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Rac 9 - Week2

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33 views3 pages

Rac 9 - Week2

Uploaded by

JOSEPH ONG
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Department of Education
Region III
Division of Bulacan
LYDIA D. VILLANGCA TRADE SCHOOL
Ulingao, San Rafael, Bulacan

DAILY LESSON LOG


Technical-Vocational Department

Subject: RAC Quarter: FIRST


Grade: 9 Date: AUGUST 05, 2024

ENTRIES Monday Tuesday Wednesday Thursday Friday


I. Objectives 1. Identify areas for improvement, development and growth of your Personal
Competencies and Skills (PECs);
2. Organize your PECs according to your business or career choice; and
3. Create a plan of action that ensures success in your business or career choice.
A. Content Standards The learner demonstrates an understanding of one’s Personal Entrepreneurial Competencies and Skills (PeCS).
B. Performance Standards The learner recognizes his/her PeCS and prepares a list of PeCS of a practitioner/entrepreneur in RAC.
C. Learning Competencies / LO 1. Recognize Personal Entrepreneurial Competencies and Skills (PeCS) needed in RAC.
Objectives
D. Learning Code: TLE_PECS7/8-00-1
II. Content 1. Assessment of Personal Entrepreneurial Competencies and Skills (PeCS) vis-à-vis those of a practicing entrepreneur/employee
III. Learning Resources Competency-Based Learning Material
A. References Pages:
TG: LM: pages Textbook: Other References: SLM
B. Instructional
Materials/Devices use/d Power point presentation, chalk board, chalk, tools and equipment
IV. Procedures
 Begin with a brief discussion: "What skills do you think are essential for a successful career in Plumbing?"
A. Reviewing previous lesson or  Engage students with a video showcasing professionals in the electrical field discussing their daily tasks and necessary skills.
presenting new lesson  Pose the question: "What skills do you think are most important based on what you observed?"

 Provide scenarios related to electrical installation where specific PECS are required.
B. Establishing a purpose for  Examples:
the lesson  Scenario 1: A team project requiring collaboration and communication.
 Scenario 2: A troubleshooting task that necessitates problem-solving skills.
 Questions to scaffold:
C. Presenting examples /  What skills did you use in this scenario?
instances of the new lesson  Which competencies were lacking, and how could they be improved?
 Monitor student discussions and provide feedback on their reasoning and understanding of the PECS necessary for each scenario.
 Divide students into small groups and provide them with a self-assessment worksheet to identify their current competencies.
 Scaffold questioning:
D. Discussing new concepts and
 Start by asking, "What skills do you believe you are strong in?"
practicing new skills #1
 Progress to, "Which skills do you think you need to develop for your future career?"
 Monitor student performance by circulating among groups, offering support and guiding discussions.
 Assign students to create a personal competency improvement plan. This plan should include:
 Three competencies they wish to improve.
E. Discussing new concepts and  How each competency aligns with their chosen career path.
practicing new skills #2  Specific steps and resources they will use to improve these skills.
 Expect students to submit their plans in a structured format, demonstrating clear thought and organization.

F. Developing Mastery (Leads  conduct a "think-pair-share" activity where students reflect on one key competency they plan to improve and explain why it is important to their future career.
to Formative and Assessment  Have a few students share their thoughts with the class.
3)

G. Finding practical applications  Assign students to create a business plan which includes:
of concepts and skills in daily  Logo
living  Name of company.

H. Making generalizations and Have students share one key competency they plan to improve and why it is important for their future careers.
abstraction about the lesson Summarize the importance of aligning PECS with career goals and the benefits of a structured plan for development.
Students will create a personal development plan that outlines specific areas for improvement in their PECS, aligns those competencies with their chosen career paths in electrical
I. Evaluating Learning
installation and maintenance, and details actionable steps for achieving their goals
J. Additional Activities for  Students who finish early can create a visual representation (like a mind map) of their personal development plans, illustrating how different competencies connect to their
application or remediation career goals.
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
worked? 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: Noted by:

JOSEPH D. ONG ARNOLD T. QUIAMBAO RICHARD C. BAGTAS


Teacher I Head Teacher I Principal I

Date: AUGUST 05, 2024

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