers.
2. Identify the different
types of computer.
3. Compare and contrast
the different types of
computer.
At the end of the session, learners
are expected to:
1. Identify different
input,output and
storage device.
2. Distinguish each
device according
their function.
3. create a table in
which categoriez
each device
according to their
function.
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Occupational health and safety 5’s methodology Types of computer Input ,output and storage device.
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain learner’s interest in the lesson, and in the learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
https://www.bing.com/search?q=ohs+2023+in+computer+Laboratory https://www.slideshare.net/prithvikumar/digital-5s-how-
to-5s-your-computer
www.computerhope.com types of computer www.computerhope.com types of computer
B. Other Learning Resources Laptop,
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn. Always be guided by demonstration of learning by the students which can infer from the 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 steps.
A. Pre-Activity

1. Review/Drill
Show the learners different type of picture and
ask them about the picture.
Guide questions:
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?
Class reviews the previous lessons about
OHS in computer laboratory .
Class reviews the previous lessons
about computer . Class discusses what
they have learned from their past
lesson.
Class reviews the previous lessons
about computer . Class discusses what
they have learned from their past
lesson.
1. Motivation 1. What are the common workplace hazard?
2. "What are some practical steps or measures
that employees and employers can take to
actively promote and maintain a safe
working environment?"
1. Divide participants into small groups.
2. Provide each group with a scenario
related to workplace etiquette
The teacher shows a picture and ask
the student about the picture.
The teacher will show a picture and ask
student about it.
2. Presentation Discuss and site some example of Occupational health and
safety in workplace.
Discuss and site some example of 5’s
methodology.
Discuss and give some types of
computer.
Discuss and give some types of
devices.
B. Activity Ask participants to reflect on their own
workplace behaviors and identify one area
they can improve.
• Encourage them to practice good
workplace etiquette in their daily
interactions.
1. The teacher will group the class into
four (4) groups.
2. Each group will share their own
opinion or knowledge of the lesson.
3. The teacher will project a picture
and the students will write the name
of the picture on a piece of paper.
4. The students will be given 30
seconds to see the picture and write
the correct answer.
Let the student identify the following
picture that will display within the
given time.

Let the student spot at least 5 unsafe things in the picture.
C. Analysis Ask the leaners about their activity.
1. What tangible benefits, such as reduced accidents and
increased productivity?
2. How can they be improved for better results?
3. What strategies can be employed to create a more
safety-conscious culture?
What is the important of 5's in our
workplace?
Ask the leaners about their activity.
1. What are the key differences and
similarities between mainframe
and personal computer?
2. How do these differences impact
their applications in various
industries?
Ask the leaners about their activity.
1. What is the primary function of
input device?
2. How does the data transfer process
work between input and output
devices?
B. Abstraction 1. Is OHS important? Why & Why Not?
2. In your workplace or in the laboratory, do you apply
any operational health and safety standards? In what
way?
How can the principles of the 5S
methodology be applied beyond
manufacturing settings to enhance
organization and productivity in other types
of workplaces or even in personal life?
1. How has technological
advancement shaped the
emergence of these types of
computers.
2. How do these differences impact
their applications in various
industries?
1. Can a device act as both an input
and output?
2. What is the purpose off storage
devices in a computer system?
C. Application 1. In utilizing the same groupings, they will assign
different scenario and create solution for each situation
base on OHS.
If time allows, conduct role-playing
exercises where participants act out various
workplace scenarios.
1. Teacher will play a short video
clip about the lesson and tells
the student to check if their
answer is mentioned in the video
clip.
Give 5 example of input,output
and storage .Create a table in
which categoriez each device
according to their function.
Input Output storage
V. EVALUATION Student bring out a sheet of paper and ballpen for a short
quiz.
Student bring out sheet of paper and
ballpen for a short quiz.
Student bring out sheet of paper and
Student bring out a sheet of paper and
VI. ASSIGNMENT
In a half sheet of paper, write the 5’s methodology in
workplace.
In a sheet of paper discuss the different
type of computer. In a sheet of paper discuss
the different parts of the computer.
In a sheet of paper write 5 example of
hand tools which we use in computer
laboratory.
VII. REFLECTION As a teacher, I try to integrate different teaching strategies in order to improve my teaching style. I try to use my mother tongue while I am teaching my lesson so that the student can participate and understand it. Use different ICT tools in my lesson. The
student sometimes struggles with my lesson because of a language barrier. Somehow, try to use simple words or translate them into another language so that they can participate. Sometimes I repeat my discussion and ask them for feedback.
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 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 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 and
discover which I wish to
share with other teachers?
Prepared by: Checked by:
ARY D. ALISBO ELMA V. ABARTE ,MT II
TEACHER II ICT COORDINATOR

Grade 12
DAILY LESSON PLAN
Teaching Dates and Time Sept.11-15,2023 Quarter 1
1st Hour 2nd Hour 3rd Hour 4th Hour
I. OBJECTIVES
 Define and differentiate between input, output, and storage
devices.
 Identify common examples of each type of device.
 Identify and become more familiar with various input devices
commonly used in the classroom or everyday life..
 Define and differentiate between output and storage
devices.
 Identify common examples of each type of device.
 Understand the role of these devices in a computer
system.
A. Content Standards The learners demonstrate and understanding of concepts and underlying principles in performing computer operations.
B. Performance Standards The learners shall be able to perform computer operations based on a given tasks
C. Learning Competencies/Objectives
LO 1. Plan and prepare for task to be undertaken.
1.1 Determine requirements of task in accordance with the required output
1.2 Select appropriate hardware and software according to task assigned and
required outcome
TLE_IACSS9- 12PCO-Ic-d-4
LO 1. Plan and prepare for task to be undertaken.
1.3 Plan a task to ensure that OHS guidelines and procedures are
followed
1.4 Follow client-specific guidelines and procedures
1.5 Apply required data security guidelines in accordance with existing
procedures
II. CONTENT
Input device Output and storage device
III. LEARNING RESOURCES
A. References
3. Textbook pages
Learning Resource (LR) portal
B. Other Learning Resources https://www.computerhope.com/jargon/i/inputdev.htm https://entri.app/blog/input-output-and-storage-devices/
IV. PROCEDURES
D. Pre-Activity
1. Review/Drill Review the previous lesson about parts of computer. Fallow the assignment about output and review about yesterday lesson.
1. Motivation Show pictures or diagrams of different input devices on the whiteboard or projector.
Ask students to identify and describe the function of each device.
Show pictures or diagrams of different output devices on the whiteboard or projector.
Ask students to identify and describe the function of each device.
2. Presentation Discuss how these devices make it possible to see, hear, or receive information from the
computer.

Define input devices as hardware components that allow users to input data or instructions into a
computer.
Discuss common examples of input devices, such as keyboards, mice, touchscreens, and
microphones.
E. Activity
Provide a worksheet with questions related to input devices and have students complete it
individually or in pairs to reinforce their understanding.
This input device scans patterns of dots or bars on paper and converts them into digital data. It is
used for reading barcodes in retail and inventory management.
Primary Use/Application: _______________________
Distribute a handout with a list of devices and ask students to categorize them as output
or storage devices.
F. Analysis How do different types of input devices, such as keyboards, touchscreens, and voice recognition
systems, impact user efficiency and user experience in various digital environments?
What factors contribute to the choice of a specific input device in different scenarios?"
Ask students to share any questions or observations they have made during the lesson.
D. Abstraction How does the abstraction layer provided by input devices facilitate seamless human-computer
interaction?
How can this abstraction be further optimized to enhance accessibility and adaptability in evolving
digital environments?
How do the abstractions provided by output and storage devices contribute to the
seamless interaction between humans and computers, and how can these abstractions
be optimized for enhanced user experiences and data management in evolving
technological landscapes?
E. Application A. Explain to the students that they will be participating in a "Input Device Scavenger Hunt."
B. Share the list of input devices you've prepared with the class.
C. Set a timer for 10 minutes and instruct students to find and touch or interact with as many of
the listed input devices as they can during this time.
D. Encourage students to be quick but also to take a moment to identify each device correctly.
E. Remind them to handle the devices gently and avoid causing any damage
A. Divide the class into small groups or pairs, depending on class size.
B. Distribute the descriptions of output and storage devices to each group. Ensure
that each group has an equal number of descriptions from both categories.
C. Instruct students to read and discuss the descriptions within their groups and
determine whether each description corresponds to an output device or a storage
device.
D. Once they have categorized the descriptions, have each group create two lists: one
for output devices and one for storage devices.
V. EVALUATION Student bring out a sheet of paper and ballpen for a short quiz. Student bring out a sheet of paper and ballpen for a short quiz.
VI. ASSIGNMENT In a piece of paper give five example of output device Assign homework where students research and write a short report on the importance
of output and storage devices in the context of a specific industry or occupation.
VII. REFLECTION To accomplish the goal within the day, there must be constant growth and understanding of the student's learning style. with the assistance of a master teacher about developing my teaching skills. As much as you can, help out and take part in activities
that will benefit the learner.
A. No. of learners who earned 80%
on the formative assessment
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 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 and discover
which I wish to share with other
teachers?

Grade 12
DAILY LESSON PLAN
II. OBJECTIVES
1. Identify tasks to be
undertaken
properly.
2. Identify and select
appropriate handtools
according to the task
requirements.
3. Apply their understand about
different hand tools base on
different scenario.
1. Discuss and site some example of hand
tools and proper use of hand tools.
2. Present students with various safety
scenarios related to tool handling and
ESD prevention.
3. Set up simulation workstations with
simulated computer components or
cardboard cutouts representing computer
parts.
1.To asses the understanding and application of
appropriate hand tools and equipment safety
guidelines.
2.To discuss the appropriate hand tools and equipment
required for the task.
3. To inspect and evaluate each item in terms of safety
features,handling guidelines and appropriate usage.
1. Discuss and site some
example on how to
maintain hand tools.
2. To teach students the
importance of maintaining
hand tools and how to
properly care for them.
3. Read and analyse the
statement about
maintaining hand tools
D. Content Standards The learners demonstrate an understanding of the useof hand tools and equipment for computersystems servicing
E. Performance Standards The learners shall be able to usehand tools and equipment for computer systems servicing
F. Learning
LO 1. Plan and prepare for
tasks to beundertaken
LO 2. Prepare hand tools
(TLE_IACSS 9-12UHT- IIIb-
18)
2.1 Check appropriate hand tools
for proper operation and safety
LO 3. Use appropriate hand tools and
test equipment
(TLE_IACSS 9-12UHTIIIc-19)
LO 4. Maintain hand tools
(TLE_IACSS9-12UHTIIId-20)
.
II. CONTENT
Hand tools Proper Use of Tools: Use Appropriate Hand Tools and Test
Equipment
Maintain Hand Tools
C. References
7. Textbook pages TLE - ICT (COMPUTER SYSTEM SERVICING) Activity Sheet –
Quarter 0 – MELC 1(Prepare Hand Tools) by ANITA A.
DUPAL-AG
TLE - ICT (COMPUTER SYSTEM SERVICING) Activity Sheet –
Quarter 0 – MELC 2(Prepare Hand Tools) by ANITA A.
DUPAL-AG
TLE - ICT (COMPUTER SYSTEM SERVICING) Activity Sheet – Quarter 0 – MELC
2(Prepare Hand Tools) by ANITA A. DUPAL-AG
TLE 7/8 – ICT (COMPUTER SYSTEM SERVICING)
LEARNING ACTIVITY SHEET
Maintain Hand Toolsby ANITA A. DUPAL-AG

portal
D. Other Learning Resources
IV. PROCEDURES
G. Pre-Activity
2. Review/Drill Review the previous lesson about input
,output and storage device.
Review the previous lesson about hand
tools.
Review the previous lesson about hand tools. Review the previous lesson about
Appropriate use of Hand Tools and
Test Equipment hand tools.
3. Motivation
Present an object to the class and let them
identify the tools.
Show a example of a tools and ask them
how to use properly this tools.
Unscramble the words below to get the exact word/s or
acronym
per item. Use the given clues as your guide. Write your
answers on the space provided in the table.
CLUES SCRAMBLED
WORD/S
YOUR
ANSWER
1. I will use ______and stand to
avoid burns or damage after
soldering.
ONRI
RINGDESOL
2. I need to open the
computer case. To
easily remove the
screw, I should use
_______________ to
loosen cross head
screws. LIPHILS
VERDRISWCER
3. To test the integrity of
circuits and the quality
of electricity in
computer components.
I will use
__________________.
ULMITERTEST
4. I need to test the
network cable wiring, I
should use
_________________
for Ethernet
connection.
TERTES NAL
5. Always wear ______
equipment like gloves,
safety glasses, protective
masks, and rubber sole
shoes
PEP
Present a video and ask the student
about the picture.
4. Presentation  Discuss and site some example
of hand tools.
 Emphasize the importance of
safety when using tools and
introduce the concept of
personal protective equipment
(PPE) like safety goggles and
gloves.
Discuss and site some example of hand
tools and proper use of hand tools
Discuss the Appropriate use of Hand Tools and Test
Equipment .
Discuss and site some example on
how to maintain hand tools.
Explain that proper tool maintenance
prolongs their lifespan and helps
them work more effectively.
H. Activity Set up tool exploration stations with a
variety of computer tools and accessories.
Present students with various safety
scenarios related to tool handling and ESD
prevention.
 Divide students into a small group and assign each
group a scenario. Ask each group to discuss the
appropriate hand tools and equipment required for the
Divide the students into pairs. Give
each pair a different hand tool to
work with.

Assign each team to a station and provide
them with a few minutes to familiarize
themselves with the tools available.
Encourage them to discuss how they would
respond in each scenario to ensure safety.
task, as well as the safety precaution they should
follow.
 Each group present their findings to the class,explain
their chosen tools and safety precautions.
Instruct the students to work
together to properly clean and care
for their tool using the steps they
learned.
I. Analysis  Compare and contrast the advantages
and disadvantages of traditional hand
tools versus modern power tools.
 Are there instances where using the
wrong tool can lead to inefficiency or
potential damage?
Ask students to reflect on what they've
learned about computer hand tool safety
during the activity.
Ask the importance of appropriate tool usage and safety. 1. What are common
problemwith neglected hand
tools?
B. Abstraction  What practices should technicians
follow to maintain the effectiveness
and longevity of their computer hand
tools?
 How can proper tool care and storage
extend the life of these tools,
ultimately saving time and resources in
the long run?
What fundamental principles underlie the
concept of safety when using computer
hand tools.
How do these principles apply to various
tools and scenarios in computer
maintenance and repair
What are some principles of proper and safe usage of hand
tools that transcend specific contexts and can be applied
universally,regardless of the type of tool or equipment
being used?
1. What are the key factors to
consider when developing a
maintenance plan for hand tools
in aprofessional workshop
setting?
C. Application Assign each team to a station and provide
them with a few minutes to familiarize
themselves with the tools available.
Explain that each team will be assigned a
specific issue to address.
Distribute the troubleshooting worksheets
to each team, specifying their assigned
issue and providing a brief description.
1. Set up simulation workstations with
simulated computer components or
cardboard cutouts representing computer
parts.
2. Provide participants with actual computer
hand tools and safety gear.
3. Instruct participants to follow safety
guidelines while using the tools to interact
with the simulated components. For
example, they can practice removing and
securing screws on the cardboard cutouts.
4. Encourage participants to ask questions
and seek clarification on safe tool handling
practices.
Provided with set of common hand tools and equipment.
Instruct the group to inspect and evaluate each item in
terms of safety features,handling guidelines and
appropriate usage.
Read and analyze the
statements below and then
determine whether the
statement is TRUE or
FALSE. Write your answers
on the space provided in
the table.
STATEMENT
TRUE
OR
FALSE
1. Improper care and routine
maintenance of your hand tools
and power tools makes any
home improvement or repair
project easier, safer and more
successful.
2. If you take care of your tools,
they will return the favor.
3. Make it a habit to clean tools
after each use before you return
them to storage.
4. An improper storage system
is a must for hand tools.

5. Remember to keep tools in
their respective places or hung
on designated hangers when a
job has been completed.
V. EVALUATION Student bring out a sheet of paper and
Student bring out a sheet of paper and
Student bring out a sheet of paper and ballpen for a short
quiz
Student bring out a sheet of paper
and ballpen for a short quiz
VI. ASSIGNMENT
VII. REFLECTION
H. No. of learners who earned
assessment
I. No. of learners who require
remediation.
J. Did the remedial lesson
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or
localized materials did I use
and discover which I wish to
share with other teachers?

Grade 12
DAILY LESSON PLAN
I. OBJECTIVES
1. Understand the concept of computer application software and its
importance.
2. Familiar with different categories of software and their practical use.
1. Understand the purpose of desktop icons and how to
interact with them effectively.
2. Demonstare how to change and to customize desktop
icon.
3. Create and customize desktop icons.
1. Familiarize different
keyboard
techniciques.
2. Ergonomic practices
3. Enchance their
typing speed.
A. Content Standards The learners demonstrate and understanding of concepts and underlying principles in performing computer operations
B. Performance Standards The learners shall be able to perform computer operations based on a given tasks.
C. Learning
LO 2. Input data into computer
TLE_IACSS9- 12PCO–Id-e-5
2.1 Enter the data into the computer using appropriate
program/application in accordance with company procedures
LO 3. Access information using computer
TLE_IACSS9-12PCO-Ie-f-6
3.1 Select correct program/application based on
job requirements
3.2 Access program/application containing the
information required according to company
procedures
LO 3. Access information using
computer
TLE_IACSS9-12PCO-Ie-f-6
3.3 Select, open, and close
desktop for navigation
purposes
3.4 Carry out keyboard
techniques in line with OHS
requirements
II. CONTENT
Computer application software Types of program/ application
software
Desktop icons
- Directories
- Files and folders
- Recycle bin
Keyboard techniques
- Proper handling
- Shortcut keys
A. References
3. Textbook pages
portal
B. Other Learning Resources https://en.wikipedia.org/wiki/Application_software
IV. PROCEDURES
A. Pre-Activity
1.Review/Drill Review the past lesson about hand tools. Review the past lesson about types of computer
application
Review the past lesson about desktop
icons
2.Motivation Present a example of a software and ask the function about it. Displayed on screen a desktop view and discuss the
concept of a desktop to the student.
Ask the student what is shortcut key
of the following.

______________________
1. Copy
2. Paste
3. Delete
3.Presentation Discuss about the role of software in our daily lives.Explain that software is what makes
computers useful and versatile.
Discuss the different types of desktop icons,including
program shortcuts,file shortcuts, and folder shortcuts.
Discuss and demonstarte the
different keyboard techniques and
ergonomics practice.
B. Activity Divide the class into small groups. Assign each group a category of software to research.
Instruct students to find and present one specific software application,explain its purpose
and features.
Provide students with hands-on practice.
Ask them to create a new folder and place some file
shortcuts inside.
Have them customize the icons of these shortcuts.
Challenge them to organize these icons on the desktop
neatly.
Typing practice
Encourage the student to start with
simple sentences .
C. Analysis 1. How does the choice of computer application software impact productivity ?
2. What are the common processing tools?
1. What is the benefits of effectively managing and
customizing desktop icons.
2. Why might users choose to customize the appearance
of desktop icons?
1.Why is it importance to use proper
hand and finger positioning for
typing?
2.What is the benefits of touch typing
,keyboard shortcuts and ergonomics
practice.
D. Abstraction 1. How do these sotware application help the user interact with it?
2. How computer application help or assest the user or you in your daily activity?
1. Are there any limitations or challenges associated with
customizing desktop icons?
2. How do desktop icons contribute to the accessibility of
computer systems?
1.How does touch typing contribute
to typing speed and accuracy ?
2.How do these shortcuts enhance
productivity?
E. Application To match software applications to their respective categories while racing against the clock. Organize and customize desktop icons to create an
efficient and personalized desktop.
Typing test within the given time.
V. EVALUATION Student bring out a sheet of paper and ballpen for a short quiz. Student bring out a sheet of paper and ballpen for a short
quiz.
Student bring out a sheet of paper
and ballpen for a short quiz.
VI. ASSIGNMENT Assign a simple homework task where students find and list three software applications
they use at home and explain what they use for.
In a piece of paper research and practice advanced
customization options, such as creating customs icons or
using third-party icon management software.
VII. REFLECTION
A. No. of learners who earned
assessment

remediation.
C. Did the remedial lesson
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
help me solve?
G. What innovation or
localized materials did I use
and discover which I wish
to share with other
teachers?

Grade 12
DAILY LESSON PLAN
Teaching Dates and Time August 24-25, 2022 Quarter 1
1st
Hour 2nd
Hour 3rd
Hour 4th
Hour
III. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lessons. Weekly objectives shall
be derived from the curriculum guides.
D. Content Standards
E. Performance Standards
F. Learning Competencies/Objectives
expected to:
1. Familiarize with Classroom and
School Regulation and Policy.
2. Respond to questions about
themselves and their
expectations for Senior High
School.
3. Work with the group by
sharing one’s responses to
given questions.
4. Collaborate with a group to
present group output.
expected to:
1. Identify one’s strengths and
weaknesses; and
2. Illustrate/show responses
through various creative means.
expected to:
1. Verbalize what they feel,
how they feel and what to
do with their feelings.
2. Discuss how the pandemic
changed their lives.
3. Appreciate the life in this
challenging world.
At the end of the session, the learners
will be able to:
1. Elect their classroom
officers.
2. Build cooperation with their
classmates through
assigned tasks in the
classroom.
At the end of the session, the learners
will be able to: (Subject Class)
1. Familiarize the topics in
Computer Systems Servicing
NC II
2. Present the requirements of
the course.
3. Present the Grading System
in TVL.
4. Check their prior knowledge
about Computer System
Servicing.
IV. MED
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
I am a Senior High School Learner My Strengths and Weaknesses: Profiling Psychosocial Support Leadership and Responsibility
V. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain learner’s interest in the lesson, and in the learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
C. References
7. Textbook pages
Learning Resource (LR) portal
http://www.tecweb.org/styles/gardner.html Howard
Gaardner’s Theory of Multiple Intelligences
D. Other Learning Resources

VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn. Always be guided by demonstration of learning by the students which can infer from the 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 steps.
J. Pre-Activity
2. Review/Drill Teacher welcomes the class and introduces
himself (specialization, background,
credentials)
Teacher reviews the questions asked and class
responses from Session 1
Review the 10 highly effective students.
3. Motivation 1. From the list below, teacher chooses
one to two questions for the class to
answer.
1. What object represents you?
2. What excites you about SHS?
3. What do you know about Senior
High School?
4. What are you three positive
personal qualities/traits?
3. Present video clip on Multiple
Intelligences: the 21st Century Learner
Show a video clip about how pandemic
change the world.
Ask Question:
1. What are the experience you
felt during the start of the
pandemic?
2. How does pandemic affect your
life?
4. Presentation Teacher provides the sentence structure to
follow based on the questions. For example,
for question is. For example, for a question a:
“Hello, my name is _____________. The
object that best represents me is an/a
_______________ because
_______________.
Teacher models how to responds using the
suggested sentence structure.
Teacher presents the different intelligences and
gives a brief explanation for each:
a. Verbal-linguistic
b. Logical-Mathematical
c. Interpersonal
d. Intrapersonal
e. Visual-Spatial
f. Bodily-kinaesthetic
g. Musical-Rhythmic-Harmonic
h. Naturalistic
i. Existential
Present:
1. Mental health
2. Psychosocial aspect of the Learner
Ask Question:
1. What is mental health for you?
2. How to become
mentally/psychologically
healthy?
1. Present duties and responsibilities of
an Officer.
2. Present Assigned task in the
classroom and school ground.
Subject Class for Computer System
Servicing
1. Outline of the Course
2. Requirements
3. Grading System
4. Pre-test
K. Activity 1. Learners are asked to think of their
responses and write them down.
2. After they have written their responses,
the teacher will ask them to group
themselves into 5 groups. Groups assign
a leader and documenter.
3. Group members share their responses
4. Groups then shares their responses.
Student will answer the Activity: Survey on
Multiple Intelligences
1. Let them write a brief statement on
how they fell during pandemic?
2. Share it to the class.
Election of Officers – Class Advisory
Pre-test
L. Analysis After the sharing session, the class can reflect
on the answers of the group. The teacher can
ask the following questions:
1. Who has similar responses?
2. In what ways are they similar?
3. How can our differences bring about
positive effect/s for the learners, class
and school?
4. What can students do to make sure
senior high school be a positive
experience?
5. What can teachers do to make this
happen?
6. What can the school do to make this
happen?
Teacher provides the sentence structure For
example, for question is. For example, for a
question a:
“Hello, my name is _____________. My
multiple intelligences from highest to lowest
are________________________. I am
_____________ because _____________. My
Least intelligence is _______________ because
_____________________but I am willing to
__________________________.
Teacher will consolidate the shared
experiences and present the psychosocial
support needed to address some negative
perspective without judgment or
prejudice.

M. Abstraction 1. From those similarities and differences,
how can we work together to make your
senior high school learning meaning full?
2. The teacher provides proper ending by
emphasizing that SHS is a new beginning
and a proper venue to start anew as an
individual learner, and as a class, that
their similarities and differences will
help the class achieve their goals.
3. Teacher will cite examples on how this
can happen. (Teacher will orient the
class on the classroom rules and school
policy)
1. From those multiple intelligences, how
will you improve other intelligences?
2. In different learning areas, what are your
suggestions?
3. As your Adviser, how can I help you to be
at your best? And how will I push you
from the least to the best you can be?
Discuss Psychosocial Support and mental
well-being.
1.Ask: What are your expectations in the
subject and to your teacher?
N. Application Guide Question:
1. What would be your
stand as a SHS student
as we move forward to
a new beginning in your
life after pandemic?
Guide Question:
1.As a SHS student, what is your role in
enhancing those Multiple Intelligences? What
would be your best action towards improving
your intelligences?
Guide Question:
1.As a student, how will you cope with
unprecedented event or challenging
situation in your life?
Guide Question:
1. As an Officer, how will you able to
lead your classmates?
2. As member, how will you cooperate
with your classroom officers?
VII. EVALUATION Formative Assessment is based on the Activity
output presented.
Formative Assessment is based on the Activity
output presented.
Formative Assessment is based on the
Activity output presented.
VIII. ASSIGNMENT Not Applicable Not Applicable Not Applicable Agreement: Personal and Professional
portfolio
IX. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. 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.
H. No. of learners who earned 80%
on the formative assessment
I. No. of learners who require
remediation.
J. Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
K. No. of learners who continue to
require remediation.

L. Which of my teaching strategies
worked well? Why did these
work?
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovation or localized
materials did I use and discover
which I wish to share with other
teachers?

COMPUTER SYSTEM SERVICING DAILLLY LESSON

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COMPUTER SYSTEM SERVICING DAILLLY LESSON