Scribd
Upload
438 views

Daily Lesson Log C++ Programming

The learning plan outlines a three-session course on TLE-C++ for three grade 7 classes. Session 1 introduces the software development life cycle (SDLC) including problem definition, analysis, algorithm and design using flowcharts, and coding and debugging. Session 2 reviews SDLC and has students apply these concepts through a flowcharting activity. Session 3 assesses students' understanding through a recitation and evaluates their work using rubrics assessing material preparation, completeness, consistency, confidence, and timeliness.

Uploaded by

Rhexel Reyes
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
438 views

Daily Lesson Log C++ Programming

The learning plan outlines a three-session course on TLE-C++ for three grade 7 classes. Session 1 introduces the software development life cycle (SDLC) including problem definition, analysis, algorithm and design using flowcharts, and coding and debugging. Session 2 reviews SDLC and has students apply these concepts through a flowcharting activity. Session 3 assesses students' understanding through a recitation and evaluates their work using rubrics assessing material preparation, completeness, consistency, confidence, and timeliness.

Uploaded by

Rhexel Reyes
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

LEARNING PLAN IN TLE-C++

Subject/Learning Area: TLE-C++


Grade and Section: 7 HOOVER 7 NAPIER & 7 LOVELACE
Quarter: I
CONTENT STANDARDS: The learners demonstrate an understanding of the principles and concepts in selecting, sourcing, and applying appropriate and affordable technologies in the
workplace

PERFORMANCE STANDARD The learners independently select, source, and apply appropriate and affordable technologies in the workplace based on TESDA Training Regulations

LEARNING COMPETENCIES The learner…


 Determine the requirements of tasks in accordance with the required output.
 Plan task to ensure that OH and S guidelines and procedures followed.
 Select appropriate hardware and software according to task assigned and required outcome
 Follow client-specific guidelines and procedures
Parts/Days Session #1 Session #2 Session #3
Date: 9/02/19 Date: 09/03/19 Date: 09/04/19
Subject Matter/ TLE-C++ TLE-C++ TLE-C++

Sub-topic:  Software Development Life Cycle (SDLC) Review on the last lesson: Software Development Life Review on the last lesson: Software
 Problem Definition Cycle (SDLC) Development Life Cycle (SDLC)
 Problem Analysis
 Algorithm and Design
o Flowchart
 Coding and Debugging
Reference/Teaching Guide JEDI Slides-Intro1-Chapter01-Introduction to JEDI Slides-Intro1-Chapter01-Introduction to Computer JEDI Slides-Intro1-Chapter01-Introduction to
Reference: Computer Programming Programming Computer Programming

Page: 14-25 14-25 14-25

Materials: LED T.V LED T.V LED T.V


White Board White Board White Board
Procedure/Activities: A. Present an image showing the life cycle of The learners apply the concepts learned through The learners will assess their own work.
a butterfly. flowcharting activity.
B. Ask the students what are the stages the
life cycle.
C. Relate the ideas of the students with
SDLC.
D. Introduce SDLC to the students.
E. State the importance of each stages in the
SDLC.

Assessment: Quiz The flowchart will be evaluated using the assessment Recitation
dimensions: Completeness and Consistency of the
(could be formative or rubrics.
summative)

Assignment:

Remarks:
RUBRICS: COMPUTER PROGRAMMING

Assessment Dimension Exceptional Good Average Poor

5 4 3 2

Procedure materials are Procedure materials are Some procedure materials are missing A lot of procedure materials are
Material Preparation
complete and organized complete but disorganized missing

The student was able to performed The student was able to perform The student was able to perform entirely The student was able to perform
entirely the procedure correctly entirely the procedure with little the procedure with more (minimum of 3) entirely the procedure with more
Completeness
inaccuracy inaccuracy than 3 inaccuracy and absence of
steps

The student is very sophisticated, The student is competent, less The student is partly competent, not so The student is not yet competent,
observant, accurate, focused while observant, accurate, focused while observant, accurate, focused while entertained more distractions &
Consistency
doing the different steps of the doing the different steps of the doing the different steps of the showed immaturity and less focus
procedural guidelines procedure guidelines procedural guidelines

The student was able to perform The student was able to perform The student was able to perform The student was not able to perform
the procedure with poise in every certainly every step of the procedure Every step of the procedural guideline with confidence, showed
Confidence step of the procedure guidelines guidelines with a little startle nervousness while performing every
step of the procedural guidelines

The student was able to complete The student was able to complete the The student was able to complete the The student was unable to finish the
the procedure guidelines within the procedural guidelines given with a procedure guidelines given but have procedure guidelines given with the
Timeliness
time allotted to finished the whole minimal excess on the time allotted exceeded the allotted time to finish the time allotted to finish the whole
course to finished the whole course whole course course

You might also like