1

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School SLNHS SABANGA-AN ANNEX Grade Level 9

Teacher DELAILA S. LABRADOR Learning Area TLE-ICT-CSS
Time & Dates September 5, 2024 Quarter 1

I. OBJECTIVES ANNOTATIONS
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 / 1.3 Plan a task to ensure that OHS guidelines
and procedures are followed
Objectives. TLE_IACSS9-12PCO-Ic-d-4
Write the LC code for each
Contextualized Objectives At the end of discussion, the students will be able to:
 Identify Hazards in CSS workplace.
 Enumerate types of hazards found in CSS
laboratory/workplace.
 Analyze situations, conditions in CSS
workplace and what type of hazards it belongs.
II. CONTENT Operational health and safety (OHS) guidelines
and procedures
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Not available
2. Learner’s Materials
pages
3. Textbook pages Not available
4. Additional Materials
from Learning Resource Curriculum guide pp-10
(LR) portal
B. Other Learning Internet CSS module board TV
Laptop chalk Curriculum guide
Resources PowerPoint
V. PROCEDURES  Prayer ESP integration
 Greetings This will always remind
 Checking of attendance (classroom secretary) the learners that in
 Kumostahan everything we do, we
should acknowledge
 Motivation
the guidance of the
Almighty God

COT-RPMS Indicator No.1

A. Reviewing previous To present the new lesson, the teacher will have a pre- Exploration and
lesson or presenting the assessment and let the learners go to their group. discovery approach
 The learners will identify the computer
new lesson
peripherals given to them if it is hazardous or
not. They will just write its name and indicate
whether “Hazardous” or “Not Hazardous” and
brainstorm why hazardous or not.
2

 They will be given 2 minutes to do the said

activity.
B. Establishing a purpose After the pre-assessment, the teacher will
for the lesson congratulate each group for a job well done and tell
them to that they can check their answer during the
discussion.

Then after that, the teacher will read the objectives of

the lesson.
C. Presenting examples/ Activity 1 “Let set in Order!” (Stop the bus! game) English integration
instances of the new lesson Using PowerPoint Presentation, the learners in their Mathematics
group will arrange the jumbled letters presented by integration
the teacher and say “Stop the bus!” if they knew the
answer. 3 points each correct answer. The learners learn or
1. DAHZRAS enhance their
2. PYSACILH spelling and word
3. LACHMECI building/vocabulary
4. ECLECITR HSOCK
5. HGHI VOTLEGA They will also count
their own score. Ex. If
they got two correct
answers then 2x3=6.

COT-RPMS indicator
No. 2

D. Discussing new concepts A hazard is anything that could hurt you or someone Science integration
and practicing new skills #1 else.
Examples of workplace hazards include: The teacher will
• frayed electrical cords (could result in touch electricity and
electrical shock) electronics.
• boxes stacked precariously (they could
fall on someone) COT-RPMS indicator
• noisy machinery (could result in damage to your No. 2
hearing)
E. Discussing new concepts Hazards in ICT Environments
and practicing new skills #2 1. Physical Hazards- cables running across
the floor, slippery floor.
2. Mechanical Hazards- computer chassis
3. Chemical Hazards- display cleaning
chemicals, keyboard cleaning chemicals,
compressed gas dirt and dust removers,
and many cleaning solvents.
4. Electric Shock Hazard- Inside computers
and electronic equipment
5.CRT Monitor High Voltage Hazard- open CRT
monitors
F. Developing mastery Activity 2 “Where do I belong?”
(Leads to Formative The learners will pick a printed word/meta card with
CSS workplace situation/condition and they will paste
Assessment 3)
on the board, identifying what type of hazard it
belongs.
 Frayed electric cords
 Pile of boxes
 Printer ink
3

 Noisy machinery
 Open CRT monitor
 Hand wounded by System fan
 Wires/cables running across the floor
 Open cleaning solution
 Wet floor
 Working printer
G. Finding practical Question and Answer Mathematics
applications of concepts The teacher will the following Questions: integration
1. Do hazards are only present in CSS workplace?
and skills in daily living
Why? The learners will rate
2. Are we safe at home? What are hazards found the degree of
at home? hazards how it
3. How about your way to school, can you find possibly cause
them? damage or harm to
4. What type of hazards are they? them.
5. We know already the types of hazards, if you
rate the 5 types, which among of them has the
highest degree of danger? Second? Third? The
lesser risky?
H. Making generalizations The teacher will play a video clip about the office
and abstractions about the safety/workplace safety.
lesson
I. Evaluating learning Short Quiz
Identify the items below of which type of hazard it
belongs. Write the letter only on the space provided.
A. Mechanical B. Physical C. CRT
Hazards Hazards Monitor High
Voltage
Hazard
D. Chemical E. Electric Shock
Hazards Hazard

________1. cables running across the floor

________2. computer chassis

________3. open CRT monitors
________4. display cleaning chemicals
________5. Inside computers and electronic
equipment
________6. cleaning solvents
________7. slippery floor
________8. Pile of boxes
________9. keyboard cleaning chemicals
________10. compressed gas dirt and dust removers
4

J. Additional activities for

application or remediation Assignment:
 Assignment/Agreement • Research about safety precautions and
(____ minutes). Fill-in
below any of the four
guidelines while working on CSS area.
purposes .
 Reinforcing /
strengthening the day’s
lesson
 Enriching / inspiring the
day’s lesson
 Enhancing / improving the
day’s lesson
 Preparing for the new lesson
V. REMARKS
VI. REFLECTION
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 lessons
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/discover
which I wish to share with other
teachers?

Prepared by: Checked by:

DELAILA S. LABRADOR MARIA EMELITA I. SUAREZ

Teacher I School Head
5

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School SLNHS SABANGA-AN ANNEX Grade Level 8

Teacher DELAILA S. LABRADOR Learning Area ICT-CSS
Time & Dates February 27, 2024 Quarter 3

I. OBJECTIVES
A. Content Standards The learners demonstrate 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 / LO 3. Access information using computer
TLE_IACSS912PCO-Ie-f-6
Objectives.
Write the LC code for each
Contextualized Objectives At the end of discussion, the students will be able to:
 Identify the component of computer belongs to
process and other internal components of a system
unit
 Describe the relationship of each component to
complete a process
 Appreciate the importance of knowing how
computer works .
II. CONTENT PROCESS DEVICES of COMPUTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp-10-11
3. Textbook pages
6

4. Additional Materials from

Learning Resource (LR) Curriculum guide pp-10
portal
B. Other Learning Resources Internet CSS 7/8 module board
Laptop chalk
V. PROCEDURES  Prayer
 Greetings
 Checking of attendance (classroom secretary)
A. Reviewing previous lesson The teacher will call a volunteer to share about the past
or presenting the new lesson discussion.
Ask the following:
 Who can give me the examples of input devices?
 How about output devices?
 Who can describe what is input devices?
 How about output devices?
B. Establishing a purpose for The teacher will read the objectives of the lesson.
the lesson The teacher will ask the learners:
 What do you mean by process?
 What do you think are the component of computer
system belongs to process?
Lets find out!
C. Presenting examples/ Activity 1
instances of the new lesson The learners will arrange the following rumbled letters.
1. ARM 4. VDIEO ARCD
2. OPWER SPPULY 5. MORETHDOARB
3. EATH SNKI

D. Discussing new concepts The teacher will discuss:

and practicing new skills #1 A. PROCESS DEVICE is the computer’s circuitry in the
system unit. It plays an important role in processing
operations. It is used to process data, using
instructions from the program.
(Page 10 in module)
E. Discussing new concepts The teacher will continue discussing the:
and practicing new skills #2 SYSTEM UNIT
The system unit, also known as a "tower" or
"chassis," is the main part of a desktop computer. It
encloses the motherboard, CPU, RAM, video card,
and other internal components.
7

F. Developing mastery Group activity: You needed me!

(Leads to Formative Group activity
The learners will go to their group and brain storm. They will
Assessment 3)
describe the relationship between CPU and RAM.

CPU RAM

G. Finding practical Group Presentation:

applications of concepts and
The learners will now share their works/output in front of the
skills in daily living
class.

H. Making generalizations The teacher will say:

and abstractions about the Process devices are the computer components involve in
decoding users command or inputted data. The system Unit
lesson
serves as the house of the components and each other
components work together to respond the users’ needed
information or data.
I. Evaluating learning ESSAY:
Why it is important to understand how the computer with its
component work?
J. Additional activities for
application or remediation Assignment:
 Assignment/ Research and draw the following:
 1 input device
Agreement (____  1 output device
minutes). Fill-in  1 process device
below any of the four  System unit
purposes .
 Reinforcing /
strengthening the
day’s lesson
 Enriching / inspiring
the day’s lesson
 Enhancing /
improving the day’s
lesson
 Preparing for the new
lesson
V. REMARKS
VI. REFLECTION
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 lessons
work? No. of learners who
8

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/discover which I wish to
share with other teachers?
Prepared by: Checked by:

DELAILA S. LABRADOR MARIA EMELITA I. SUAREZ

Teacher I School Head
9

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School SLNHS SABANGA-AN ANNEX Grade Level 8

Teacher DELAILA S. LABRADOR Learning Area ICT-CSS
Time & Dates February 28, 2024 Quarter 3

I. OBJECTIVES
A. Content Standards The learners demonstrate 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 3. Access information using computer
TLE_IACSS912PCO-Ie-f-6
Competencies /
Objectives.
Write the LC code for
each
Contextualized Objectives At the end of discussion, the students will be able to:
 Identify storage devices
 Compare and contrast magnetic and optical storage
devices
 Explain the used of storage devices.
II. CONTENT STORAGE DEVICES
 Magnetic and
 Optical storage devices
 Flash memory
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pp-12-13
pages
3. Textbook pages
4. Additional Materials
from Learning Resource Curriculum guide pp-10
(LR) portal
10

B. Other Learning Internet CSS 7/8 module board

Resources Laptop chalk
V. PROCEDURES  Prayer
 Greetings
 Checking of attendance (classroom secretary)
A. Reviewing previous
lesson or presenting the The teacher will call a volunteer to share about the past discussion.
new lesson
B. Establishing a purpose The teacher will read the objectives of the lesson.
for the lesson The teacher will ask the learners:
 When you hear the word STORAGE, what comes in your
mind?
 What’s the use of storage devices?
C. Presenting examples/ Activity 1 Do you know me?
instances of the new The learners will identify the following:
lesson

D. Discussing new The teacher will discuss:

concepts and practicing STORAGE DEVICE stores data and programs. These
new skills #1 hold data, information, and programs permanently.
Magnetic Storage
• Hard Disk Drive
• Floppy Disk
Optical Storage
• Blu-ray
• CD
• DVD
E. Discussing new The teacher will continue discussing:
Flash memory
concepts and practicing
• Solid Staate Drive
new skills #2 • Memory Card
• USB Flash Drive

F. Developing mastery Group activity:

(Leads to Formative The learners will go to their group and make a VEN diagram
comparing magnetic and optical storage devices.
Assessment 3)
Magnetic storage Optical storage
11

G. Finding practical Group Presentation:

applications of concepts
The learners will now share their works/output in front of the
and skills in daily living
class. Discussing the difference, the common things about
magnetic and optical devices

H. Making generalizations Ask the following: (each learner/volunteer will give 1 example of
and abstractions about the terms below)
 What are the examples of magnetic devices of computer
the lesson
system?
 What are the examples of optical devices of computer
system?
I. Evaluating learning The learners will group the following, naming and identifying each
device whether optical storage, magnetic storage or flash memory.
1. ________ 3. __________ 5. __________
__________ __________ __________

2.________ 4. ___________ 6. ___________

_________ ___________ ___________

7. ___________
___________

J. Additional activities for

application or Assignment:
remediation Have an advance reading or research about software, its
meaning and examples.
 Assignment/
.
Agreement (____
minutes). Fill-in
below any of the
four purposes
 Reinforcing /
strengthening the
day’s lesson
 Enriching /
inspiring the day’s
lesson
 Enhancing /
improving the
day’s lesson
 Preparing for the new
lesson
V. REMARKS
12

VI. REFLECTION
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
lessons 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/discover which I wish
to share with other
teachers?
Prepared by: Checked by:

DELAILA S. LABRADOR MARIA EMELITA I. SUAREZ

Teacher I School Head
13

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School SLNHS SABANGA-AN ANNEX Grade Level 8

Teacher DELAILA S. LABRADOR Learning Area ICT-CSS
Time & Dates February 29, 2024 Quarter 3

I. OBJECTIVES
A. Content Standards The learners demonstrate 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 3. Access information using computer
3.1 Select correct program/application based on job
Competencies /
requirements
Objectives. TLE_IACSS912PCO-Ie-f-6
Write the LC code for
each
Contextualized Objectives At the end of discussion, the students will be able to:
 Identify software and its classifications
 Classify software programs
 Appreciate the function of software programs how it
contributes to the success in using computer.
II. CONTENT SOFTWARE
 System Software
 Application Software
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pp-14-15
pages
3. Textbook pages
4. Additional Materials
from Learning Resource Curriculum guide pp-10
(LR) portal
B. Other Learning Internet CSS 7/8 module board
Resources Laptop chalk
V. PROCEDURES  Prayer
 Greetings
 Checking of attendance (classroom secretary)
A. Reviewing previous
The teacher will call a learner to review what was their previous
lesson or presenting the discussion.
new lesson
B. Establishing a purpose The teacher will read the objectives of the lesson.
for the lesson The teacher will ask the learners:
 How will you describe software?
 Can you name some software you’ve known?
C. Presenting examples/ Activity 1 Word puzzle
instances of the new The learners will look for words that relates to software.
14

lesson
S U T I L I T I E S
A O S P A B B C D Y
P P F O R E A C A S
P E U T R O T N M T
L R B X W C G V Z E
I A U E O A Q R S M
C T N W R J R E A t
A I T E D O U E I M
T N O S H E E T L O
I G W I N D O W S I
O S Y S T E M E E T
N A P P L E A B C D
D. Discussing new The teacher will discuss:
concepts and practicing Software – this term refers to the collection of electronic
new skills #1 instructions that tells the computer what to do. It is a
computer program that is installed in your computer. The
diagram below shows the classification of software
E. Discussing new The teacher will continue discussing:
concepts and practicing
new skills #2

F. Developing mastery Activity 2: Software Adjectives!

(Leads to Formative The learners will go to their group and brain storm. They will write
words that describes the word SOFTWARE as many as they can.
Assessment 3)

SOFTWARE

G. Finding practical Group Presentation:

applications of concepts
The learners will now share their works/output in front of the
and skills in daily living
class. Discussing the words that describes software.

H. Making generalizations The teacher will summarize the discussion:

and abstractions about Software – this term refers to the collection of electronic
the lesson instructions that tells the computer what to do. It is a
computer program that is installed in your computer.
2 classifications of software:
 System Software
OS
15

Utility programs
 Application software
MS Office, OpenOffice, Media Players, MS
Access, educational software, media
development software, Antivirus software
I. Eval uating learning The learners will classify the following whether it belongs to
SYSTEM software or APLLICATION software.
1. MS Word 6. Anti-virus
2. Windows 7. OpenOffice
3. Ubunto 8. Unix
4. Apple 9. MS excel
5. Media player 10. PowerPoint

J. Additional activities for

application or Assignment:
remediation In ¼ sheet of paper, write the importance of Software in the
computer system.
 Assignment/
.
Agreement (____
minutes). Fill-in
below any of the
four purposes
 Reinforcing /
strengthening the
day’s lesson
 Enriching /
inspiring the day’s
lesson
 Enhancing /
improving the
day’s lesson
 Preparing for the new
lesson
V. REMARKS
VI. REFLECTION
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
lessons 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
16

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/discover which I wish
to share with other
teachers?
Prepared by: Checked by:

DELAILA S. LABRADOR MARIA EMELITA I. SUAREZ

Teacher I School Head