Daily Lesson Plan

Computer Programming

School Lanao del Norte National Comprehensive High School Grade Level XI
Teacher Kristine M. Capao Learning Area TVL
Time & Date 7:30-8:30 July 4, 2017 Quarter I

I. Objective
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
(Write the LC code for
each)
II. Content Applying Programming Skills in a Second Language
III. Learning Resources
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource portal
B. Other Learning Resources
IV. Procedure
A. Reviewing previous lesson Pick-me-Up game
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples / Asks the learners to create 5 groups according to their interest (i.e.
instances of the lesson
D. Discussing new concepts Elements of Programming (Video Presentation)
and practicing new skills #1
E. Discussing new concepts None
and practicing new skills #2
F. Developing mastery (Leads Identify the input, condition, and output for the task below.
The learners demonstrate an understanding of basic concepts, and
underlying principles in programming in a second language
The learners shall be able to independently create/provide a quality and
marketable product and/or service in programming in a second language, as
prescribed by TESDA Training Regulations
Apply basic language syntax and layout
Use language-data types, operators, and expressions
TLE_ICTCP9-12PS-Ic-j-1
Elements of Programming
None
None
None
None
Currculum Guide
http://study.com/academy/lesson/5-basic-elements-of-
programming.html
A box of rolled papers will be passed from one learner to another
while a piece of music is playing. Inside the papers are questions or
statements that need to be done or answered. When the music stops,
the learner handling the box will pick a piece of rolled paper, read
what is written inside the paper and answer or do what it says. There
are six questions inside the box.
loves to sing, loves to dance, into drama, poets, journalism).
Asks the learners to assign one person to answer for their group for
the game.
There are 8 correct answers for the crossword puzzle.
Clue for the puzzle will be revealed one by one.
The first group to raise their hand will be the first to give their
answer. If their answer is correct, they will earn 1 point, if not, the
other 4 groups will have a chance to answer.
The group with the highest score will be the winner of the game.
Input
Output
Arithmetic operations
Conditional
Looping
 to Formative Assessment 3) Finding and print out the greatest number of two number.
Imagine youre writing a computer program for each of the
G. Finding practical application
of concepts and skills in following tasks. Identify the input, condition, and output for each
daily living one.
INPUT CONDITION OUTPUT
Setting an alarm clock
Watering a plant
Recording your daily
steps
H. Making generalizations and So, in any program and activity (in our daily life), there is always and
abstractions about the input. Whatever the condition of the input we make decisions and do
lesson calculations (or repeat some steps). And from the decisions we make,
we come up with a result (output).
I. Evaluating learning 1. Why are conditional statements important?
a. They monitor the input.
b. They control a program loop by stopping it at specified
predetermined event.
c. They deliver the output.
d. They receive data from a computer calculation.
2. How is output from a program characterized?
a. Saving data in a file.
b.Entering information into a program.
c. The end result of the program.
d. The processing of data.
3. Arithmetic operations are used to
a. Control loops
b.Both a and c
c. Perform calculations
d. Neither a nor c

Answers:
1. b 2. c 3. c

J. Additional activities for Assignment

application or remediation
Identify the elements of programming for the task below.
Converting the user input of temperature to either from
degrees Celsuis to degrees Fahrenheit or vice versa. Then prints
out the result of the conversion.
If the user enters degrees in Celsuis, convert the
temperature to degrees Fahrenheit.
If the user enters degrees in Fahrenheit, convert the
temperature to degrees Celsuis.
V. Remarks None
VI. Reflection The students passed the evaluation but needs more problem
exercises.