Annex 2B.1 to DepEd Order No. 42, s.

2016
School Gamut National High School Grade Level 11
DETAILED Teacher Learning
Janelkris E. Plaza Computer Systems and Servicing
LESSON Area
PLAN
Teaching Dates
March 27-31,2023 Set 3
and Time

1. define and explain the 5S principles;

I. OBJECTIVES 2. plan a clean, uncluttered, safe, and well-organized workspace using the 5S principles; and
3. Appreciate the importance of 5S principles.
A. Content Standards The learners demonstrate an understanding of concepts and principles in setting up computer networks

B. Performance Standards The learners shall be able to set up computer networks based established procedures and system requirements for hardware

C. Learning Competencies
Follow OHS standards and 5S principles according to enterprise requirements TLE_IACSS9-12SUCN-IVa-j-33
with LC code
II. CONTENT 5s Principles

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages SLM –Division of Pasig City-M10-Q3
3. Textbook pages
4. Additional Materials from Google.” What is 5s” Accessed January 12, 2021
learning Resource (LR) https://www.graphicproducts.com/articles/what-is-5s/
portal Google.” Five S tutorial” Accessed January 13, 2021
https://asq.org/quality-resources/lean/five-s-tutorial
Google.” Use 5s to organize data space in your computer” January 13, 2021.
http://pmr-blog.blogspot.com/2013/01/use-5s-to-organize-data-space-inyour.
 html
B. Other Learning TV, laptop, pentel pen, manila paper, illustration board, wifi modem, cellphones
Resources
IV. Procedures PRELIMINARIES
 The teacher will start with the following with a prayer.
 Greetings
 Checking of attendance
A. Reviewing previous  The teacher will initiate a warm-up exercise in a form of dance (NCCA Unity Dance). All students are required by the
lesson or presenting the teachers to follow the warm-up exercise with energy and enthusiasm.
new lesson  The teacher will present or flash logos of the principles and the students will have to just to raise their hands for them to be
(Review/Motivation) recognized.

B. Establishing a purpose for  The teacher will present the objective by allowing learners to read the objectives. The teacher will then repeat reading the
the lesson objective and will give a little hint to emphasize the learning goals that students will achieve at the end of the lesson.
(Objectives)  After reading the objectives, the teacher will once again ask if the learners are ready for the lessons and the activities.
 The teacher will repeat the standards set to prompt students to be ready with the activity.
C. Presenting examples/  After the preliminary activity, the teacher will proceed to the tasking. But before giving the instructions, the teacher will
Instances of the new remind again the students with necessary health protocols. After the protocol, the teacher will give the general guidelines:
lesson  The students will gather by group in a designated area.
 Each group will be given an activity sheet.
 The activity will be performed within 5 minutes only.
(Activity)
 Each group will assign the following roles to the members.
Leader One who leads the group
Secretary One who writes the answers/points of the group
Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in constructing ideas
 The teacher will allow the groups to decide first who are assigned with the different task in a minute. Once the groups are
done with assigning tasks, the teacher will present the rubrics. The teacher will instruct also that this rubric will be used on
rating their own output as part of the presentation.
Criteria 3 2 1
Promptness The group who The group who The group who finished
finished the activity finished the activity 3 the activity more than 5
on or before the given minutes after the minutes the given time.
time. given time.
Cooperation All the members 1 member did not More than 1 member did
actively participated actively participate. not actively participate.
in performing the
activity.
Accuracy All the answers are One answer is not More than one answers
correct. correct. are not correct.
Now the teacher will give the group tasks. Charades
 The group shall Select a member to stand in front to act out a subject-specific word but restricted by a list of forbidden words.
Group A (WORDS)
1. OPERATING
2. CYCLE
3. PROGRESS
4. TIDINESS
5. EQUIPMENT
Group B (WORDS)
1. CLEANLINESS
2. LOCATION
3. ARRANGEMENT
4. SORT
5. QUALITY
Group C (WORDS)
1. RECYCLING
2. IDENTIFICATION
3. ORDERLINESS
 4. MATERIALS
5. USEFUL

D. Discussing new concepts  The teacher will use the DOMINO effect method in the processing of questions to elicit responses from the students. In case
and practicing new skills students find it difficult to answer the questions the teacher can use Tagalog language to allow learners to understand better
#1 the questions. In case learners’ answers need more support, other learners will be called through the same method, or the
teacher may shift to voluntary modality to allow other learners who are ready to share to answer the questions. The teacher
must ensure also those other learners are given a chance to share their answers.
(Analysis)
 How did you find the activity?
 Do you know any standard principles in your community?
 Do these words showcase Quality and efficiency in maintaining work environment?
 Do you think these Principles have background and origin?
 What do you think are the reasons why we have to follow the 5s framework that increases productivity?

 After the series of processing questions the teacher will wrap up these series by asking questions about what they understood the
activities. This is to ensure that learners are now ready for the discussion of the lesson. The teacher will make sure that there is
smooth transition from process questions so that learners will see the connectivity of the activities and the lessons.
E. Continuation of discussion  The teacher will provide key inputs and discussions of the lesson proper Quality and efficiency. The key inputs will deepen the knowledge
of new concepts leading of students through some sort of discussion, simple question and answer portion and some sort of sharing on the lessons. The teacher
to formative assessment might as well use translation on terms that are difficult or not common to learners.

(Abstraction)
 5S principle is described as a methodology that results in a clean, uncluttered, safe, and well-organized workspace that
helps to minimize waste and maximize productivity. It is built, both physically and mentally, to help create a quality work
environment.
 The 5S framework is a lean manufacturing system that increases productivity in the workplace and reduces waste. In the
method, there are five steps, each beginning with the letter S:
 5S helps facilities prevent lost efficiency from disrupted work or unplanned downtime by offering a systematic structure for
organization and cleanliness. In Japan, 5S was created, and the original "S" words were in Japanese, so English
translations can differ for each of the five measures. However, it is easy to understand the basic ideas and the ties between
them.
  These steps feed into each other, which is why the sequence is important. In step 1 (Sort), cleaning out unnecessary
materials will provide the space required to arrange the essential things in step 2. (Set in Order). And, in step 3, dirt and
grime can be eliminated until the work room is de-cluttered and organized (Shine). Via phase 4, these improvements to the
job duties and work climate of employees should be reflected in revised procedures (Standardize). Finally, unless
accountability is delegated and progress is monitored, as required for phase 5, these new procedures will not amount to
much (Sustain). And staff will continue to apply the measures with accountability and monitoring, returning to step 1.

F. Developing Mastery  The teacher will allow learners also to share some videos that presents the 5s Principles. (Using the DEPED tablet)
(Leads to formative  After the video viewing the teacher will ask the students to go back to their first activity and check the word they guess and
Assessment 3) give the points they earned.

G. Finding practical  The teacher will provide different tasks for the learners using differentiated tasks.
applications of concepts
and skills in daily living
Group A – The Researchers
 (Application) Instructions: Write the brief foundation of the 5s principles. Describe the origin, nature and background in two
paragraphs.
Group B - The Creatives

Instructions: Using the art materials provided, create a plan that are clean, uncluttered, safe, and well-organized
workspace using the 5S principles

Group C - The Critics

Instructions: In two paragraphs, the critics will assess the 5s Plan Video presented. Their assessment will focus on:
 importance of 5s Principles as reflections of society’s real-life events
 how the local 5s Principles presented intensify people’s orderliness, cleanliness, unity, and cultural
understanding

 General Guidelines:

The Showcase

1. The teacher will then repeat the protocols since this is a group activity.

2. The leaders from the 3 groups (Researchers, Creatives, and Critics ) will huddle together for at least 2 minutes to
decide on how they will showcase and how they will accomplish the different tasks.
3. After the meeting, each group will be given 3 minutes to do their specific task.
4. When they are done with each task the groups will now prepare for a presentation.
5. The Dance Showcase will start with a narrator from the researcher’s group, then to be followed by the dance
performers and musicians and to be ended by a wrap-up from the critic’s group.
6. The teachers will then congratulate for the efforts done by everyone.

H. Making generalizations The teacher will allow the students to share short reflections on the appreciation of the principles that intensifies their beliefs in 5s
and abstraction about the principles.
lesson
I. Evaluating learning The teacher will give a shirt quiz about the lessons discussed and presented.
 (Evaluation) Direction: Choose the letter of the correct answer.
1. Sustain, or' shitsuke,' which literally means' discipline,' is what phase in a 5S program?
a. Third b. Fourth c. Fifth
2. A The basics of clearing, arranging, and cleaning a workspace are addresse in the first three stages of 5S.
a. Seiketsu b. Shitsuke c. Seiton
3. The second step, was called "seiton," which translates to "orderliness." In English, for example, a variety of names were used:
"Systematic Arrangement," "Straightening Out," and "Simplify.
a. Set in Order b. Standardize c. Shine
4. This step targets the dirt and grime that eventually builds up under the clutter and works to prevent it from coming back.
a. Seiton b. Seiso c. Seiketsu
5. Translates to "tidiness," is the first phase in the 5S method. The aim of this
step is to remove clutter and clean up room by eliminating items that do not belong in the place.
a. Sort b. Shine c. Sustain
J. Additional Activities for Write a short reflection about the importance of the 5s Principles in our country’s TVL industry and economy.
application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
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
lessons.
D. No. 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
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

JANELKRIS E. PLAZA BASILIS M. RAZ

Subject Teacher SHS School Head/TA Provider