DAILY School Lucena Dalahican Grade Level 9
LESSON NHS
PLAN Teacher John Michael R. Itable Learning Area TLE-CSS
Date/Time April 8-9, 2024 (Day 1) Quarter Fourth Week 2
Grade 9- Masunurin (1:00pm- 3:00pm- Monday)
Grade 9- Maalalahanin (9:00am-10:00am, 10:30am-11:30am-Tuesday)
I. OBJECTIVES
A. Content The learners demonstrate an understanding of concepts and underlying
Standards principles in terminating and connecting electrical wiring and electronics
circuits
B. Performance The learner shall be able to demonstrate proper termination and
Standards connection of electrical wiring and electronics circuits.
C. MELC LO 3: Test termination/connections of electrical wiring/electronics circuits
(TLE_IACSS9- 12TCEW-IIIi-j-23)
D. Learning At the end of the lesson, the learners must be able to:
Objectives 1. Identify basic schematic symbols of an electric/electronic circuit;
2. Appreciate the importance of learning electrical theories and
symbols in Computer Systems Servicing;
3. Devise a simple electric/ electronic circuit.
II.Content Wire termination/ connection methods and safety procedures
A. Learning
Resources
1. Teacher’s Guide
TLE Quarter 3 - Module 6- Computer Systems Servicing Plan and Prepare
Termination/ Connection of Electrical Wiring/ Electronic Circuits, page 5-
2. Learner’s Material
8
3. Additional
Materials from LR
portal
B. Other Learning Chalk, board, Powerpoint Presentation
Resources
III. PROCEDURES
A. Preliminary A. Routinary Activities
Activities 1. Opening Prayer
2. Greetings
B. Classroom Management
1. Classroom Arrangement
2. Checking of Attendance
3. Presentation of Objectives
B. Review/Motivation Motivation: “CHARADES”
Direction: A single person would act out each syllable of a
word or phrase in order, followed by the whole phrase
together, while the rest of the group guessed. A variant was
to have teams who acted scenes out together while the
others guessed.
Motivation: “CHARADES”
Direction: A single person would act out each syllable of a
word or phrase in order, followed by the whole phrase
together, while the rest of the group guessed. A variant was
to have teams who acted scenes out together while the
others guessed.
Motivation: “CHARADES”
Direction: A single person would act out each syllable of a
word or phrase in order, followed by the whole phrase
together, while the rest of the group guessed. A variant was
to have teams who acted scenes out together while the
others guessed.
Activity 1: “Unscramble the Words” (5MINS)
COLLABORATIVE & INQUIRY-BASED APPROACH
Directions: Unscramble and analyze the given letter to form a new word.
1.It is essential components in various applications, including electrical
wiring in buildings, electrical circuits in electronic devices,
telecommunications networks, automotive systems, and more.
E I R S W
2. It serve various purposes and are indispensable for tasks ranging from
circuit assembly to testing and troubleshooting.
O O S T L
3. It powers our homes, devices, and basically everything that runs on
electrical power.
C L E T T R I C E I Y
4. It is basically wires bundled together, often insulated, used to transmit
electricity, data, or signals from one place to another.
E S L A B C
5. It like the bridges between cables, devices, and components.
C N S R E C N O O T
C. Activity Activity: “Explain Me!”
Direction: How much could you explain in one minute? At
the end of class, play a music, set a timer & ask students to
state their understanding. The students will state their
opinion about the question that they’ve picked in the box.
The following are just some of the questions in the Box:
Activity: “Explain Me!”
Direction: How much could you explain in one minute? At
the end of class, play a music, set a timer & ask students to
state their understanding. The students will state their
opinion about the question that they’ve picked in the box.
The following are just some of the questions in the Box:
Activity 2: “Picture Analysis” (10MINS)
INQUIRY-BASED APPROACH
Direction: Look and analyze the given pictures below.
D. Analysis To understand the content of the activity, the teacher will present the
guide questions to learners.
Guide Questions:
1. What can you say about the picture?
2. What are the differences between solid-core and stranded wires, and
when is each type typically used?
3. How do you determine the maximum allowable length of a wire for a
given application, considering voltage drop and power loss?
4. What are the advantages and disadvantages of using thicker or thinner
wires in different scenarios?
5. Can you explain the importance of wire insulation and its role in
electrical safety and performance?
E. Abstraction
F. Application Activity 3: “Connect and Conquer” (15MINS)
CONSTRUCTIVIST & INTEGRATIVE APPROACH
Objective: To motivate participants to master wire termination and
connection skills through a series of challenges.
Instructions:
a. Divide the class into five groups and rotate them through the skill
stations. At each station, participants are given specific wire
termination/connection tasks to complete within a set time limit.
Encourage creativity and precision in their work.
b. Set up different skill stations representing various wire
termination/connection methods (soldering, crimping, wire nuts, etc.).
Each station should have the necessary tools and materials for practicing
the respective method.
Rubrics for grading:
IV. EVALUATION Activity : “MATCHY MATCHY” (5 MINS)
INQUIRY-BASED APPROACH
Directions: Identify what method in terminating and connecting wires in
column B matches with the data in column A. Write only the letter on the
space before the number.
V. ASSIGNMENT Directions: Make an essay on the importance of adhering to safety
protocols when dealing with electrical components. You will be graded
through a rubric below.
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 lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
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:
JOHN MICHAEL R. ITABLE
SST-II
Checked by:
NICHOLO I. ARONG
Master Teacher I/ Rater
Noted by:
REY G. ALEMAN
School Head
