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CO DLL

The document outlines a daily lesson plan for Technology and Livelihood Education focusing on the classification and use of carpentry and masonry tools. It includes learning objectives, teaching procedures, and assessment methods aimed at enhancing students' understanding of tool safety and application. The lesson emphasizes interactive activities to engage students and reinforce their learning about industrial arts tools.

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Mariafe Mores
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12 views

CO DLL

The document outlines a daily lesson plan for Technology and Livelihood Education focusing on the classification and use of carpentry and masonry tools. It includes learning objectives, teaching procedures, and assessment methods aimed at enhancing students' understanding of tool safety and application. The lesson emphasizes interactive activities to engage students and reinforce their learning about industrial arts tools.

Uploaded by

Mariafe Mores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Daily Lesson Log

Technology and Livelihood Education (TLE)


4th Quarter
SY 2024-2025
Name: Course: Industrial Arts (IA)
Week No. : 4, Day 1 Grade & Section:
Date: Time:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES


A. Content Standards Demonstrate an understanding of the uses and maintenance of hand tools, power tools, instruments, and equipment.
B. Performance Standards The learners perform mensuration and calculations following safety precautions.
C. Learning Competencies Learning Competency
and Objectives Classification of tools in industrial arts services

Lesson Objectives
1. Identify carpentry tools and masonry tools.
2. Classify carpentry and masonry tools.
3. Recognize the proper use and safety precautions while using tools.

D. Content Classification of Tools in Industrial Arts Services


E. Integration History and Evaluation of Tools Occupational Health and Safety Procedures

II. LEARNING RESOURCES


DepEd’s Lesson Exemplar for TLE, 2024

III. TEACHING AND LEARNING PROCEDURE


A. Activating Prior Short Review:
Knowledge The teacher will show pictures of tools and let the students classify if they are analog or digital.
Students will stand up if the tool is an analog device and make an eeyyy sign if the tool is a digital device.
Ask the students what is the difference between analog and digital tools?
Obj. 5. Used effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and
achievement.
B. Establishing Lesson Lesson Purpose: Pass the Alcohol, not the Virus!
Purpose The teacher will play a song, while the song is playing, students will pass a carpentry tool. As the music stops, the last student holding the tool will
answer the question given by the teacher. The teacher will give examples of broken objects/fixtures and let the students guess what tool would be
used in each object/fixture.
● Broken doors ● A whole on the wall ● Broken chair ● Cracked wall
Obj. 6. Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.
After the activity, the lesson objectives were introduced:
1. Identify carpentry tools and masonry tools.
2. Classify carpentry and masonry tools.
3. Recognize the proper use and safety precautions while using the tools.

Unlocking Content Vocabulary


Define and differentiate Carpentry and Masonry Tools. Let students give examples.
Obj. 4. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

C. Developing and SUB-TOPIC 1: Carpentry and Masonry Tools


Deepening Understanding Explicitation:

1. Discuss the history of tools in industrial arts.


Obj. 1. Applied knowledge of content within and across curriculum teaching areas.

2. Discuss the use of each carpentry tools and masonry tools.


Explain also the safety precautions while using these tools.

In explaining the use of measuring tape under carpentry tools, call a student to measure the length and width of the whiteboard in inches and let all
the students convert it in feet.
Obj. 4. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

Worked Example
Charade: Group the class into 4 groups. The group will choose one member to act the use of a tool, then the group will guess what it is. The group
need to classify first if it’s a carpentry or masonry tool then name the tool being acted.
Obj. 5. Used effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and
achievement.
Obj. 6. Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.

Lesson Activity:
Tool Sorting Challenge: Ask students to drag the tool to its proper classification. Use the mouse and laptop used by the teacher.
Digital citizenship. Apply this sorting activity challenge on the proper use of social media. Students will sort the things that they can post and not to
post.
Obj. 3. Ensured the positive use of ICT to facilitate the teaching and learning process.
D. Making Generalization Learners’ Takeaways
Have the students complete the following sentences:
I understand that _________________.
I realize that ____________________.
I need to learn more about _________.
Obj. 4. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

Reflection on Learning
Ask the students to answer and solve the following situations.

1. Ask students who have a family member who is a carpenter or a mason? What safety precautions you can advise to them?

2. What if it’s a pandemic and your furniture need a repair, it is dangerous to call a carpenter, what should you do?

3. What if your family cannot afford to hire a mason for your damaged wall, what is the best solution to this problem?

As a student, it is very important to learn the skills in industrial arts like carpentry and masonry to be able to repair our own house and furniture in
times of different crisis. This is not only a good business someday but learning these skills will save a lot of money for our families.

Obj. 9. Planned and delivered teaching strategies that are responsive to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor
practices.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION


A. Evaluating Learning 1. Formative Assessment
Answer the following questions in one sentence only in your notebook. You can choose any question to answer based on your interest.
You can also answer all the questions if you are able to.
1. Reflect on what you learned today about carpentry and masonry tools.
2. Differentiate carpentry and masonry tools.
3. To avoid injuries and accidents, give some precautionary measures while using these tools.
4. How understanding about the differences between these tools can help you in future projects or careers related to construction and building trades?
5. Do you consider Industrial Arts as your future career someday? Why?

Obj. 7. Applied a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming
responsibility for their own learning.
Obj. 8. Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents.
2. Homework
Let the students make a list of carpentry and masonry tools available at home. They may ask their father or older brother to assist them.

B. Teacher’s Remarks

C. Teacher’s Reflection

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