CONGRESSIONAL INTEGRATED
School:
DAILY LESSON LOG
I. OBJECTIVES
1. Content Standards:
2. Performance Standards:
3. Learning Competencies /
Objectives: Write the LC Code
4. Specific Learning Objectives:
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Materials from Learning
Resource (LR) Portal
5. Curriculum’s Guide Pages
B. Other Learning Resources
IV.LEARNING DELIVERY
PROCEDURES
Routine Activities
A. INTRODUCTION
1. Activity:
Lesson Review (Recall of Pre-
requisite Concepts, Unlocking
of Difficulties)
Grade
8
HIGH SCHOOL Level:
Learning TLE (ICT)
Teacher: MELISSA PEA P. MARGALLO
Area: TECHNICAL DRAFTING
Week / WEEK 9
Teaching Date JANUARY 17, 2024 Quarter: SECOND
and Time: 5:00-6:00 PM
The learners demonstrate an understanding of concepts and underlying principles of
Occupational Health and Safety (OHS) in relation to health and risk hazards in the
workplace
The learners shall be able to consistently observe precautionary measures and respond
to risks and hazards in the workplace
LO 1. Identify Hazards and Risks (TLE_ICTTD7/8OS-0j-1)
At the end of the lesson, the students must be able to:
1. Define Occupational Health and Safety (OHS).
2. Identify the common workplace hazards related to Drafting.
3. Spot the hazards within the school premises.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In
the CG, the content can be tackled in a week or two.
Practice Occupational Health and Safety (Common Type of Hazards)
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the
lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
Technical Drafting Module
K to 12 Most Essential Learning Competencies with corresponding CG codes
Page 464
Slide Presentation, visual aids, Activity Sheet, colored paper
These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
 Prayer
Indicator 8. Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups.
Indicator 7. Established a learner-centered culture by using teaching strategies that respond to their
linguistic, cultural, socio-economic, and religious background.
Annotation:
The students will be given a minute of silence to do their individual prayer with respect to their religion
and cultural background.
 Greetings
 Reminder of the classroom health and safety protocols
 Checking of Attendance / Orderliness and Cleanliness of the Classroom
Choose the appropriate isometric drawing for the following orthographic views.
1. A. B. C.
 2.

A. B. C.

Indicator 1. Applied knowledge of content WITHIN curriculum teaching areas.

Most Essential Learning Competency:

LO2. Interpret Technical Drawings and Plans
CG Code: TLE_ICTTD7/8MC0i-2

Annotation:
The students will identify the appropriate isometric drawing for the given orthographic views prior to the
knowledge and competency they have learned in Converting Orthographic Views to Isometric Drawing.

What Am I?
Mechanics:
1. Identify the WORD that is being described by the given clues.
2. Only 1 minute is allotted to guess each word.
3. Say the correct answer before the time runs out. Don’t forget to raise your
hand.
4. The student that answers first will get the point which will be recorded in the
recitation card.

2. Motivation:
Establishing the Purpose of
the Lesson

Answers:
1. Occupation
2. Health
3. Safety

Ask the students the following questions:

1. How did you find the activity?
2. What are the words that you have guessed?
3. Are those words related to one another? If yes, how?
4. How will you relate the activity to the subject matter?
3. Analysis: Indicator 8. Adapted and used culturally appropriate teaching strategies to address the needs of
Presentation of learners from indigenous groups.
Samples/Situations for the
Lesson Indicator 7. Established a learner-centered culture by using teaching strategies that respond to their
linguistic, cultural, socio-economic, and religious background.

Annotation:
The students are allowed to express their thoughts and ideas in the language they prefer and/or
confident to use.

B. DEVELOPMENT
1. Discussion
OCCUPATIONAL HEALTH AND SAFETY

It is a cross-disciplinary area concerned with protecting the safety, health and welfare of
people engaged in work or employment. As a secondary effect, it may also protect co-
workers, family members, employers, customers, suppliers nearby communities, and
other members of the public who are affected by the workplace environment.

Failure to identify or recognize hazards is said to be the causes of work-related injuries,

illnesses, and incidents.

Note: Before discussing each common workplace hazard, the students must first figure
out the missing piece of each picture puzzle to be projected onto the TV screen. Once
figured out correctly, they will then try to identify what type of hazard it is.

COMMON WORKPLACE HAZARDS IN MECHANICAL DRAFTING

1. PHYSICAL HAZARDS - the most

common workplace hazards include
loud noise coming from machinery and
equipment, slips, trips and falls that
can lead to serious and sometimes
permanent injuries.

.
 SPOT THE HAZARD.
Identify and encircle the hazards
present in the picture posted on
the board. Briefly explain your answer.
2. Developing Mastery

C. ENGAGEMENT
1. Application The class will be divided into 8 groups. The basis of groupings is based on the students’
profile.

For this activity, the students will be using the data they have gathered based on their
assignment SPOT THE HAZARD, whereas each group was assigned to roaming around
within the area they were assigned to (see picture below as reference) and list down the
possible hazards they have found.

Since the students already have an idea about the different workplace hazards, they will
do the following:
1. Categorize the hazard they have listed down on their paper according to its type
and write it on the provided 5 colored circle paper.

Physical Ergonomic Chemical hazard Psychosocial Other type of

hazard1. hazard1. 1. hazard hazard
2. 2. 2. 1. 1.
3. 3. 3. 2. 2.
4. 4. 3. 3.

2. On the board, a copy of the school’s vicinity map will be posted, and each group
will be given 2 minutes time to post the accomplished colored circle paper on
their assigned school building/location.
3. Once done, 2 presenters of each group will explain their accomplished task by
elaborating the hazards they have spotted in their designated area within 2
minutes.
4. After presentation, the remaining groups will conduct peer evaluation regarding
the performance of the presenter group using the provided hand gesture icon.
 Thumbs up – satisfied/ agreed (specify why)
  Thumbs down – not satisfied / agreed (specify why)

Performance Task Rubric:

Content – 20
Participation – 10
Presentation – 10
Total – 40 points

2. Additional Activity/ies
(Assignment / Agreement)
D. ASSIMILATION
Ask the students the following questions:
1. What does OHS stand for?
2. What are the common workplace hazards?
3. What is the importance of knowing Occupational Health and Safety?
4. Cite an instance where you can Occupational Health in safety in real life situation.
1. Generalization and
Indicator 3. Applied a range of teaching strategies to develop critical and creative thinking, as well as
Abstraction (Valuing)
other higher order thinking skills.

Annotation: Through series of questions, from simply defining a word to gradually realizing the
importance of learning the lesson about Occupational Health and Safety (higher order thinking skills),
the students will be able to demonstrate creative and critical thinking. Other learners will be asked also
if they are agreeing or not to other students’ idea/thoughts in a respectful manner.

2. Evaluation The learners’ assessment is based on the result of the students’ performance in the
(Assessing Learning) activity “SPOT THE HAZARD”.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
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 innovations or localized
materials did I use/discover
which I wish to share with
other teachers?

INDEX OF MASTERY
Grade & Section: PALMA Grade & Section: MAGBANUA Grade & Section: MABINI
Date: Date: Date:
 Frequency (No. of Learners who got Frequency (No. of Learners who got Frequency (No. of Learners who got
SCORE SCORE SCORE
the corresponding Score) the corresponding Score) the corresponding Score)
10 10 10
9 9 9
8 8 8
7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0

Note: Duplicate if needed

Prepared by: Checked by: Noted by:

MELISSA PEA P. MARGALLO DARLENE S. INTERNO RYAN C. VILLANUEVA

Subject Teacher OIC-Head Teacher / Master Teacher School Principal

Date: ___________________________ Date: ___________________________

Seating arrangement according to the student’s preferred way of learning: