Instructional Plan (IPlan) Template

[With inclusion of the provisions of DepEd Order No. 8, s. 2015]

Learning Area: Computer System Servicing NC II Grade Level: 11

IPlan No.: 01 Quarter: First Duration: 2 hrs.
Learning Store inputted data is in storage media Date: 7/26/2016
Competency/ies: according to requirements
[Taken from the Curriculum Code: TLE_IACSS9-
Guide]
12PCO–Id-e-5

Key Concepts / Apply quality standards in performing computer operations [PCO]

Understandings to
be Developed:
Learning Adapted Cognitive Process Dimensions
Objectives The learner can ® identify two salient features in saving
Knowledge recall information
a document.
and retrieve
relevant
The factor knowledge from
g

condition of
rin

long-term
be

knowing memory; Identify,

retrieve,
em

something recognize,
m

with duplicate, list,

Re

familiarity memorize,
repeat, describe,
gained reproduce
through
experience The learner can
or construct
meaning from
association oral, written and
graphic
ng

messages:
i
nd

interpret,
a

exemplify,
st

classify,
er

summarize, infer,
nd

compare, explain,
U

paraphrase,
discuss

The learner can ® create a document and save it inside

Skills use information
a storage media.
to undertake a
procedure in
The ability familiar situations
and capacity or in a new way:
acquired execute,
ng

implement,
through
yi

demonstrate,
pl

deliberate, dramatize,
Ap

systematic, interpret, solve,

use, illustrate,
and convert, discover
sustained
effort to
smoothly The learner can
and distiguish
between parts
adaptively and determine
carryout how they relate
complex to one another,
and to the overall
activities or
g

structure and
 sustained
effort to
smoothly The learner can
and distiguish
between parts
adaptively and determine
carryout how they relate
complex to one another,
and to the overall
activities or structure and
… the ability, purpose:
differentiate,
coming from distignuish,
one's compare,
knowledge, contrast,
organize, outline,
practice, attribute,
aptitude, deconstruct
etc., to do
something The learner can
make judgments
and justify
decisions:
coordinate,

g
in
measure, detect,

at
defend, judge,

lu
argue, debate,
a describe, critique,
Ev
appraise,
evaluate

The learner can

put elements
together to form
a functional
whole, create a
new produt or
g

point of view:
tin

generate,
ea

hypothesize,
Cr

plan, design,
develop, produce,
construct,
formulate,
assemble, device

A settled way of thinking or Cooperation with his/her partner in

feeling about someone or accomplishing the task.
Attitude somethning, typically one that is
reflected in a person's behavior:

Values (RA 8491)

* A learner's principles or
standards of behavior; one's Maka-Diyos Humble
judgment of what is
important in life.
Maka-Tao Generosity

* Go beyond learner's life on

earth, include more than Maka-kalikasanOrderliness
wealth and fame, and would
affect the eternal destiney
of millions. Maka-bansa Peace and order

Resources Listing of all resources ® hard copies ® flash drives

Needed needed ® info sheet ® activity sheet
® PCs
Methodology
Introductory Activity ® asks students on the different storage media they
5 minutes are familiar with.
This part introduces the lesson content. Although 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.
 ® asks students on the different storage media they
are familiar with.
This part introduces the lesson content. Although 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.

Activity ® refer to IM's Task/Activity Sheet No. 2.3

7 minutes
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 reflective
exercises, group discussion, self or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-plauy, cybernetics
exersice, gallery walk and the like may be created. Clear
instructions shoudl be considered in this part of the lesson.

Analysis 1. What part of the activity do you like most?

10 minutes 2. What ave you learned from it?
Essential questions are included to serve as a guide for the
teacher in clarifying key understandings about the topic at hand.
Critical points are organized to structure the discussins allowing
the learners to maximize interactions & sharing of ideas and
opinions abut 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 ® refer to IM's Info Sheet No. 2.3

6 minutes
This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized.
This is organized as a lecturette that summarizes the learning
emphasized from the activity, analysis and new inputs in this part
of the lesson.

Application ® refer to IM's Job Sheet No. 2.3

6 minutes
This part is structured to ensure the commitment of the learners
to do somethiong to apply their new learning in their own
environment.

Assessment
6 minutes . For the teachers to:
1.) Assess whether learning objectives have been met for a ® Observation
specified duration.
® Output Analysis
2.) Remediate and / or enrich with appropriate strategies as
needed

3.) Evaluate whether learning intentions and succes criteria have ® Performance Task
been met.

(Reminder: Formative Assessment maybe given before, during, or

after the lesson.)

Assignment Reinforcing / ® Remind the students the importance of saving a

strengthening the document in an external media.
6 minutes day's lesson
Note: Fill-in any of the four Enriching / inspiring
purposes
the day's lesson
Note: Fill-in any of the four Enriching / inspiring
purposes
the day's lesson

Enhancing / improving ® Tell the students the relevance of ergonomics in

the day's lesson doing one's work.

Preparing for the new

lesson

Concluding Activity ® Let the students watch the updated version of the
6 minutes story "The Turtle and The Rabbit" .
This is usually a brief but affective closing activity such as a strong
quatation, a short song, an anecdote, parable or a letter that
inspires the learners to do something to practice their new
learning.

Prepared by:

Name : LENNARD E. GEALON School : COLAWIN NHS, Argao

Position / Designation : TEACHER-I Division : Cebu Province
Contact Number : 09328754020 Email Address: [email protected]

Concluding Activity

Appendices: (attach all materials that will be used)

1.) Activity Sheet :

2.) Formative Assessment :

3.) Answer Key :

4.) Handouts :

5.) Power Point Presentatio :

6.) Others :

Affective: Growth in feelings or emotional areas (Attitiude)

Receiving Responding to Valuing Organizing Internalizing
Phenomena
ask Phenomena
comply demonstrate arrange Values
display
List of Values
Maka-Diyos Maka-Tao Makakalikasan Makabansa
Kindness Helping Cleanliness Peace and order

Nonfunctional verbs: Nonfunctional verbs: List of Attitudes (from K to 12 CG)

The following verbs cannot be Behavioral terms that are NOT
measured or are redundant. They measurable and do NOT meet Acceptance
should be avoided when writing ANCC's criteria for approval.
objectives:

Awareness of Communicate