Tle 9-10 PDF

Kagawaran ng Edukasyon
Republika ng Pilipinas
SESSION PLAN IN
TECHNOLOGY AND LIVELIHOOD EDUCATION
GRADE 9 AND 10
LIST OF DEVELOPMENT TEAMS
I. TLE-EIM-Illustration
A. Writer
1. Rodel Borja
2. Ricardo Cleofe
3. Luningning Imperial
4. Carrie Joy Cleofe
5. Jernan Soria
6. Maria Teresa Claudio
B. Editor
1. Rochelle Bitantes
2. Gene Maria Calingacion
C. Validator
1. Dolores Notario
D. Demo-Teacher
1. Guillermo Bordeos
2. Daniel Baclao
3. Aldrin Padua
E. Illustrator
1. Julma Cargullo
II. CBLM-Agri-Crop
A. Writer
1. Athena Laiza Z. Luces/Elsa L. Mangampo
2. Mary-Ann G. Ortiz
3. Maridel A. Rabulan
4. Marilou B. Vallena
III. CBLM-Poultry
A. Writer
1. Melody L. Llabres
2. Jerome M. Llabres
3. Alonso A. Latuna
i
IV. CBLM-Ruminants
A. Writer
1. Mia L. Moreno
2. Noel G. De los Santos
3. Joan T. De los Santos
4. Annie L. Jacob
5. Elsa L. Mangampo
6. Ian H. Ataiza
7. Athena Laiza Z. Luces
V. CBLM-Swine
A. Writer
1. Alonso A. Latuna
2. Melody L. LLabres
3. Jerome M. Llabres
4. Lorna M. Laurante
5. Mia L. Magalona
VI. Session Plan Writer

1. Bavie F. De la Rama
2. Gracia F. Fumera
ii
Table of Contents
DETAILED LESSON PLANS IN AGRI-FISHERY ARTS .................................................................................................................................... 1-836

DETAILED LESSON PLANS IN HOME ECONOMICS ................................................................................................................................ 837-1001
DETAILED LESSON PLANS IN INDUSTRIAL ARTS ................................................................................................................................ 1002-1214
DETAILED LESSON PLANS IN ICT-ENTREPRENEURSHIP ................................................................................................................... 1215-1246
iii
SESSION PLAN IN
AGRI-FISHERY ARTS
1
SESSION PLAN
Agricultural Crops Production NC 1
Grade 9
Sector: Agriculture, Forestry and Fishery Qualification Title: Agricultural Crops Production NC I
INTRODUCTION
This session plan covers the skills and knowledge required to support horticultural and nursery production under supervision. It requires
the ability to prepare materials, tools and equipment for horticultural production and nursery work practices; ensure hygiene and quality control;
undertake routine production assistance work; handle materials and equipment; and perform thorough clean-ups upon completion of the work.
Supporting horticultural and nursery production work requires knowledge of safe work practices relating to (1) basic crop and nursery plant
maintenance activities (2) basic stock control procedures (3) propagation and handling techniques—including planting, maintaining, picking and
packing, loading and unloading, and (4) using associated farm tools and equipment.
Lesson 1 (Quarter 1 and 2): Core Competency 1- Support Lesson 2 (Quarter 3 and 4): Core Competency 2- Support Nursery
Horticultural Work Work
CONTENT STANDARD: The learner demonstrates an understanding of CONTENT STANDARD: The learner demonstrates an understanding
concepts, underlying theories and principles in the preparation of farm of concepts, underlying theories and principles in the preparation of
materials, tools and equipment and occasional health and safety materials, tools and equipment in agronomic crop production.
operations in crop production.
PERFORMANCE STANDARD: The learner uses farm materials, tools, PERFORMANCE STANDARD: The learner prepares farm tools and
and equipment and applies occupational health and safety practices in equipment for agronomic crop production based on required task.
crop production.
Learning Outcomes Learning Outcomes
1. Prepare materials, tools and equipment for 1. Prepare materials, tools and equipment for
horticultural production work nursery work
2
2. Undertake horticultural production work as 2. Undertake nursery work as directed
directed
3. Handle materials and equipment 3. Store and stockpile materials
4. Clean-up on completion of work 4. Clean-up on completion of nursery work
Lesson 1 (Quarter 1 and 2): Core Competency 1- Support Horticultural Work
LO1: Prepare materials, tools and equipment for horticultural production work
Learning Content
1. Types and selection of materials, tools, and equipment
2. Routine check-up of tools and equipment
3. Manual handling procedures and techniques
4. Personal protective equipment and occupational health and safety requirements
5. Common OHS hazards, risks and its control
Learning competencies
1.1. Identify the required materials, tools and equipment according to lists provided and/or teacher's/supervisor’s instructions
1.2. Check farm tools, materials and equipment for faults and defects based on manufacturer's lists and pre-operating
procedures
1.3. Demonstrate the correct manual handling procedures and techniques when loading and unloading materials to minimize
damage to the load and vehicle
1.4. Select and check the suitable personal protective equipment (PPE), as required by the job
1.5. Provide the work support in accordance with OHS requirements and the workplace information
1.6. Identify OHS hazards and file a report based on OHS requirements and company reporting procedures
CODE: TLE_AFAC9-12HC-Ia-e-1
Learning Content Methods/ Presentation Practice/Applicatio Feedback/Evaluatio Resources Date/Tim
Strategies n n e
1. Types  Modular  Observe Answer self-check Compare answer to CBLM

and  Demonstratio routine 1.1-1 answer key 1.1-1 PPE
selection n activities farm
of  Motivation implement
materials
3
, tools,  Differentiated  Conduct Perform Task Evaluate your s and
and Instruction RPL Sheet 1.1-1 performance using simple
equipme  Blended Proceed to Select Materials, performance equipment
nt  CBT institutional Tools, and criteria checklist
Approach assessment Equipment 1.1-1
 Interviews area
 Visual Use Achievement
Learners- Chart/ Training Use Progress Chart
Read Activity to evaluate
informatio Matrix/Trainees students’ learning
n sheet Record Book (TRB)
1.1-1 to monitor
Proceed to students’ learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
4
Proceed to
practical
work area
ASSESSMENT PLAN
 Testing condition: _____________________________
 Venue of the evaluation: _____________________________
 Type of assessment: _____________________________
 Type of evidence: _____________________________
TEACHER’S SELF REFLECTION OF THE SESSION

This part of the session plan serves as the documentation of the conduct of the training on a unit of competency. Highlights of the use of the
CBLM must be recorded/documented and must be considered in the validation /improvement of the manual.
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources Date/Tim

Content Strategies n n n e
2. Routine  Modular  Observe Answer self-check Compare answer to CBLM

check-up  Demonstratio routine 1.1-2 answer key 1.1-2 PPE
of tools n activities
5
and  Differentiated  Motivation Evaluate your farm
equipme Instruction  Conduct performance using implement
nt  Blended RPL Perform Task performance s and
 CBT Proceed to Sheet 1.1-2 criteria checklist simple
Approach institutional Check-Up of Tools 1.1-2 equipment
 Interviews assessment and Equipment
area Use Progress Chart
 Visual Use Achievement to evaluate
Learners- Chart/ Training students’ learning
Read Activity
informatio Matrix/Trainees
1.1-2 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
6
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________


3. Manual  Modular  Observe Answer self-check Compare answer to CBLM

handling  Demonstratio routine 1.1-3 answer key 1.1-3 PPE
procedure n activities farm
s and  Differentiated  Motivation implement
Instruction s and
7
technique  Blended  Conduct Perform Task Evaluate your simple
s  CBT RPL Sheet 1.1-3 performance using equipment
Approach Proceed to Follow Manual performance
 Interviews institutional Handling criteria checklist
assessment Procedures and 1.1-3
area Techniques
 Visual
Learners- Use Achievement Use Progress Chart
Read Chart/ Training to evaluate
informatio Activity students’ learning
n sheet Matrix/Trainees
1.1-3 Record Book (TRB)
Proceed to to monitor
contextual students’ learning
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
8
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resources Date/Tim

Content Strategies on on on e
4. Personal  Modular  Observe Answer self-check Compare answer to CBLM

protective  Demonstrati routine 1.1-4 answer key 1.1-4 PPE
equipment on activities farm
and  Differentiate  Motivation Evaluate your implement
occupation d Instruction  Conduct Perform Task performance using s and
al health  Blended RPL Sheet 1.1-4 performance
9
and safety  CBT Proceed to Observe Personal criteria checklist simple
requiremen Approach institutional Protective 1.1-4 equipment
ts  Interviews assessment Equipment and
area Occupational
 Visual Health and Safety
Learners- Requirements
Read
informatio
n sheet Use Achievement Use Progress Chart
1.1-4 Chart/ Training to evaluate
Proceed to Activity students’ learning
contextual Matrix/Trainees
learning
Record Book (TRB)
area
to monitor
 Auditory
students’ learning
Learners-
Listen to
audio
presentati
on
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
10
ASSESSMENT PLAN
 Type of evidence: _____________________________

11
Learnin Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources Date/Tim
g Strategies n n n e
Content
5. Commo  Modular  Observe Answer self-check Compare answer to CBLM
n OHS  Demonstratio routine 1.1-5 answer key 1.1-5 PPE
hazards, n activities farm
risks  Differentiated  Motivation Evaluate your implement
and its Instruction  Conduct Perform Task Sheet performance using s and
control  Blended RPL 1.1-5 performance simple
 CBT Proceed to Identify Common criteria checklist equipment
Approach institutional OHS Hazards, Risks 1.1-5
 Interviews assessment and Its Control
area
information Matrix/Trainees students’ learning
sheet 1.1-5 Record Book (TRB)
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
12
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

13
LO2: Undertake horticultural production work as directed
Learning Content
1. Common horticultural production work
2. Safe work practices
3. Proper use of horticultural tools and equipment
4. Procedures for land preparation, sowing/planting, crop maintenance, fertilization, loading and unloading,
harvesting/picking, sorting and packing
5. Planting, picking, packing, loading and transporting techniques
6. Environmental aspects of horticultural production work
7. Interpersonal relationships and communication (oral and written)
Learning Competencies
2.1. Follow and clarify instructions and directions based on authority requirements and workplace procedures
2.2. Undertake work in a safe and environmentally-sound manner according to enterprise guidelines
2.3. Interact with other staff and customers in a positive and professional manner as specified in the employee manual
2.4. Observe workplace practices, handling and disposal of materials following enterprise policy and procedures
2.5. Report problems or difficulties in completing work to required standards or timelines to authority based on company reporting
procedures
Code: TLE_AFAC9-12HCIf-j-2
14
Learning Methods/ Presentatio Practice/Applicati Feedback/Evaluati Resources
Content Strategies n on on Date/Tim
e
1.  Modular  Observe Answer self-check Compare answer to CBLM
Common  Demonstrati routine 1.2-1 answer key 1.2-1 PPE
horticultur on activities farm
al  Differentiate  Motivation Evaluate your implement
production d Instruction  Conduct Perform Task performance using s and
work  Blended RPL Sheet 1.2-1 performance simple
 CBT Proceed to Identify Common criteria checklist equipment
Approach institutional Horticultural 1.2-1
 Interviews assessment Production Work
area
1.2-1 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
15
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

16
Content
2. Safe  Modular  Observe Answer self-check Compare answer to CBLM
work  Demonstratio routine 1.2-2 answer key 1.2-2 PPE
practice n activities farm
s  Differentiated  Motivation Evaluate your implement
Instruction  Conduct Perform Task Sheet performance using s and
 Blended RPL 1.2-2 performance simple
 CBT Proceed to Follow Safe Work criteria checklist equipment
Approach institutional Practices 1.2-2
 Interviews assessment
area Use Achievement
 Visual Chart/ Training Use Progress Chart
Learners- Activity to evaluate
Read Matrix/Trainees students’ learning
information Record Book (TRB)
sheet 1.2-2 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
17
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

18
Learning Methods/ Presentatio Practice/Applicati Feedback/Evaluati Resources Date/Tim
Content Strategies n on on e
3. Proper  Modular  Observe Answer self-check Compare answer to CBLM

use of  Demonstrati routine 1.2-3 answer key 1.2-3 PPE
horticultur on activities farm
al tools and  Differentiate  Motivation Evaluate your implement
equipment d Instruction  Conduct Perform Task performance using s and
 Blended RPL Sheet 1.2-3 performance simple
 CBT Proceed to Follow Proper Use criteria checklist equipment
Approach institutional of Horticultural 1.2-3
 Interviews assessment Tools and
area Equipment
 Visual
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
19
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

20
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluat Resources Date/Ti
Content Strategies on on ion me
4. Procedures  Modular  Observe Answer self- Compare answer CBLM

for land  Demonstrat routine check 1.2-4 to answer key 1.2- PPE
preparation, ion activities 4 farm
sowing/planting  Differentiat  Motivation implemen
, crop ed  Conduct Perform Task Evaluate your ts and
maintenance, Instruction RPL Sheet 1.2-4 performance using simple
fertilization,  Blended Proceed to Follow performance equipmen
loading and  CBT institutiona Procedures for criteria checklist t
unloading, Approach l Land Preparation, 1.2-4 planting
harvesting/pick  Interviews assessmen Sowing/Planting, materials
ing, sorting and t area Crop fertilizers
packing  Visual Maintenance,
Learners- Fertilization,
Read Loading and
informati Unloading,
on sheet Harvesting/Pickin
1.2-4
g, Sorting and
Proceed to
Packing Use Progress Chart
contextual
to evaluate
learning
Use Achievement students’ learning
area
Chart/ Training
 Auditory
Learners- Activity
Listen to Matrix/Trainees
audio Record Book
presentati (TRB) to monitor
on students’ learning
21
Proceed to
computer
learning
area
 Kinesthet
ic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

22

Planting,  Demonstrati routine 1.2-5 answer key 1.2-5 PPE
picking, on activities farm
packing,  Differentiate  Motivation Evaluate your implement
loading d Instruction  Conduct Perform Task performance using s and
and  Blended RPL Sheet 1.2-5 performance simple
transporti  CBT Proceed to Conduct Planting, criteria checklist equipment
ng Approach institutional Picking, Packing, 1.2-5 planting
techniques  Interviews assessment Loading and materials
area Transporting
 Visual Techniques
Learners-
Read Use Achievement
informatio Chart/ Training Use Progress Chart
n sheet Activity to evaluate
1.2-5 Matrix/Trainees students’ learning
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
23
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

24
Content
 Modular  Observe Answer self-check Compare answer to CBLM
6.  Demonstratio routine 1.2-6 answer key 1.2-6 PPE
Environmental n activities farm
aspects of  Differentiated  Motivation Evaluate your implement
horticultural Instruction  Conduct Perform Task Sheet performance using s and
production  Blended RPL 1.2-6 performance simple
work  CBT Proceed to Identify criteria checklist equipment
Approach institutional Environmental 1.2-6
 Interviews assessment Aspects of
area Horticultural
 Visual Production Work
Learners- Use Progress Chart
Read Use Achievement to evaluate
information Chart/ Training students’ learning
sheet 1.2-6 Activity
Proceed to Matrix/Trainees
contextual
Record Book (TRB)
learning
to monitor
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
25
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

This part of the session plan serves as the documentation of the conduct of the training on a unit of competency. Highlights of the
use of the CBLM must be recorded/documented and must be considered in the validation /improvement of the manual.
26
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resource Date/Tim
Content Strategies on on on s e
7.  Modular  Observe Answer self-check Compare answer CBLM

Interpersonal  Demonstrati routine 1.2-7 to answer key 1.2- pen/pap
relationships on activities 7 er
and  Differentiate  Motivation
communicati d Instruction  Conduct Perform Task Evaluate your
on (oral and  Blended RPL Sheet 1.2-7 performance using
written)  CBT Proceed to Observe performance
Approach institutional Interpersonal criteria checklist
 Interviews assessment Relationships and 1.2-7
area Communication
 Visual (Oral and Written)
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
27
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

28
LO3: Handle materials and equipment
Learning Content
1. Proper use/handling of materials and equipment
2. Storage practices and principles for materials and equipment
3. Waste materials management
4. Occupational health and safety procedures
5. Routine maintenance of workplace
3.1. Store waste material in a designated area according to workplace procedure/OHS procedure
3.2. Handle and transport materials, equipment and machinery according to enterprise guidelines
3.3. Maintain a clean and safe work site while working in accordance with OHS procedures
Code: TLE_AFAC9-12HCIIa-e-3
29

use/handli  Demonstrati routine 1.3-1 answer key 1.3-1 PPE
ng of on activities farm
materials  Differentiate  Motivation Evaluate your implement
and d Instruction  Conduct Perform Task performance using s and
equipment  Blended RPL Sheet 1.3-1 performance simple
 CBT Proceed to Demonstrate criteria checklist equipmen
Approach institutional Proper 1.3-1 t
 Interviews assessment Use/Handling of
area Materials and
 Visual Equipment
Learners-
Read Use Achievement Use Progress Chart
informatio Chart/ Training to evaluate
n sheet Activity students’ learning
1.3-1 Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
30
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

31

Storage  Demonstratio routine 1.3-2 answer key 1.3-2 PPE
practices n activities farm
and  Differentiated  Motivation Evaluate your implement
principle Instruction  Conduct Perform Task performance using s and
s for  Blended RPL Sheet 1.3-2 performance simple
materials  CBT Proceed to Follow Storage criteria checklist equipment
and Approach institutional Practices and 1.3-2
equipme  Interviews assessment Principles for
nt area Materials and
 Visual Equipment
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
32
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resource Date/Tim

Content Strategies n n on s e
33
3. Waste  Modular  Observe Answer self-check Compare answer to CBLM
materials  Demonstratio routine 1.3-3 answer key 1.3-3 PPE
manageme n activities trash
nt  Differentiated  Motivation Evaluate your bins
Instruction  Conduct Perform Task performance using
 Blended RPL Sheet 1.3-3 performance
 CBT Proceed to Conduct Waste criteria checklist
Approach institutional Materials 1.3-3
 Interviews assessment Management
area
 Visual Use Achievement Use Progress Chart
Learners- Chart/ Training to evaluate
Read Activity students’ learning
1.3-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
34
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

35
Learning Methods/ Presentatio Practice/Applicati Feedback/Evaluati Resource Date/Tim
Content Strategies n on on s e

Occupation  Demonstrati routine 1.3-4 answer key 1.3-4 PPE
al health on activities
and safety  Differentiate  Motivation Evaluate your
procedures d Instruction  Conduct Perform Task performance using
 CBT Proceed to Observe criteria checklist
Approach institutional Occupational 1.3-4
 Interviews assessment Health and Safety
area Procedures
 Visual
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
36
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

37

maintenan  Demonstrati routine 1.3-5 answer key 1.3-5 PPE
ce of on activities farm
workplace  Differentiate  Motivation Evaluate your implement
d Instruction  Conduct Perform Task performance using s and
 Blended RPL Sheet 1.3-5 performance simple
 CBT Proceed to Conduct Routine criteria checklist equipment
Approach institutional Maintenance of 1.3-5
 Interviews assessment Workplace
area
1.3-5 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
38
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________


LO4: Clean-up on completion of work
Learning content
39
1. Procedures for storage of excess materials
2. Procedures for disposal of waste materials
3. Routine cleaning, maintenance and storage of tools and equipment
4. Report preparation of work outcomes
4.1. Return materials to store or dispose of according to company standard procedures
4.2. Clean, maintain and store tools and equipment according to manufacturers’ specifications
4.3. Report work outcomes to the authority following established reporting formats
Code: TLE_AFAC9-12HCIIf-j-4
40

Procedure  Demonstratio routine 1.4-1 answer key 1.4-1 PPE
s for n activities farm
storage of  Differentiated  Motivation Evaluate your implement
excess Instruction  Conduct Perform Task performance using s and
materials  Blended RPL Sheet 1.4-1 performance simple
 CBT Proceed to Follow Procedures criteria checklist equipment
Approach institutional for Storage of 1.4-1 tool
 Interviews assessment Excess Materials cabinet
area
1.4-1 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
41
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

42
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resource Date/Tim
Content Strategies n n n s e

s for n activities trash bins
disposal  Differentiated  Motivation Evaluate your
of waste Instruction  Conduct Perform Task Sheet performance using
materials  Blended RPL 1.4-2 performance
 CBT Proceed to Follow Procedures criteria checklist
Approach institutional for Disposal of 1.4-2
 Interviews assessment Waste Materials
area
1.4-2 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
43
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

44

cleaning,  Demonstrati routine 1.4-3 answer key 1.4-3 PPE
maintenan on activities farm
ce and  Differentiate  Motivation Evaluate your implement
storage of d Instruction  Conduct Perform Task performance using s and
tools and  Blended RPL Sheet 1.4-3 performance simple
equipment  CBT Proceed to Conduct Routine criteria checklist equipment
Approach institutional Cleaning, 1.4-3 tool
 Interviews assessment Maintenance and cabinet
area Storage of Tools
 Visual and Equipment
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
45
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

46
4. Report  Modular  Observe Answer self-check Compare answer to CBLM

preparatio  Demonstratio routine 1.4-4 answer key 1.4-4 PPE
n of work n activities Pen/pape
outcomes  Differentiated  Motivation Evaluate your r
 CBT Proceed to Prepare Report of criteria checklist
Approach institutional work Outcomes 1.4-4
 Visual Chart/ Training
Learners- Activity Use Progress Chart
Read Matrix/Trainees to evaluate
informatio Record Book (TRB) students’ learning
n sheet to monitor
1.4-4 students’ learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
47
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

Lesson 2 (Quarter 3 and 4): Core Competency 2- Support Nursery Work

LO1: Prepare materials, tools and equipment for nursery work
Learning Content
48
1. Types and selection of materials, tools, and equipment appropriate to nursery work
2. Routine check-up of tools and equipment
3. Manual handling procedures and techniques
4. Personal protective equipment and occupational health and safety requirements
5. Common OHS hazards and its control
1.1. Identify the required materials, tools and equipment based on lists provided and/or authority’s
instructions
1.2. Check the materials, tools and equipment based on manufacturer’s lists and pre-operating procedures
and report those with insufficient or faulty items to the authority
1.3. Demonstrate correct manual handling procedures and techniques when loading and unloading
materials to minimize damage to the load and vehicle
1.4. Select and check the suitable personal protective equipment (PPE), as required by the job
1.5. Provide nursery support according to OHS requirements and workplace information
1.6. Identify and report OHS hazards to the authority based on OHS requirements and company reporting
procedures
Code: TLE_AFAC9-12NWIIIa-e-1
49
1. Types  Modular  Observe Answer self-check Compare answer to CBLM

selection n activities farm
of  Differentiated Evaluate your implement
 Motivation
materials, Instruction Perform Task performance using s and
tools, and  Blended  Conduct Sheet2.1-1 performance simple
equipmen  CBT RPL Select Materials, criteria checklist equipment
t Approach Proceed to Tools, and 2.1-1
appropriat  Interviews institutional Equipment
e to assessment Appropriate to
nursery area Nursery Work
work  Visual
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
50
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

51

Routine  Demonstratio routine 2.1-2 answer key 2.1-2 PPE
check-up n activities farm
of tools  Differentiated Evaluate your implement
 Motivation
and Instruction Perform Task performance using s and
equipme  Blended  Conduct Sheet2.1-2 performance simple
nt  CBT RPL Conduct Routine criteria checklist equipment
Approach Proceed to Check-Up of Tools 2.1-2
 Interviews institutional and Equipment
assessment
informatio Record Book (TRB)
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
52
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

53
3. Manual  Modular  Observe Answer self-check Compare answer to CBLM

handling  Demonstratio routine 2.1-3 answer key 2.1-3 PPE
procedure n activities farm
s and  Differentiated Evaluate your implement
 Motivation
technique Instruction Perform Task performance using s and
s  Blended  Conduct Sheet2.1-3 performance simple
 CBT RPL Follow Manual criteria checklist equipment
Approach Proceed to handling 2.1-3
 Interviews institutional procedures and
assessment techniques
area
2.1-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
54
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

55
4. Personal  Modular  Observe Answer self-check Compare answer to CBLM

protective  Demonstrati routine 2.1-4 answer key 2.1-4 PPE
equipment on activities farm
and  Differentiate Evaluate your implement
 Motivation
occupation d Instruction Perform Task performance using s and
al health  Blended  Conduct Sheet2.1-4 performance simple
and safety  CBT RPL Wear and Observe criteria checklist equipment
requiremen Approach Proceed to Personal 2.1-4
ts  Interviews institutional protective
assessment equipment and
area occupational
 Visual health and safety
Learners- requirements
Read
informatio Use Achievement Use Progress Chart
n sheet Chart/ Training to evaluate
2.1-4 Activity students’ learning
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
to monitor
area
 Auditory
Learners-
Listen to
audio
presentati
on
56
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

57
Content
Commo  Demonstratio routine 2.1-5 answer key 2.1-5 PPE
n OHS n activities farm
hazards  Differentiated Evaluate your implement
 Motivation
and its Instruction Perform Task performance using s and
control  Blended  Conduct Sheet2.1-5 performance simple
 CBT RPL Identify Common criteria checklist equipment
Approach Proceed to OHS hazards and its 2.1-5
 Interviews institutional control
assessment
area Use Achievement Use Progress Chart
 Visual Chart/ Training to evaluate
Learners- Activity students’ learning
Read Matrix/Trainees
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
58
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________


LO2: Undertake nursery work as directed
Learning Content
59
1. Common nursery work
2. Safe work practices
3. Proper use of nursery tools and equipment
4. Nursery hygiene and quality control
5. Nursery plant maintenance activities
6. Propagation techniques
7. Environmental aspects of nursery work
8. OHS legislative requirements and codes of practice
9. Interpersonal relationships and communication (oral and written)
2.1. Follow and clarify instructions and directions based on authority requirements and workplace
procedures
2.2. Undertake nursery work in a safe, appropriate and environmentally-sound manner according to nursery
guidelines
2.3. Interact with other staff and customers in a positive and professional manner as specified in the
employee manual
2.4. Observe good workplace practice in handling and disposing of materials following nursery policy,
procedures and OHS requirements
2.5. Report problems or difficulties in completing work to required standards or timelines to authority, based
on company reporting procedures
Code: TLE_AFAC9-12NWIIIf-j-2
60
Content
Commo  Demonstratio routine 2.2-1 answer key 2.2-1 PPE
n n activities farm
nursery  Differentiated Evaluate your implement
 Motivation
work Instruction Perform Task performance using s and
 Blended  Conduct Sheet2.2-1 performance simple
 CBT RPL Identify Common criteria checklist equipment
Approach Proceed to Nursery Work 2.2-1
 Interviews institutional
assessment Use Achievement
area Chart/ Training Use Progress Chart
 Visual Activity to evaluate
Learners- Matrix/Trainees students’ learning
Read Record Book (TRB)
information to monitor
sheet 2.2-1 students’ learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
61
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

62
Content
2. Safe  Modular  Observe Answer self-check Compare answer to CBLM
work  Demonstratio routine 2.2-2 answer key 2.2-2 PPE
practice n activities farm
s  Differentiated Evaluate your implement
 Motivation
Instruction Perform Task performance using s and
 CBT RPL Perform Safe work criteria checklist equipment
Approach Proceed to Practices 2.2-2
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
63
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________


64
use of  Demonstratio routine 2.2-3 answer key 2.2-3 PPE
nursery n activities farm
tools and  Differentiated Evaluate your implement
 Motivation
equipme Instruction Perform Task performance using s and
nt  Blended  Conduct Sheet2.2-3 performance simple
 CBT RPL Demonstrate criteria checklist equipment
Approach Proceed to Proper Use of 2.2-3
 Interviews institutional Nursery Tools and
assessment Equipment
area
2.2-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
65
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________


Content
66
Nursery  Demonstratio routine 2.2-4 answer key 2.2-4 PPE
hygiene n activities farm
and  Differentiated Evaluate your implement
 Motivation
quality Instruction Perform Task performance using s and
control  Blended  Conduct Sheet2.2-4 performance simple
 CBT RPL Observe Nursery criteria checklist equipment
Approach Proceed to Hygiene and 2.2-4
 Interviews institutional Quality Control
assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
67
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

68
5. Nursery  Modular  Observe Answer self-check Compare answer to CBLM

plant  Demonstrati routine 2.2-5 answer key 2.2-5 PPE
maintenan on activities farm
ce activities  Differentiate Evaluate your implement
 Motivation
d Instruction Perform Task performance using s and
 CBT RPL Conduct Nursery criteria checklist equipment
Approach Proceed to Plant Maintenance 2.2-5
 Interviews institutional Activities
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
69
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________
70
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resources Date/Tim
Content Strategies n n on e

Propagatio  Demonstratio routine 2.2-6 answer key 2.2-6 PPE
n n activities farm
technique  Differentiate Evaluate your implement
 Motivation
s d Instruction Perform Task performance using s and
 CBT RPL Conduct criteria checklist equipment
Approach Proceed to Propagation 2.2-6
 Interviews institutional Techniques
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
71
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________

72

Environment  Demonstrati routine 2.2-7 answer key 2.2-7 PPE
al aspects of on activities
nursery work  Differentiate Evaluate your
 Motivation
d Instruction Perform Task performance using
 Blended  Conduct Sheet2.2-7 performance
 CBT RPL Identify criteria checklist
Approach Proceed to Environmental 2.2-7
 Interviews institutional Aspects of Nursery
assessment Work
area
2.2-7 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
73
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________
74
8. OHS  Modular  Observe Answer self-check Compare answer to CBLM

legislative  Demonstrati routine 2.2-8 answer key 2.2-8 PPE
requiremen on activities
ts and  Differentiate Evaluate your
 Motivation
codes of d Instruction Perform Task performance using
practice  Blended  Conduct Sheet2.2-8 performance
 CBT RPL Follow OHS criteria checklist
Approach Proceed to Legislative 2.2-8
 Interviews institutional Requirements and
assessment Codes of Practice
area
2.2-8 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
75
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________
76

Interpersonal  Demonstrati routine 2.2-9 to answer key 2.2- pen/pap
relationships on activities 9 er
and  Differentiate  Motivation
communicati d Instruction Perform Task Evaluate your
on (oral and  Blended  Conduct Sheet2.2-9 performance using
written)  CBT RPL performance
Approach Proceed to Observe criteria checklist
 Interviews institutional Interpersonal 2.2-9
assessment Relationships and
area Communication
 Visual (Oral and Written)
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
77
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________
78
LO3: Store and stockpile materials
1. Basic stock control procedures
2. Recycling/composting practices and procedures
3. Proper stockpiling of surplus materials
4. Storage practices and principles for materials
5. Waste materials management
6. Routine maintenance of workplace
3.1. Store plant debris and waste material produced during nursery activities according to nursery /OHS procedure
3.2. Prepare and process plant debris and waste materials in an appropriate and safe manner according to accepted
recycling/composting practices and procedures
3.3. Stockpile all surplus materials according to company disposition guidelines
3.4. Maintain a clean and safe work site while completing nursery activities following routine maintenance procedures
Code: TLE_AFAC9-12NWIVa-e-3
79
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resource
Content Strategies n n n s Date/Tim
e
1. Basic  Modular  Observe Answer self-check Compare answer to CBLM
stock  Demonstratio routine 2.3-1 answer key 2.3-1 pen/pape
control n activities r
procedure  Differentiated Evaluate your
 Motivation
s Instruction Perform Task performance using
 CBT RPL Perform Basic Stock criteria checklist
Approach Proceed to Control Procedures 2.3-1
informatio to monitor
n sheet students’ learning
2.3-1
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
80
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________
81
Learning Content Methods/ Presentat Practice/Applicati Feedback/Evaluat Resourc
Strategies ion on ion es Date/Ti
me
Recycling/compos  Demonstra routine 2.3-2 to answer key pen/pap
ting practices and tion activities 2.3-2 er
procedures  Differentiat  Motivation
ed Perform Task Evaluate your
Instruction  Conduct Sheet2.3-2 performance
 Blended RPL Conduct using
 CBT Proceed to Recycling/Compos performance
Approach institution ting Practices and criteria checklist
 al Procedures 2.3-2
Interviews assessme
nt area Use Achievement
Learners- Activity
Read Matrix/Trainees Use Progress
informati Record Book (TRB) Chart to evaluate
on sheet to monitor students’ learning
2.3-2
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentat
ion
82
Proceed to
computer
learning
area
 Kinesthet
ic
Learners-
Hands-
on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________
Learning Methods/ Presentati Practice/Applicatio Feedback/Evaluatio Resource

Content Strategies on n n s Date/Tim
e
stockpiling of  Demonstra routine 2.3-3 answer key 2.3-3 pen/pape
surplus tion activities r
materials
83
 Differentiat  Motivation Perform Task Evaluate your
ed Sheet2.3-3 performance using
Instruction  Conduct Perform Proper performance
 Blended RPL Stockpiling of criteria checklist
 CBT Proceed to Surplus Materials 2.3-3
Approach institutional
assessment
 Interviews Use Achievement
area
Chart/ Training
 Visual
Activity Use Progress Chart
Learners-
Matrix/Trainees to evaluate
Read
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
learning
area
 Kinestheti
c
Learners-
84
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________
85
Learnin Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resource
g Strategies n n n s Date/Tim
Content e
Storage  Demonstratio routine 2.3-4 answer key 2.3-4 pen/pape
practices n activities r
and  Differentiated Evaluate your tool
 Motivation
principle Instruction Perform Task performance using cabinet
s for  Blended  Conduct Sheet2.3-4 performance
material  CBT RPL Follow Storage criteria checklist
s Approach Proceed to Practices and 2.3-4
 Interviews institutional Principles for
assessment Materials
area
information Matrix/Trainees
contextual
learning
area
 Auditory
Learners- L
Listen to
audio
presentatio
n
Proceed to
computer
86
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence: _____________________________

87
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resource
Content Strategies n n on s Date/Tim
e
materials  Demonstratio routine 2.3-5 answer key 2.3-5 pen/pape
manageme n activities r
nt  Differentiate Evaluate your tool
 Motivation
d Instruction Perform Task performance using cabinet
 CBT RPL Conduct Waste criteria checklist
Approach Proceed to Materials 2.3-5
 Interviews institutional Management
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
88
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________

89
e
maintenan  Demonstratio routine 2.3-6 answer key 2.3-6 pen/pape
ce of n activities r
workplace  Differentiate Evaluate your tool
 Motivation
d Instruction Perform Task performance using cabinet
 CBT RPL Perform Routine criteria checklist
Approach Proceed to Maintenance of 2.3-6
 Interviews institutional Workplace
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
90
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________

91
LO4: Clean-up on completion of nursery work
Learning Content
1. OHS Requirements
2. Procedures for storage of plants and materials
3. Routine cleaning, maintenance and storage of tools and equipment
4. Report preparation of work outcomes
4.1. Store plants and materials according to company storage guidelines and OHS requirements
4.2. Clean, maintain and store tools and equipment according to manufacturers’ specifications
4.3. Report work outcome to the supervisor following established reporting formats
Code: TLE_AFAC9-12NWIVf-j-4
92
Learning Methods/ Presentatio Practice/Applicati Feedback/Evaluati Resource
Content Strategies n on on s Date/Tim
e
1. OHS  Modular  Observe Answer self-check Compare answer to CBLM
Requiremen  Demonstrati routine 2.4-1 answer key 2.4-1
ts on activities
 Differentiate  Motivation Evaluate your
 CBT RPL Follow OHS criteria checklist
Approach Proceed to Requirements 2.4-1
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
93
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________

94
e
Procedure  Demonstratio routine 2.4-2 answer key 2.4-2
s for n activities
storage of  Differentiated Evaluate your
 Motivation
plants Instruction Perform Task performance using
and  Blended  Conduct Sheet2.4-2 performance
materials  CBT RPL criteria checklist
Approach Proceed to 2.4-2
 Interviews institutional Follow Procedures
assessment for Storage of
area Plants and
 Visual Materials
Learners-
Read
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
to monitor
area
 Auditory
Learners-
Listen to
audio
presentatio
n
95
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________

96
e
cleaning,  Demonstratio routine 2.4-3 answer key 2.4-3
maintenan n activities
ce and  Differentiated Evaluate your
 Motivation
storage of Instruction Perform Task performance using
tools and  Blended  Conduct Sheet2.4-3 performance
equipment  CBT RPL criteria checklist
Approach Proceed to Conduct Routine 2.4-3
 Interviews institutional Cleaning,
assessment Maintenance and
area Storage of Tools
 Visual and Equipment
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
97
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
C. ASSESSMENT PLAN
Type of evidence: _____________________________
D. TEACHER’S SELF REFLECTION OF THE SESSION

98
e
preparatio  Demonstratio routine 2.4-4 answer key 2.4-4
n of work n activities
outcomes  Differentiated Evaluate your
 Motivation
Instruction Perform Task performance using
 CBT RPL criteria checklist
Approach Proceed to Prepare Report of 2.4-4
 Interviews institutional Work Outcomes
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
99
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
Type of evidence: _____________________________

100
SESSION PLAN
Animal Production (Large Ruminants) NC II
Sector: Agriculture and Fishery Qualification Title: Animal Production NC II
INTRODUCTION
This session plan is about Animal Production (Ruminants) leading to National Certificate Level II (NC
II). It is designed for high school students to enhance their knowledge, skills, and attitudes in accordance
with industry standards. The core competencies include skills such as: (1) maintenance of housing, farm
implements, and surrounding areas; (2) provision of forage; (3) breeding of ruminants; (4) raising dairy
animals; and (5) raising meat-type animals.
101
Core 1.MAINTAINING 2.PROVIDING FORAGE 3.PERFORMING 4.RAISING DAIRY 5.RAISING MEAT-TYPE
Competencie HOUSING, FARM (PFRG) BREEDING OF ANIMALS (RDA ANIMALS (RMTA)
s IMPLEMENTS AND RUMINANTS (PBR)
SURROUNDING AREAS
(MHFISA)
Content  The learners  The learners  The learners  The learners  The learners
Standard demonstrate demonstrate demonstrate demonstrate demonstrate
an an an an understandi
understandi understandi understandi understandi ng of the
ng of the ng of the ng of ng of underlying
underlying underlying theories in theories in theories in
theories in theories in breeding of raising dairy raising meat-
preparing for providing ruminants animals type animals
farm forage
maintenance
activities
Performance  The learners  The learners  The learners  The learners  The learners
Standard shall be able shall be able shall be able shall be able shall be able
to prepare to provide to breed to raise dairy to raise
for farm forage based ruminants animals meat-type
maintenance on TESDA according to based on animals
activities Training BAI Bureau of based on
based on Regulations standards Animal Bureau of
TESDA and BAI Industry Animal
Training standards standard Industry
Regulations standards
Learning 1. Prepare for 1. Prepare area 1. Prepare 1. Handle dairy 1. Provide
Outcomes farm for forage animal animals assistance in
maintenance plantation stocks 2. Rear calves management
activities 2. Plant forage 2. Breed and kids of meat-type
species ruminants animals
102
2. Maintain 3. Maintain 3. Carry out 3. Rear dairy- 2. Feed the
farm and forage plants monitoring breeder animal
housing 4. Produce activities animals 3. Apply basic
facilities silage 4. Feed the 4. Complete the health care
3. Apply bio- 5. Perform animals operations 4. Perform
security work to 5. Apply basic work to
measures completion health care completion
4. Perform
work to
completion
Core competency 1: Maintaining Housing, Farm Implements and Surrounding Areas (MHFISA)
LO1: Prepare for farm maintenance activities
Learning Content
1. Inspection of common environmental problems in raising ruminants
2. Proper techniques in preparation of tools, equipment, and materials
3. OSHS awareness
4. Recording and Reporting of conditions of facilities
1.1 Check farm and surrounding area for problems according to enterprise and DENR standards
1.2 Prepare equipment, tools and materials for maintenance activities according to OSHS
1.3 Record and report the condition of facilities to appropriate authority based on enterprise requirements
Code: TLE_AFAAPR 9-12MHFISAIIf-13
Learning Content Methods/ Presentation Practice/Applicati Feedback/Evaluati Resources Date/Tim

Strategies on on e
103
1. Inspection  Modular  Observe Answer self-check Compare answer CBLM
of common  Demonstrati routine 1.1-1 to answer key 1.1- PPE
environment on activities 1 farm
al problems  Differentiate  Motivation implemen
in raising d Instruction  Conduct Perform Task Evaluate your ts and
ruminants  Blended RPL Sheet 1.1-1 performance using simple
 CBT Proceed to Inspect Common performance equipmen
Approach institutional Environmental criteria checklist t
 Interviews assessment Problems in 1.1-1
area Raising Ruminants
 Visual
Learners- Use Achievement
Read Chart/ Training
informatio Activity Use Progress Chart
n sheet Matrix/Trainees to evaluate
1.1-1 Record Book (TRB) students’ learning
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
learning
area
104
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Testing condition _______________________________________________
 Venue of the evaluation _______________________________________________
 Type of assessment _______________________________________________
 Type of evidence _______________________________________________


105
techniques  Demonstratio routine 1.1-2 answer key 1.1-2 PPE
in n activities farm
preparatio  Differentiated  Motivation Evaluate your implement
n of tools, Instruction  Conduct RPL performance using s and
equipment,  Blended Proceed to Perform Task Sheet performance criteria simple
and 1.1-2 checklist 1.1-2 equipment
 CBT Approach institutional
materials Preparare Tools,
area Equipment, and
 Visual Materials
Learners-
information Chart/ Training to evaluate students’
sheet 1.1-2 Activity learning
contextual Record Book (TRB)
learning to monitor students’
area learning
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
106
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

Learning Methods/ Presentation Practice/Application Feedback/Evaluation Resources Date/Time

Content Strategies
3. OSHS  Modular  Observe Answer self-check Compare answer to CBLM

awareness  Demonstration routine 1.1-3 answer key 1.1-3 PPE
activities
107
 Differentiated  Motivation
Instruction  Conduct RPL Perform Task Sheet Evaluate your
 Blended Proceed to 1.1-3 performance using
 CBT Approach institutional Observe OSHS performance criteria
 Interviews assessment Awareness checklist 1.1-3
area
 Visual Use Achievement Use Progress Chart to
Learners- Chart/ Training evaluate students’
Read Activity learning
Proceed to to monitor students’
contextual learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
108
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


4. Recording  Modular  Observe Answer self-check Compare answer to CBLM

Reporting n activities farm
of  Evaluate your implement
Differentiated  Motivation
condition Instruction performance using s and
109
s of  Blended  Conduct RPL Perform Task Sheet performance criteria simple
facilities  CBT Approach Proceed to 1.1-4 checklist 1.1-4 equipment
 Interviews institutional Record and Report
assessment Conditions of
area Facilities Use Progress Chart
 Visual to evaluate students’
Learners- Use Achievement learning
information Activity
sheet 1.1-4 Matrix/Trainees
Proceed to Record Book (TRB)
contextual to monitor students’
learning learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
110
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

Core competency 1: Maintaining Housing, Farm Implements and Surrounding Areas (MHFISA)
LO2: Maintain farm and housing facilities
Learning Content
1. Farm Maintenance
- Types of housing
- Appropriate Design of Facilities
- Acquisition of farm supplies and tools
2. Pest and Parasite Control/ Management
111
- Environmental Management Standards
3. Animal Housing and facilities as per Bureau of Animal Industry (BAI)
4. Fence and Fencing Materials
5. OSHS for maintenance of farm and housing facilities
Learning Competencies:
2.1 Maintain farm based on enterprise standards
2.2 Control Pest and vermin according to industry procedures and environmental regulations (Environmental Management
Standards)
2.3 Maintain animal housing and facilities according to BAI
2.4 Make farm supplies and tools available for maintenance according to farm requirements
2.5 Repair fence according to work requirements
2.6 Apply safety measures
according to OSHS
Code: TLE_AFAAPR 9-12MHFISAIIg-i-14

1. Farm  Modular  Observe Answer self-check Compare answer to CBLM

Maintenanc  Demonstratio routine 1.2-1 answer key 1.2-1 PPE
e n activities Housing
- Types of  Differentiated  Motivation Evaluate your and
housing Instruction Perform Task Sheet performance using facilities
 Conduct
-  Blended RPL
1.2-1 performance Farm
Appropriate  CBT Approach Perform Farm criteria checklist supplies
Proceed to
Design of  Interviews Maintenance 1.2-1
institutional
Facilities
112
- assessment Use Achievement Use Progress Chart
Acquisition area Chart/ Training to evaluate
of farm  Visual Activity students’ learning
supplies and Learners- Matrix/Trainees
tools Read Record Book (TRB)
information to monitor students’
sheet 1.2-1 learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
113
ASSESSMENT PLAN
 Type of evidence _______________________________________________


Content Strategies
2. Pest and  Modular  Observe Answer self-check Compare answer to CBLM

Parasite  Demonstration routine 1.2-2 answer key 1.2-2 PPE
Control/  Differentiated activities Pest and
Management Instruction  Motivation Evaluate your Parasite
-  Blended  Conduct RPL
Perform Task Sheet performance using Control
Environmental  CBT Approach 1.2-2 performance criteria measures
Proceed to
Management  Interviews Control Pests and checklist 1.2-2
institutional
Standards Parasites
assessment
area
Use Achievement Use Progress Chart to
 Visual
Chart/ Training evaluate students’
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 1.2-2
114
contextual learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________
115

Content Strategies
3.Animal  Modular  Observe Answer self-check Compare answer to CBLM

Housing and  Demonstration routine 1.2-3 answer key 1.2-3 PPE
facilities as per  Differentiated activities Animal
Bureau of Instruction  Motivation Evaluate your Housing
Animal Industry  Blended  Conduct RPL
Perform Task Sheet performance using and
(BAI)  CBT Approach 1.2-3 performance criteria facilities
Proceed to
 Interviews Observe Animal checklist 1.2-3
institutional
Housing and
assessment
facilities as per
area
Bureau of Animal
 Visual
Industry (BAI)
Learners-
Use Progress Chart to
Read
Use Achievement evaluate students’
information
Chart/ Training learning
sheet 1.2-3
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
to monitor students’
area
learning
 Auditory
Learners-
Listen to
116
audio
presentation
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

117
Content Strategies
4.Fence and  Modular  Observe Answer self-check Compare answer to CBLM

Fencing  Demonstration routine 1.2-4 answer key 1.2-4 PPE
Materials  Differentiated activities Fence and
Instruction  Motivation Evaluate your Fencing
 Blended  Conduct RPL
Perform Task Sheet performance using Materials
 CBT Approach 1.2-4 performance criteria
Proceed to
 Interviews Perform Fence and checklist 1.2-4
institutional
Fencing Materials
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 1.2-4
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
118
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

119
Content Strategies
5.OSHS for  Modular  Observe Answer self-check Compare answer to CBLM

maintenance of  Demonstration routine 1.2-5 answer key 1.2-5 PPE
farm and  Differentiated activities farm and
housing Instruction  Motivation Evaluate your housing
facilities  Blended  Conduct RPL
Perform Task Sheet performance using facilities
 CBT Approach 1.2-5 performance criteria
Proceed to
 Interviews Perform OSHS for checklist 1.2-5
institutional
maintenance of
assessment
farm and housing
area
facilities
 Visual
Learners-
Read
information
sheet 1.2-5
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
120
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

121
Core competency 1: Maintaining Housing, Farm Implements And Surrounding Areas (MHFISA)
LO3: Apply bio-security measures
Learning Content
1. Identification of Biosecurity threats and hazards
a. Animal health standards of BAI and the Department of Agriculture (DA)
2. Application of bio-security measures
a. BAI and DA rules
b. OSHS
3. Collection and Maintenance of records
a. Relevant records
3.1 Identify bio-security threats and hazards with reference to BAI-DA animal health standards
3.2 Apply bio-security measures according to BAI-DA standards and OSHS
3.3 Collect and maintain relevant records according to enterprise standards
Code: TLE_AFAAPR 9-12MHFISAIIi-j-IIIa-15
122
Content Strategies
1. Identification of  Modular  Observe Answer self-check Compare answer to CBLM

Biosecurity threats  Demonstration routine 1.3-1 answer key 1.3-1 PPE
and hazards  Differentiated activities
- Animal Instruction  Motivation Evaluate your
health  Blended  Conduct RPL
Perform Task Sheet performance using
standards  CBT Approach 1.3-1 performance criteria
Proceed to
of BAI and  Interviews Identify Biosecurity checklist 1.3-1
institutional
the threats and Hazards
assessment
Department
area
of Use Achievement Use Progress Chart to
 Visual
Agriculture Chart/ Training evaluate students’
Learners-
(DA) Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 1.3-1
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
123
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

124
Content Strategies

Application  Demonstration routine 1.3-2 answer key 1.3-2 PPE
of bio-  Differentiated activities bio-
security Instruction  Motivation Evaluate your security
measures  Blended  Conduct RPL
Perform Task Sheet performance using measures
- BAI and  CBT Approach 1.3-2 performance criteria
Proceed to
DA rules  Interviews Apply Bio-Security checklist 1.3-2
institutional
- OSHS Measures
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 1.3-2
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
125
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

126
Content Strategies
3. Collection  Modular  Observe Answer self-check Compare answer to CBLM

and  Demonstration routine 1.3-3 answer key 1.3-3 PPE
Maintenance  Differentiated activities Relevant
of records Instruction  Motivation Evaluate your records
- Relevant  Blended  Conduct RPL
Perform Task Sheet performance using
records  CBT Approach 1.3-3 performance criteria
Proceed to
 Interviews Collect and checklist 1.3-3
institutional
Maintain Records
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 1.3-3
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
127
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

Core Competency 1: Maintaining Housing, Farm Implements and Surrounding Areas (MHFISA)
LO4: Perform work to completion
Learning Content
128
1. Maintenance and storage of tools and materials
a. The 5S principles of good housekeeping
2. Proper waste disposal
a. 3 Rs principle
b. DENR regulations
3. Preparation and submission of reports on work outputs
4.1 Maintain tools and materials according to established enterprise practices and following 5S principle
4.2 Store tools and materials according to established enterprise practices and following 5S principle
4.3 Dispose of farm waste according to DENR regulations and 3Rs principle
4.4 Prepare a report on work outputs and updates
4.5 Submit report on works outputs to concerned authority according to industry practices
Code: TLE_AFAAPR 9-12MHFISAIIIb-d-16
129
Learnin Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resource Date/Tim
g Strategies n n n s e
Content
1. Maintenance  Modular  Observe Answer self-check Compare answer to CBLM
and storage of  Demonstratio routine 1.4-1 answer key 1.4-1 PPE
tools and n activities tools and
materials  Differentiated  Motivation Evaluate your materials
- The 5S Instruction Perform Task Sheet performance using
principles of good  Blended  Conduct 1.4-1 performance
housekeeping  CBT RPL Maintain and Store criteria checklist
Approach Proceed to Tools and Materials 1.4-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
130
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

131
Content
2. Proper waste  Modular  Observe Answer self-check Compare answer to CBLM
disposal  Demonstratio routine 1.4-2 answer key 1.4-2 PPE
- 3 Rs principle n activities
- DENR  Differentiated  Motivation Evaluate your
regulations Instruction Perform Task Sheet performance using
 Blended  Conduct 1.4-2 performance
 CBT RPL Dispose Waste criteria checklist
Approach Proceed to Properly 1.4-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
132
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

133
Content
3.Preparation and  Modular  Observe Answer self-check Compare answer to CBLM
submission of  Demonstratio routine 1.4-3 answer key 1.4-3 Relevant
reports on work n activities records
outputs  Differentiated  Motivation Evaluate your
Instruction Perform Task Sheet performance using
 CBT RPL Prepare and Submit criteria checklist
Approach Proceed to Reports on Work 1.4-3
 Interviews institutional Outputs
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
134
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

135
Core competency 2: Providing Forage (PFRG)
LO1: Prepare area for forage plantation
Learning Content
1. Preparation of tools, equipment, and materials for the operation
2. Forage area clearing
3. Land preparation
4. Fencing and fencing materials
a. OSHS in preparation of forage area
1.1 Prepare tools, materials, and equipment according to work requirements and plan
1.2 Clear the forage area from unwanted vegetation and obstructions according to site plan
1.3 Prepare land according to site plan and production requirements
1.4 Set up the fence in the perimeter following site plan
1.5 Practice safety measures according to OHS procedures
Code: TLE_AFAAPR 9-12PFRGIIId-f-17
136
Content
1.Preparation of  Modular  Observe Answer self-check Compare answer to CBLM
tools, equipment,  Demonstratio routine 2.1-1 answer key 2.1-1 PPE
and materials for n activities tools,
the operation  Differentiated  Motivation Evaluate your equipment
Instruction Perform Task performance using , and
 Blended  Conduct Sheet2.1-1 performance materials
 CBT RPL Prepare Tools, criteria checklist
Approach Proceed to Equipment, and 2.1-1
 Interviews institutional Materials for the
assessment Operation
area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
137
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

138
2. Forage  Modular  Observe Answer self-check Compare answer to CBLM

area  Demonstratio routine 2.1-2 answer key 2.1-2 PPE
clearin n activities Forage
g  Differentiated Evaluate your area
 Motivation
 CBT RPL Clear Forage Area criteria checklist
 Interviews institutional Use Achievement
assessment Chart/ Training Use Progress Chart
area Activity to evaluate
 Visual Matrix/Trainees students’ learning
Learners- Record Book (TRB)
Read to monitor
information students’ learning
sheet 2.1-2
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
139
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

140
3. Land  Modular  Observe Answer self-check Compare answer CBLM

preparati  Demonstrati routine 2.1-3 to answer key 2.1- PPE
on on activities 3 farm
 Differentiate  Motivation implemen
d Instruction Perform Task Evaluate your ts and
 Blended  Conduct Sheet2.1-3 performance using simple
 CBT RPL Prepare Land performance equipmen
Approach Proceed to criteria checklist t
 Interviews institutional Use Achievement 2.1-3
assessment Chart/ Training
area Activity Use Progress Chart
 Visual Matrix/Trainees to evaluate
Learners- Record Book (TRB) students’ learning
Read to monitor
informatio students’ learning
n sheet
2.1-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
141
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

142
Content
4. Fence and  Modular  Observe Answer self-check Compare answer to CBLM
fencing materials  Demonstratio routine 2.1-4 answer key 2.1-4 PPE
- OSHS in n activities farm
preparation of  Differentiated  Motivation Evaluate your implement
forage area Instruction Perform Task performance using s and
 CBT RPL Perform Fencing criteria checklist equipment
Approach Proceed to 2.1-4 Fence and
 Interviews institutional fencing
assessment Use Achievement materials
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
143
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

144
Core Competency 2: Providing Forage (PFRG)
LO2: Plant forage species

Learning Content
1. Different forage species for different types of ruminants
2. Source out/ sourcing quality forages planting materials
3. Collection of forage planting materials
- Reliable sources
4. Planting forages
- Techniques of planting forages
- OSHS
2.1 Determine forage species to be planted according to types of ruminants and availability of forage species
2.2 Source out forage planting materials from recommended sources
2.3 Collect forage planting materials from reliable sources
2.4 Plant forage species according to plan and production requirements.
2.5 Perform task according to OSHS
Code: TLE_AFAAPR 9-12PFRGIIIg-j-IVa-18
145
Content Strategies
1. Different  Modular  Observe Answer self-check Compare answer to CBLM

forage  Demonstration routine 2.2-1 answer key 2.2-1 PPE
species for  Differentiated activities forage
different Evaluate your species
Instruction  Motivation
types of  Blended Perform Task performance using ruminants
ruminants  Conduct RPL
 CBT Approach Sheet2.2-1 performance criteria
Proceed to
 Interviews Prepare Different checklist 2.2-1
institutional
forage species for
assessment
different types of
area
ruminants
 Visual
Learners-
Read
information
Activity learning
sheet 2.2-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
146
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

147
Content Strategies
2. Source  Modular  Observe Answer self-check Compare answer to CBLM

out/  Demonstration routine 2.2-2 answer key 2.2-2 PPE
sourcing  Differentiated activities farm
quality Evaluate your implements
Instruction  Motivation
forages  Blended Perform Task performance using and simple
planting  Conduct RPL
 CBT Approach Sheet2.2-2 performance criteria equipment
materials Proceed to
 Interviews Source out Quality checklist 2.2-2 forages
institutional
Forages Planting planting
assessment
Materials materials
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 2.2-2
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
148
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

149
Content Strategies
3. Collection of  Modular  Observe Answer self-check Compare answer to CBLM

forage planting  Demonstration routine 2.2-3 answer key 2.2-3 PPE
materials  Differentiated activities forages
- Reliable Instruction  Motivation Evaluate your planting
sources  Blended  Conduct RPL
Perform Task performance using materials
Proceed to
 Interviews Collect Forage checklist 2.2-3
institutional
Planting Materials
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 2.2-3
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
150
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

151
Content Strategies
4. Techniques  Modular  Observe Answer self-check Compare answer to CBLM

of planting  Demonstration routine 2.2-4 answer key 2.2-4 PPE
forages  Differentiated activities farm
- OSHS Instruction  Motivation Evaluate your implements
Perform Task performance using and simple
Proceed to
 Interviews checklist 2.2-4 forage
institutional
Observe planting
assessment
Techniques of materials
area
Planting Forages
 Visual
Learners-
Read
information
Activity
sheet 2.2-4
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
152
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

153
LO3: Maintain forage plants
Learning Content
1. Employ pest control measures
a. Phil Good Agricultural Practices - pest control management
2. Fertilizer application
a. Types of fertilizers
b. Method of fertilizer application
3. Irrigation
a. Water Requirements per forage plant
b. Methods of Irrigation
4. Other Maintenance Practices
a. Phil GAP on maintenance of forage plants
b. OSHS on maintenance of forage plants
3.1 Employ pest control measures according to Good Agricultural Practices (GAP)
3.2 Apply fertilizers according to plant requirements
3.3 Water plants according to plant requirements
3.4 Do other maintenance practices following GAP and plant requirements
3.5 Perform tasks following GAP and OSHS procedures
Code: TLE_AFAAPR 9-12PFRGIVb-d-19
154
Content Strategies
1. Employ pest  Modular  Observe Answer self-check Compare answer to CBLM

control  Demonstration routine 2.3-1 answer key 2.3-1 PPE
measures  Differentiated activities pest
- Phil Good Instruction  Motivation Evaluate your control
Agricultural  Blended  Conduct RPL
Perform Task performance using measures
Practices - pest  CBT Approach Sheet2.3-1 performance criteria
Proceed to
control  Interviews Employ Pest Control checklist 2.3-1
institutional
management Measures
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 2.3-1
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
155
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

156
Content Strategies
2. Fertilizer  Modular  Observe Answer self-check Compare answer to CBLM

application  Demonstration routine 2.3-2 answer key 2.3-2 PPE
- Types of  Differentiated activities fertilizers
fertilizers Instruction  Motivation Evaluate your
- Method of  Blended  Conduct RPL
Perform Task performance using
fertilizer  CBT Approach Sheet2.3-2 performance criteria
Proceed to
application  Interviews Perform Fertilizer checklist 2.3-2
institutional
Application
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 2.3-2
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
157
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

158
Content Strategies
3. Irrigation  Modular  Observe Answer self-check Compare answer to CBLM

- Water  Demonstration routine 2.3-3 answer key 2.3-3 PPE
Requirements  Differentiated activities Irrigation
per forage plant Instruction  Motivation Evaluate your facilities
- Methods of  Blended  Conduct RPL
Irrigation  CBT Approach Sheet2.3-3 performance criteria
Proceed to
 Interviews Conduct Irrigation checklist 2.3-3
institutional
assessment
area
 Visual
Activity learning
Learners-
Matrix/Trainees
Read
Record Book (TRB)
information
sheet 2.3-3
learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
159
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

160
Content Strategies
4. Other  Modular  Observe Answer self-check Compare answer to CBLM

Maintenance  Demonstration routine 2.3-4 answer key 2.3-4 PPE
Practices  Differentiated activities forage
- Phil GAP on Instruction  Motivation Evaluate your plants
maintenance of  Blended  Conduct RPL
forage plants  CBT Approach Sheet2.3-4 performance criteria
Proceed to
- OSHS on  Interviews Perform Other checklist 2.3-4
institutional
maintenance of Maintenance
assessment
forage plants Practices
area
 Visual
Learners-
Read
information
Activity
sheet 2.3-4
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
161
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

162
LO4: Produce silage
Learning Content
1. Harvesting forages
a. Gathering excess forages and other materials
2. Silage making
a. Materials for silage making
b. Procedure for silage making
3. Usage of silo
4. Ensiling
a. Steps of ensiling
b. Mixing of commercial silage additives
5. Storage of forage silage
a. Storage requirements and condition
6. Inspection and improvement of forage silage
a. Quality silage
4.1 Gather excess forages and other materials for silage following established farm procedures
4.2 Use silos according to supply of silage materials
4.3 Ensile according to standard procedures
4.4 Mix commercial silage additives according to enterprise requirements
4.5 Store forage silage following established storage requirements and condition
4.6 Inspect forage silage for quality check and improvement
Code: TLE_AFAAPR 9-12PFRGIVd-f-20
163
Content Strategies
1. Harvesting  Modular  Observe Answer self-check Compare answer to CBLM

forages  Demonstration routine 2.4-1 answer key 2.4-1 PPE
- Gathering  Differentiated activities Harvesting
excess forages Instruction  Motivation Evaluate your materials
and other  Blended  Conduct RPL
Perform Task performance using forages
materials  CBT Approach Sheet2.4-1 performance criteria
Proceed to
 Interviews Conduct Harvesting checklist 2.4-1
institutional
of Forages
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 2.4-1
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
164
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

165
Content Strategies
2. Silage making  Modular  Observe Answer self-check Compare answer to CBLM

- Materials for  Demonstration routine 2.4-2 answer key 2.4-2 PPE
silage making  Differentiated activities Silage
- Procedure for Instruction  Motivation Evaluate your Tools and
silage making  Blended  Conduct RPL
Proceed to
 Interviews checklist 2.4-2
institutional
Prepare Silage
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 2.4-2
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
166
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

167
Content Strategies
3. Usage  Modular  Observe Answer self-check Compare answer to CBLM

of silo  Demonstration routine 2.4-3 answer key 2.4-3 PPE
 Differentiated activities silo
Instruction  Motivation Evaluate your
Proceed to
institutional
Prepare Silo
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 2.4-3
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
168
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

169
Content Strategies
4. Ensiling  Modular  Observe Answer self-check Compare answer to CBLM

- Steps of  Demonstration routine 2.4-4 answer key 2.4-4 PPE
ensiling  Differentiated activities Tools and
- Mixing of Instruction  Motivation Evaluate your materials
commercial  Blended  Conduct RPL
Perform Task performance using Silage
silage additives  CBT Approach Sheet2.4-4 performance criteria
Proceed to
institutional
Conduct Ensiling
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 2.4-4
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
170
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

171
Content Strategies
5. Storage of  Modular  Observe Answer self-check Compare answer to CBLM

forage silage  Demonstration routine 2.4-5 answer key 2.4-5 PPE
- Storage  Differentiated activities Tools and
requirements Instruction  Motivation Evaluate your materials
and condition  Blended  Conduct RPL
Proceed to
institutional
Perform Storage of
assessment
Forage Silage
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 2.4-5
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
172
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

173
Content Strategies
6. Inspection  Modular  Observe Answer self-check Compare answer to CBLM

and  Demonstration routine 2.4-6 answer key 2.4-6 PPE
improvement  Differentiated activities Tools and
of forage silage Instruction  Motivation Evaluate your materials
Proceed to
institutional
Inspect and
assessment
Improve Forage
area
Silage
 Visual
Learners-
Read
information
Activity
sheet 2.4-6
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
174
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

175
Learning Content
1. Proper cleaning of tools and equipment
2. Maintenance of tools and equipment
a. Handling of tools and equipment
3. Storage of tools and equipment
4. Maintenance of clean and safe area
a. Clean and safe workplace
5. Record Keeping of silage Production
a. 5S principles of good housekeeping
6. Reporting of work output to concerned person
4.1 Clean tools and equipment according to established standard practice
4.2 Maintain tools and equipment according to established standard practice
4.3 Store tools and equipment according to established standard practice
4.4 Maintain clean and safe area throughout and on completion of work
4.5 Compile records of silage production for reference and reporting purposes following enterprise procedures and 5S principles
4.6 Report work output to concerned person or authority according to industry practice
Code: TLE_AFAAPR 9-12PFRGIVg-i-21
176

cleaning  Demonstratio routine 2.5-1 answer key 2.5-1 PPE
of tools n activities Tools and
and  Evaluate your materials
Differentiated  Motivation
equipmen Instruction Perform Task performance using Disinfectan
t  Conduct RPL
 Blended Proceed to
Sheet2.5-1 performance criteria t
 CBT Approach checklist 2.5-1
institutional
 Interviews Conduct Proper
assessment
Cleaning of Tools
area
and Equipment
 Visual
Learners-
Use Achievement Use Progress Chart
Read
Chart/ Training to evaluate students’
information
Activity learning
sheet 2.5-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
177
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

178
Content Strategies
2. Maintenance  Modular  Observe Answer self-check Compare answer to CBLM

of tools and  Demonstration routine 2.5-2 answer key 2.452 PPE
equipment  Differentiated activities Tools and
- Handling of Instruction  Motivation Evaluate your materials
tools and  Blended  Conduct RPL
equipment  CBT Approach Sheet2.5-2 performance criteria
Proceed to
 Interviews Perform checklist 2.5-2
institutional
Maintenance of
assessment
Tools and
area
Equipment
 Visual
Learners-
Read
information
Activity
sheet 2.5-2
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
179
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

180
Content Strategies
3. Storage of  Modular  Observe Answer self-check Compare answer to CBLM

tools and  Demonstration routine 2.5-3 answer key 2.5-3 PPE
equipment  Differentiated activities Tools and
Instruction  Motivation Evaluate your materials
Proceed to
institutional
Store Tools and
assessment
Equipment
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 2.5-3
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
181
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

182
Content Strategies

Maintenance of  Demonstration routine 2.5-4 answer key 2.5-4 PPE
clean and safe  Differentiated activities Tools and
area Instruction  Motivation Evaluate your materials
- Clean and  Blended  Conduct RPL
safe workplace  CBT Approach Sheet2.5-4 performance criteria
Proceed to
institutional
Conduct
assessment
Maintenance of
area
Clean and Safe Area
 Visual
Learners-
Read
information
Activity
sheet 2.5-4
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
183
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

184
Content Strategies
5.Record  Modular  Observe Answer self-check Compare answer to CBLM

Keeping of  Demonstration routine 254-5 answer key 2.5-5 Record
silage  Differentiated activities book
Production Instruction  Motivation Evaluate your
- 5S principles  Blended  Conduct RPL
of good  CBT Approach Sheet2.5-5 performance criteria
Proceed to
housekeeping  Interviews checklist 2.5-5
institutional
Perform Record
assessment
Keeping of Silage
area
Production
 Visual
Learners-
Read
information
Activity learning
sheet 2.5-5
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
185
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

186
Content Strategies
6.Reporting of  Modular  Observe Answer self-check Compare answer to CBLM

work output to  Demonstration routine 2.5-6 answer key 2.5-6 Record
concerned  Differentiated activities book
person Instruction  Motivation Evaluate your
Proceed to
institutional
Conduct Reporting
assessment
of Work Output to
area
Concerned Person
 Visual
Learners-
Read
information
Activity learning
sheet 2.5-6
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
187
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

188
Core competency 3: Performing Breeding of Ruminants (PBR)
LO1: Prepare animal stock
Learning Content
1. Acquisition of breeds of ruminant
a. Different breeds and types of ruminants
b. Breed standards
c. Adaptability to farm environment
2. Housing and facilities for ruminants
a. Good AnimalHusbandry Practices (GAHP)
b. Animal Welfare Act
3. Feeding and maintenance of the breeders
a. Animal Welfare Act
1.1 Obtain breeds of animals suitable for meat, dairy and mixed-type/dual purpose based on breed standards and adaptability in the
farm environment following instructions from authority
1.2 Place animals in suitable house and facilities following GAHP and Animal Welfare Act
1.3 Regularly feed and maintain animals following the Animal Welfare Act
Code: TLE_AFAAPR 9-12PBR-IVij-Ia-22
189
Content Strategies
1. Acquisition  Modular  Observe Answer self-check Compare answer to CBLM

of breeds of  Demonstration routine 3.1-1 answer key 3.1-1 PPE
ruminant  Differentiated activities Breeds of
- Different Instruction  Motivation Evaluate your ruminants
breeds and  Blended  Conduct RPL
types of  CBT Approach Sheet3.1-1 performance criteria
Proceed to
ruminants  Interviews checklist 3.1-1
institutional
- Breed Acquire Breeds of
assessment
standards Ruminants
area
- Adaptability
 Visual
to farm Use Achievement Use Progress Chart to
Learners-
environment Chart/ Training evaluate students’
Read
Activity learning
information
Matrix/Trainees
sheet 3.1-1
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
190
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________
EACHER’S SELF REFLECTION OF THE SESSION

191
Content Strategies
2.Housing and  Modular  Observe Answer self- Compare answer to CBLM

facilities for  Demonstration routine check3.1-2 answer key 3.1-2 PPE
ruminants  Differentiated activities tools,
- Good Animal Instruction  Motivation Evaluate your materials
Husbandry  Blended  Conduct RPL
Perform Task performance using and
Practices  CBT Approach Sheet3.1-2 performance criteria equipment
Proceed to
(GAHP)  Interviews Install Housing and checklist 3.1-2 Housing
institutional
- Animal Facilities for and
assessment
Welfare Act Ruminants facilities
area
for
 Visual
Use Achievement Use Progress Chart to ruminants
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 3.1-2
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
192
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

193
Content Strategies
3.Feeding and  Modular  Observe Answer self- Compare answer to CBLM

maintenance of  Demonstration routine check3.1-3 answer key 3.1-3 PPE
the breeders  Differentiated activities feeds
- Animal Instruction  Motivation Evaluate your
Welfare Act  Blended  Conduct RPL
Proceed to
 Interviews Perform Feeding checklist 3.1-3
institutional
and Maintenance of
assessment
the Breeders
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 3.1-3
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
194
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

195
Core Competency 3: Performing Breeding of Ruminants (PBR)
LO2: Breed ruminants
Learning Content
1. Preparation of tools, materials, and equipment for breeding operations
a. Breeding schedule
b. Breeding requirements
2. Breeding program for ruminants
a. Suggested breeding programs
b. Business objective
3. Reproductive Phenomena of Ruminants
a. Observing and recording reproductive phenomena
b. Reporting reproductive phenomena
4. Breeding animals
a. Natural breeding
b. Mating plan
c. Artificial breeding for small ruminants
d. Animal Welfare Act on breeding
5. Safety Measures
a. Occupational Safety and Health Standard on breeding operation for ruminants
2.1 Prepare tools, materials, and equipment for breeding operations following breeding schedule and requirements
2.2 Follow breeding program for ruminants according to the business objective
2.3 Observe and record reproductive phenomena of ruminants following enterprise protocols
2.4 Report reproductive phenomena of ruminants following enterprise protocols
2.5 Breed ruminants naturally according to designed mating plan
2.6 When necessary, inseminate artificially small ruminant according to instructions of supervisor
2.7 Perform tasks following Animal Welfare Act
2.8 Practice Safety measures according to OSHS procedures
Code: TLE_AFAAPR 9-12PBR-Ibf-23
196
Content Strategies
1. Preparation  Modular  Observe Answer self-check Compare answer to CBLM

of tools,  Demonstration routine 3.2-1 answer key 3.2-1 PPE
materials, and  Differentiated activities tools,
equipment for Instruction  Motivation Evaluate your materials,
breeding  Blended  Conduct RPL
operations  CBT Approach Sheet3.2-1 performance criteria equipment
Proceed to
- Breeding  Interviews checklist 3.2-1
institutional
schedule Prepare Tools,
assessment
- Breeding Materials, and
area
requirements Equipment for
 Visual
Breeding Operations
Learners-
Read
information
sheet 3.2-1
Activity learning
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
197
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

198
Content Strategies
2. Breeding  Modular  Observe Answer self-check Compare answer to CBLM

program for  Demonstration routine 3.2-2 answer key 3.2-2 PPE
ruminants  Differentiated activities tools,
- Suggested Instruction  Motivation Evaluate your materials
programs  CBT Approach Sheet3.2-2 performance criteria equipment
Proceed to
- Business  Interviews checklist 3.2-2 ruminants
institutional
objective Design Breeding
assessment Program for
area Ruminants
 Visual
Learners- Use Achievement evaluate students’
Read Chart/ Training learning
information Activity
learning learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
199
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

200
Content Strategies
3. Reproductive  Modular  Observe Answer self-check Compare answer to CBLM

Phenomena of  Demonstration routine 3.2-3 answer key 3.2-3 Record
Ruminants  Differentiated activities book
- Observing Instruction  Motivation Evaluate your
and recording  Blended  Conduct RPL
reproductive  CBT Approach Sheet3.2-3 performance criteria
Proceed to
phenomena  Interviews checklist 3.2-3
institutional
- Reporting Observe
assessment
reproductive Reproductive
area
phenomena Phenomena of
 Visual
Ruminants
Learners-
Read
information
sheet 3.2-3
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
201
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

202
Content Strategies

animals  Demonstration routine 3.2-4 answer key 3.2-4 PPE
- Natural  Differentiated activities Tools ,
breeding Instruction  Motivation Evaluate your materials
- Mating plan  Blended  Conduct RPL
- Artificial  CBT Approach Sheet3.2-4 performance criteria equipment
Proceed to
breeding for  Interviews checklist 3.2-4
institutional
small ruminants Perform Breeding of
assessment
- Animal Animals
area
Welfare Act on
 Visual
breeding Use Achievement Use Progress Chart to
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 3.2-4
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
203
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

204
Content Strategies
5.Safety  Modular  Observe Answer self-check Compare answer to CBLM

Measures  Demonstration routine 3.2-5 answer key 3.2-5 PPE
- Occupational  Differentiated activities
Safety and Instruction  Motivation Evaluate your
Health  Blended  Conduct RPL
Standard on  CBT Approach Sheet3.2-5 performance criteria
Proceed to
breeding  Interviews checklist 3.2-5
institutional
operation for Observe Safety
assessment
ruminants Measures
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 3.2-5
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
205
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

206
LO3: Carry out monitoring activities.
Learning Content
1. Breeding performance of ruminants
a. Observation and recording
b. Reports of breeding performance of ruminants
2. Treatment of unproductive animals
3. Disposal of unproductive animals
a. Criteria for judging breeders
b. Judging and culling
4. Collection and keeping production data
a. Record keeping
3.1 Observe and record the breeding performance of ruminants following enterprise protocols
3.2 Report the breeding performance of ruminants following enterprise protocols
3.3 Treat unproductive animals according to the set standard
3.4 Dispose of unproductive animals according to the set standard
3.5 Gather and keep breeding and reproduction data regularly for evaluation according to enterprise protocols
Code: TLE_AFAAPR 9-12PBR-Igi-24
207
Content Strategies

performance of  Demonstration routine 3.3-1 answer key 3.3-1 PPE
ruminants  Differentiated activities materials,
- Observation Instruction  Motivation Evaluate your tools and
and recording  Blended  Conduct RPL
Perform Task performance using equipment
- Reports of  CBT Approach Sheet3.3-1 performance criteria record
Proceed to
breeding  Interviews checklist 3.3-1 book
institutional
performance of Observe Breeding
assessment
ruminants Performance of
area
Ruminants
 Visual
Learners-
Read
information
Activity learning
sheet 3.3-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
208
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

209
2. Treatment of  Modular  Observe Answer self-check Compare answer to CBLM

unproductiv  Demonstratio routine 3.3-2 answer key 3.3-2 PPE
e animals n activities materials,
 Differentiated  Motivation Evaluate your tools and
Instruction Perform Task performance using equipmen
 Conduct
 Blended RPL
Sheet3.3-2 performance t
 CBT Approach Perform criteria checklist
Proceed to
 Interviews Treatment of 3.3-2
institutional
Unproductive
assessment
Animals
area
 Visual
Use Achievement Use Progress Chart
Learners-
Chart/ Training to evaluate students’
Read
Activity learning
information
Matrix/Trainees
sheet 3.3-2
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
210
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

211
Content Strategies
3. Disposal of  Modular  Observe Answer self-check Compare answer to CBLM

unproductive  Demonstration routine 3.3-3 answer key 3.3-3 PPE
animals  Differentiated activities materials,
- Criteria for Instruction  Motivation Evaluate your tools and
judging  Blended  Conduct RPL
breeders  CBT Approach Sheet3.3-3 performance criteria animals
Proceed to
- Judging and  Interviews checklist 3.3-3
institutional
culling Dispose
assessment
Unproductive
area
Animals
 Visual
Learners-
Read
information
Activity
sheet 3.3-3
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
212
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

213
Content Strategies
4.Collection  Modular  Observe Answer self-check Compare answer to CBLM

and keeping  Demonstration routine 3.3-4 answer key 3.3-4 PPE
production data  Differentiated activities materials,
- Record Instruction  Motivation Evaluate your tools and
keeping  Blended  Conduct RPL
 CBT Approach Sheet3.3-4 performance criteria record
Proceed to
 Interviews checklist 3.3-4 book
institutional
Collect and Keep
assessment
Production Data
area
 Visual
Learners-
Read
information
Activity learning
sheet 3.3-4
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
214
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

215
LO4: Feed the animals
Learning Content
1. Provision of basal rations for ruminants
a. Rations for Ruminant at various physiological stages
2. Feed Supplements per animal requirements
a. Concentrates
b. Minerals
c. Vitamins
3. Different grazing Management for ruminants
4. Grazing capacity of the pasture
a. Stocking density/rate
4.1 Provide basal rations for ruminants at various physiological stages based on industry standard
4.2 Offer feed supplements like concentrates, minerals, and vitamins according to animal dietary requirements
4.3 Identify and practice grazing management for ruminants
4.4 Determine grazing capacity of the pasture based on pasture land condition
Code: TLE_AFAAPR 9-12PBR-Ii-jIIa-25
216
Content Strategies
1. Provision of  Modular  Observe Answer self-check Compare answer to CBLM

basal rations  Demonstration routine 3.4-1 answer key 3.4-1 PPE
for ruminants  Differentiated activities tools,
- Rations for Instruction  Motivation Evaluate your materials
Ruminant at  Blended  Conduct RPL
various  CBT Approach Sheet3.4-1 performance criteria equipment
Proceed to
physiological  Interviews checklist 3.4-1 rations
institutional
stages Provide Basal ruminants
assessment
Rations for
area
Ruminants
 Visual
Learners-
Read
information
Activity
sheet 3.4-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
217
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

218
Content Strategies
2. Feed  Modular  Observe Answer self-check Compare answer to CBLM

Supplements  Demonstration routine 3.4-2 answer key 3.4-2 PPE
per animal  Differentiated activities Feeds
requirements Instruction  Motivation Evaluate your tools,
- Concentrates  Blended  Conduct RPL
- Minerals  CBT Approach Sheet3.4-2 performance criteria and
Proceed to
- Vitamins  Interviews Provide Feed checklist 3.4-2 equipment
institutional
Supplements per
assessment
Animal
area
Requirements
 Visual
Learners-
Read
information
Activity
sheet 3.4-2
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
219
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

220
Content Strategies
3.Different  Modular  Observe Answer self-check Compare answer to CBLM

grazing  Demonstration routine 3.4-3 answer key 3.4-3 PPE
Management  Differentiated activities tools,
for ruminants Instruction  Motivation Evaluate your materials
Proceed to
 Interviews checklist 3.4-3 pasture
institutional
Observe Different
assessment
grazing
area
Management for
 Visual
Ruminants
Learners-
Read
information
sheet 2.4-3
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
221
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

222
Content Strategies
4.Grazing  Modular  Observe Answer self-check Compare answer to CBLM

capacity of the  Demonstration routine 3.4-4 answer key 3.4-4 PPE
pasture  Differentiated activities tools,
- Stocking Instruction  Motivation Evaluate your materials
density/rate  Blended  Conduct RPL
Proceed to
 Interviews checklist 3.4-4 Pasture
institutional
Observe Grazing
assessment
Capacity of the
area
Pasture
 Visual
Learners-
Read
information
Activity learning
sheet 3.4-4
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
223
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

224
LO5: Apply basic health care
Learning Content
1. Common diseases and their signs
2. Assistance in implementation of medication programs
3. Safety practices
a. OSHS on application of basic health care to animal
5.1 Report sick animals to appropriate authority
5.2 Provide assistance during implementation of medication program in accordance with enterprise standards and instructions of authority
5.3 Observe safety practices according to OSHS
Code: TLE_AFAAPR 9-12PBR-IIbd-26
225
Content Strategies
1. Common  Modular  Observe Answer self-check Compare answer to CBLM

diseases and  Demonstration routine 3.5-1 answer key 3.5-1 PPE
their signs  Differentiated activities Tools,
Proceed to
 Interviews checklist 3.5-1 treatment
institutional
Detect Common
assessment
Diseases and their
area
Signs
 Visual
Learners-
Read
information
sheet 3.5-1
Activity learning
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
226
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

227
Content Strategies
2.Assistance in  Modular  Observe Answer self-check Compare answer to CBLM

implementation  Demonstration routine 3.5-2 answer key 3.5-2 PPE
of medication  Differentiated activities Tools,
programs Instruction  Motivation Evaluate your materials
Proceed to
 Interviews checklist 3.5-2 treatment
institutional
Provide Assistance in
assessment Implementation of
area Medication Programs
 Visual
Learners- Use Achievement Use Progress Chart to
Read Chart/ Training evaluate students’
information Activity learning
learning learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
228
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

229
Content Strategies
3.Safety  Modular  Observe Answer self-check Compare answer to CBLM

practices  Demonstration routine 3.5-3 answer key 3.5-3 PPE
- OSHS on  Differentiated activities vitamins
application of Instruction  Motivation Evaluate your minerals
basic health  Blended  Conduct RPL
care to animal  CBT Approach Sheet3.5-3 performance criteria
Proceed to
institutional
Observe Safety
assessment
Practices
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 3.5-3
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
230
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

231
Core competency 3: Performing Breeding of Ruminants (PBR)
LO6: Perform post-breeding activities
Learning Content
1. Proper cleaning and storage of tools, materials, and equipment
a. 5S principles
b. Procedural manual for equipment
2. Proper disposal of waste
a. DENR regulations
3. Update and keep records
4. Preparation and reporting of work outputs
6.1 Clean and store tools, materials, and equipment following procedural manual and 5S principles
6.2 Practice proper disposal of waste according to DENR regulations
6.3 Update and keep records following enterprise protocol
6.4 Report work outputs to the authority following enterprise protocol
Code: TLE_AFAAPR 9-12PBR-IIdf-27
232
Content Strategies
1.Proper  Modular  Observe Answer self-check Compare answer to CBLM

cleaning and  Demonstration routine 3.6-1 answer key3.6-1 PPE
storage of  Differentiated activities tools,
tools, materials, Instruction  Motivation Evaluate your materials
and equipment  Blended  Conduct RPL
- 5S principles  CBT Approach Sheet3.6-1 performance criteria equipment
Proceed to
- Procedural  Interviews checklist 3.6-1
institutional
manual for Observe Proper
assessment
equipment Cleaning and
area
Storage of Tools,
 Visual
Materials, and
Learners-
Equipment
Read
information
sheet 3..6-1
Proceed to
Activity
contextual
Matrix/Trainees
learning
Record Book (TRB)
area
 Auditory
learning
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
233
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


Content Strategies
234
disposal of  Demonstration routine 3.6-2 answer key 3.6-2 PPE
waste  Differentiated activities Tools,
- DENR Instruction  Motivation Evaluate your materials
regulations  Blended  Conduct RPL
Proceed to
institutional
Observe Proper
assessment Disposal of Waste
area
contextual learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
 Kinesthetic
Learners-
235
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________
C. TEACHER’S SELF REFLECTION OF THE SESSION

236
Content Strategies
3. Update and  Modular  Observe Answer self-check Compare answer to CBLM

keep records  Demonstration routine 3.6-3 answer key 3.6-3 PPE
 Differentiated activities Record
Instruction  Motivation Evaluate your book
Proceed to
institutional
Update and keep
assessment
records
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 3.6-3
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
237
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

238
Content Strategies
4.Preparation  Modular  Observe Answer self-check Compare answer to CBLM

and reporting  Demonstration routine 3.6-4 answer key 3.6-4 PPE
of work outputs  Differentiated activities Record
Instruction  Motivation Evaluate your book
Proceed to
institutional
Prepare and
assessment
Report Work
area
Outputs
 Visual
Learners-
Read
information
Activity
sheet 3.6-4
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
239
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

This part of the session plan serves as the documentation of the conduct of the training on a unit of competency. Highlights of the use
of the CBLM must be recorded/documented and must be considered in the validation /improvement of the manual.
240
CORE COMPETENCY 4: Raising Dairy Animals (RDA)
LO1: Handle dairy animals
Learning Content
1. Housing provision for Pregnant animals
2. Providing assistance during calving/kidding
a. Practices during calving/ kidding
3. Feeding management for lactating animals
4. Maintain lactating ruminants
5. Collection of milk
a. Practices in milking the animals
6. Quality of milk
a. Milk checking procedure
7. Milk pasteurization
a. HACCP
8. Packaging of pasteurized milk
a. HACCP
1.1 Separate and keep pregnant animals from the general herd in gestating pen.
1.2 Provide assistance during calving/ kidding according to GAHP
1.3 Feed lactating ruminants according to standards
1.4 Maintain lactating ruminants following production objective
1.5 Collect milk based on the standard procedures
1.6 Check milk for quality based on the standard procedures
1.7 Pasteurize the collected milk following standard hygienic procedures (HACCP)
1.8 Package the pasteurized milk following standard hygienic procedures (HACCP)
Code: TLE_AFAAPR 9-12RDA-IIfh-28
241
Content Strategies
1.Housing  Modular  Observe Answer self-check Compare answer to CBLM

provision for  Demonstration routine 4.1-1 answer key 4.4-1 PPE
Pregnant  Differentiated activities tools and
animals Instruction  Motivation Evaluate your materials
Perform Task performance using housing
 CBT Approach Sheet4.4-1-1 performance criteria facilities
Proceed to
institutional
Follow Housing
assessment
Provision for
area
Pregnant Animals
 Visual
Learners-
Read
information
Activity learning
sheet 4.1-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
242
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

243
Content
2.Providing  Modular  Observe Answer self-check Compare answer to CBLM
assistance  Demonstratio routine 4.1-2 answer key 4.1-2 PPE
during n activities tools and
calving/kidding  Differentiated  Motivation Evaluate your materials in
- Practices Instruction Perform Task performance using calving/kiddin
 Conduct RPL
during calving/  Blended Proceed to
Sheet4.4-1-2 performance criteria g
kidding  CBT Approach Provide Assistance checklist 4.1-2
institutional
 Interviews during
assessment
Calving/Kidding
area
Use Progress Chart
 Visual
Use Achievement to evaluate students’
Learners-
Read
Activity
information
Matrix/Trainees
sheet 4.1-2
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
244
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

245
Content Strategies
3.Feeding  Modular  Observe Answer self-check Compare answer to CBLM

management  Demonstration routine 4.1-3 answer key 4.1-3 PPE
for lactating  Differentiated activities tools and
Perform Task performance using feeds
 CBT Approach Sheet4.4-1-3 performance criteria
Proceed to
institutional
Follow Feeding
assessment
Management for
area
Lactating Animals
 Visual
Learners-
Read
information
Activity learning
sheet 4.1-3
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
246
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

247
Content Strategies
4. Maintain  Modular  Observe Answer self-check Compare answer to CBLM

lactating  Demonstration routine 4.1-4 answer key 4.1-4 PPE
ruminants  Differentiated activities tools and
Perform Task performance using for
 CBT Approach Sheet4.1-4 performance criteria lactating
Proceed to
 Interviews Maintain Lactating checklist 4.1-4 animals
institutional
Ruminants
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 4.1-4
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
248
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

249
Content Strategies
5. Collection of  Modular  Observe Answer self-check Compare answer to CBLM

milk  Demonstration routine 4.1-5 answer key 4.1-5 PPE
-  Differentiated activities tools and
Practices Instruction  Motivation Evaluate your materials
in  Blended  Conduct RPL
Perform Task performance using in
milking  CBT Approach Sheet4.4.1-5 performance criteria collecting
Proceed to
the  Interviews checklist 4.1-5 milk
institutional
animals Conduct Collection
assessment
of Milk
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 4.1-5
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
250
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

251
Content Strategies
6.Quality of  Modular  Observe Answer self-check Compare answer to CBLM

milk  Demonstration routine 4.1-6 answer key 4.1-6 PPE
- Milk checking  Differentiated activities tools and
procedure Instruction  Motivation Evaluate your materials
 CBT Approach Sheet4.4-1-6 performance criteria collecting
Proceed to
 Interviews Collect Quality Milk checklist 4.1-6 milk
institutional
assessment
area
 Visual
Activity learning
Learners-
Matrix/Trainees
Read
Record Book (TRB)
information
sheet 4.1-6
learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
252
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

253
Content Strategies
7.Milk  Modular  Observe Answer self-check Compare answer to CBLM

pasteurization  Demonstration routine 4.1-7 answer key 4.1-7 PPE
- HACCP  Differentiated activities tools and
Instruction  Motivation Evaluate your materials in
Perform Task performance using milk
 CBT Approach Sheet4.4-1-7 performance criteria pasteurization
Proceed to
institutional
Perform Milk
assessment
Pasteurization
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 4.1-7
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
254
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


Content Strategies
255
8. Packaging of  Modular  Observe Answer self-check Compare answer to CBLM
pasteurized  Demonstration routine 4.1-8 answer key 4.1-8 PPE
milk  Differentiated activities tools and
- HACCP Instruction  Motivation Evaluate your materials in
Perform Task performance using milk
 CBT Approach Proceed to
Sheet4.-1-8 performance criteria pasteurization
 Interviews Package checklist 4.1-8
institutional
Pasteurized Milk
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 4.1-8
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
 Kinesthetic
Learners-
256
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

Core Competency 4: Raising Dairy Animals (RDA)

LO2: Rear calves and kids
Learning Content
1. Rearing newly born calf/ kid
a. System in raising calves/ kids
257
2. Preparation of tools and material
a. Common tools and materials in raising calves/ kids
3. Feeding the calves/ kids
a. Feeding programs
b. Specialized feeding
4. Separation of calves/kids required for routine husbandry
5. Progress and development of calves/kids
a. weighing
b. visual appraisal
6. Reporting welfare and health management abnormalities
2.1 Rear newly born calf /kid according to the developed rearing system
2.2 Prepare tools and materials according to work requirements
2.3 Carry out routine feeding at prescribed feeding intervals
2.4 Identify and separate small and less vigorous calves and kids from others for specialized feeding
2.5 Separate calves / kids required for routine husbandry or animal health procedures
2.6 Monitor regularly the progress and development of calves through weighing and/or visual appraisal
2.7 Report welfare and health abnormalities to the appropriate authority
Code: TLE_AFAAPR 9-12RDA-IIij-IIIa-c-29
258
Content Strategies
1.Rearing newly  Modular  Observe Answer self-check Compare answer to CBLM

born calf/ kid  Demonstration routine 4.2-1 answer key PPE
- System in  Differentiated activities 4.2-1 tools and
raising calves/ Instruction  Motivation materials
kids  Blended  Conduct RPL
Perform Task Evaluate your calf/kid
 CBT Approach Sheet4.2-1 performance using
Proceed to
 Interviews Rear Newly Born performance criteria
institutional
Calf/ Kid checklist 4.2-1
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 4.2-1
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
259
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

260
Content Strategies

of tools and  Demonstration routine 4.2-2 answer key 4.2-2 PPE
material  Differentiated activities tools,
- Common Instruction  Motivation Evaluate your materials
tools and  Blended  Conduct RPL
materials in  CBT Approach Sheet4.2-2 performance criteria equipment
Proceed to
raising calves/  Interviews checklist 4.2-2
institutional
kids Prepare of tools and
assessment
materials in raising
area
calves/ kids
 Visual
Learners-
Read
information
Activity learning
sheet 4.2-2
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
261
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

262
Content Strategies
3.Feeding the  Modular  Observe Answer self-check Compare answer to CBLM

calves/ kids  Demonstration routine 4.2-3 answer key 4.2-3 PPE
- Feeding  Differentiated activities tools and
programs Instruction  Motivation Evaluate your materials
- Specialized  Blended  Conduct RPL
Perform Task performance using in feeding
feeding  CBT Approach Sheet4.2-3 performance criteria the
Proceed to
 Interviews checklist 4.2-3 calves/
institutional
Conduct Feeding of kids
assessment
Calves/ Kids
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 4.2-3
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
263
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

264
Content Strategies
4. Separation of  Modular  Observe Answer self-check Compare answer to CBLM

calves/kids  Demonstration routine 4.2-4 answer key PPE
required for  Differentiated activities 4.2-4 tools and
routine Instruction  Motivation materials
husbandry  Blended  Conduct RPL
Perform Task Evaluate your
 CBT Approach Sheet4.2-4 performance using
Proceed to
 Interviews performance criteria
institutional
Separate checklist 4.2-4
assessment
Calves/Kids
area
Required for
 Visual
Routine Husbandry
Learners-
Read
information
sheet 4.2-4
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
265
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

266
Content Strategies
5. Progress and  Modular  Observe Answer self-check Compare answer to CBLM

development of  Demonstration routine 4.2-5 answer key 4.2-5 PPE
calves/kids  Differentiated activities tools,
- weighing Instruction  Motivation Evaluate your materials
- visual  Blended  Conduct RPL
appraisal  CBT Approach Sheet4.2-5 performance criteria equipment
Proceed to
institutional
Monitor Progress and
assessment Development of
area Calves/Kids
 Visual
learning learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
267
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

268
Content Strategies
6.Reporting  Modular  Observe Answer self-check Compare answer to CBLM

welfare and  Demonstration routine 4.2-6 answer key 4.2-6 PPE
health  Differentiated activities Record
management Instruction  Motivation Evaluate your book
abnormalities  Blended  Conduct RPL
Proceed to
institutional
Conduct Reporting
assessment
of Welfare and
area
Health Management
 Visual
Abnormalities
Learners-
Read
information
sheet 4.2-6
Activity learning
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
269
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

270
Core competency 4: Raising Dairy Animals (RDA)
LO3: Rear dairy-breeder animals
Learning Content
1. Housing breeder animals
a. Appropriate housing
b. GAHP
2. Feeding management of breeders
3. Health care management for breeder
4. Recording and reporting welfare and health abnormalities
5. Monitoring health condition of animals
a. Weighing animals
b. Visual appraisal
6. Selection of adult breeder for dairy-type animals for breeding purposes
7. Culling of male animals
a. Judging breeder animals
b. Culling breeder animals
1.1 Place dairy-breeder- animals-to-be in appropriate housing according to established farm procedures and GAHP
1.2 Feed animals according to prescribed feeding intervals
1.3 Report welfare and health abnormalities to the appropriate authority
1.4 Perform monitoring of animals regularly through weighing and/or visual appraisal
1.5 Select adult breeder for dairy-type animals for breeding purposes according to breed’s standard
1.6 Cull male animals not intended for breeding
Code: TLE_AFAAPR 9-12RDAIIId-f-30
271
Content Strategies
1.Housing  Modular  Observe Answer self-check Compare answer to CBLM

breeder  Demonstration routine 4.3-1 answer key 4.3-1 PPE
animals  Differentiated activities tools and
- Appropriate Instruction  Motivation Evaluate your materials
housing  Blended  Conduct RPL
- GAHP  CBT Approach Sheet4.3-1 performance criteria Housing
Proceed to
 Interviews checklist 4.3-1 breeder
institutional
Provide Housing for animals
assessment
Breeder Animals
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 4.3-1
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
272
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

273
Content Strategies
2.Feeding  Modular  Observe Answer self-check Compare answer to CBLM

management of  Demonstration routine 4.3-2 answer key 4.3-2 PPE
breeders  Differentiated activities tools and
Perform Task performance using in feeding
Proceed to
institutional
Follow Feeding
assessment Management of
area Breeders
 Visual
Learners-
information Chart/ Training
evaluate students’
sheet 4.3-2 Activity learning
area learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
274
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

275
Content Strategies
3.Health care  Modular  Observe Answer self-check Compare answer to CBLM

management  Demonstration routine 4.3-3 answer key 4.3-3 PPE
for breeder  Differentiated activities tools and
Proceed to
institutional
Follow Health Care
assessment
Management for
area
Breeder
 Visual
Learners-
Read
information
Activity learning
sheet 4.3-3
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
276
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

277
Content Strategies
4.Recording  Modular  Observe Answer self-check Compare answer to CBLM

and reporting  Demonstration routine 4.3-4 answer key 4.3-4 PPE
welfare and  Differentiated activities Record
health Instruction  Motivation Evaluate your book
abnormalities  Blended  Conduct RPL
Proceed to
institutional
Record and Report
assessment
Welfare and Health
area
Abnormalities
 Visual
Learners-
Read
information
Activity learning
sheet 4.3-4
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
278
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

279
Content Strategies
5.Monitoring  Modular  Observe Answer self-check Compare answer to CBLM

health  Demonstration routine 4.3-5 answer key 4.3-5 PPE
condition of  Differentiated activities tools and
- Weighing  Blended  Conduct RPL
Perform Task performance using record
animals  CBT Approach Sheet4.3-5 performance criteria book
Proceed to
- Visual  Interviews checklist 4.3-5
institutional
appraisal Conduct Monitoring
assessment of Health Condition of
area Animals
 Visual
learning learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
280
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

281
Content Strategies
6.Selection of  Modular  Observe Answer self-check Compare answer to CBLM

adult breeder  Demonstration routine 4.3-5 answer key 4.3-6 PPE
for dairy-type  Differentiated activities tools and
animals for Instruction  Motivation Evaluate your materials
Perform Task performance using breeder
purposes  CBT Approach Sheet4.3-6 performance criteria
Proceed to
institutional
Select adult
assessment
breeder for Dairy-
area
Type Animals for
 Visual
Breeding Purposes
Learners-
Read
information
sheet 4.3-6
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
282
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

283
Content Strategies
7.Culling of  Modular  Observe Answer self-check Compare answer to CBLM

male animals  Demonstration routine 4.3-7 answer key 4.3-7 PPE
- Judging  Differentiated activities tools and
breeder Instruction  Motivation Evaluate your materials
animals  Blended  Conduct RPL
Perform Task performance using breeder
- Culling  CBT Approach Sheet4.3-7 performance criteria
Proceed to
breeder  Interviews checklist 4.3-7
institutional
animals Perform Culling of
assessment
Male Animals
area
 Visual
Learners-
Read
Activity learning
information
Matrix/Trainees
sheet 4.3-7
Record Book (TRB)
Proceed to
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
284
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

4.1 Keep and update animal and financial records derived from dairy operations according to industry standards
4.2 Maintain tools and materials according to manufacturer’s specification and enterprise protocol
4.3 Store tools and materials according to manufacturer’s specification and enterprise protocol
4.4 Clean the area according to enterprise protocol
4.5 Dispose of waste following environmental regulations and enterprise procedures
Code: TLE_AFAAPR 9-12RDAIIIf-h-31

Content Strategies
285
1.Keeping and  Modular  Observe Answer self-check Compare answer to CBLM
updating  Demonstration routine 4.4-1 answer key 4.4-1 PPE
animal and  Differentiated activities tools,
financial Instruction  Motivation Evaluate your materials
records  Blended  Conduct RPL
- Types of  CBT Approach Sheet4.4-1 performance criteria equipment
Proceed to
animal records  Interviews checklist 4.4-1 record
institutional
- Financial Keep and Update book
assessment
records Animal Financial beeder
area
Records
 Visual
Learners-
Read
information
Activity learning
sheet 4.4-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
 Kinesthetic
Learners-
286
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

287
Content Strategies
2.Maintenance  Modular  Observe Answer self-check Compare answer to CBLM

and storage of  Demonstration routine 4.4-2 answer key 4.4-2 PPE
tools and  Differentiated activities tools,
materials Instruction  Motivation Evaluate your materials
-  Blended  Conduct RPL
Manufacturer’s  CBT Approach Sheet4.4-2 performance criteria equipment
Proceed to
specification  Interviews checklist 4.4-2
institutional
- Enterprise Maintain and Store
assessment
protocols Tools and Materials
area
contextual learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
288
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

289
Content Strategies
3. Cleaning the  Modular  Observe Answer self-check Compare answer to CBLM

area  Demonstration routine 4.4-3 answer key 4.4-3 PPE
- Health and  Differentiated activities record
sanitation of Instruction  Motivation Evaluate your book
area  Blended  Conduct RPL
Proceed to
institutional
Clean the area
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 4.4-3
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
290
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

291
Content Strategies
4.Dispose of  Modular  Observe Answer self-check Compare answer to CBLM

waste  Demonstration routine 4.4-4 answer key 4.4-3 PPE
- OSHS on  Differentiated activities
waste disposals Instruction  Motivation Evaluate your
- DENR  Blended  Conduct RPL
Regulations  CBT Approach Sheet4.4-4 performance criteria
Proceed to
institutional
Dispose waste
assessment
area
 Visual
Learners-
Activity learning
Read
Matrix/Trainees
information
Record Book (TRB)
sheet 4.4-4
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
292
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

293
Core competency 5: Raising Meat-Type Animals (RMTA)
LO1: Provide assistance in management of meat-type animals
Learning Content
1. Assisting in selection process for meat-type animals
2. Determination of feeding and management of growing ruminant’s meat type
a. Feeds
b. Housing
3. Management of unproductive animals
4. Preparation of animals for disposal in market
a. Fasting/ selection of fit animals
b. Proper handling and loading
c. Preparation of transport vehicle
5. Assisting in animal husbandry practices
6. Good Animal Husbandry Practices (GAHP) for raising meat-type animals
1.1 Provide assistance in preselection process of meat-type animals following instructions of authority and industry standards
1.2 Raise meat-type animals in complete/semi confinement or under grazing conditions
1.3 Determine fattening period according to the target market weight
1.4 Manage unproductive animals according to the industry standards
1.5 Provide assistance in animal husbandry practices following GAHP technique
Code: TLE_AFAAPR 9-12RMTAIIIi-j-IVa-c32
294
Content Strategies
1. Assisting in  Modular  Observe Answer self-check Compare answer to CBLM

selection  Demonstration routine 5.1-1 answer key 5.1-1 PPE
process for  Differentiated activities record
meat-type Instruction  Motivation Evaluate your book
animals  Blended  Conduct RPL
Proceed to
institutional
Assist in the
assessment
Selection Process for
area
Meat-Type Animals
 Visual
Learners-
Read
information
Activity learning
sheet 5.1-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
295
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

296
Content
Strategies
2.Determination  Modular  Observe Answer self-check Compare answer to CBLM

of feeding and  Demonstration routine 5.1-2 answer key 5.1-2 PPE
management of  Differentiated activities Feeds
growing Instruction  Motivation Housing
ruminants meat
 Blended  Conduct RPL Evaluate your
type
- Feeds  CBT Approach Proceed to
Perform Task
performance using
institutional performance criteria
- Housing  Interviews Sheet5.1-2
assessment checklist 5.1-2
area Determine Feeding
 Visual and Management of
Learners- Growing Ruminants
Read Meat Type
information
Use Achievement
sheet 5.1-2 Use Progress Chart to
Chart/ Training
Proceed to evaluate students’
Activity
contextual learning
Matrix/Trainees
learning Record Book (TRB)
area to monitor students’
 Auditory learning
Learners-
Listen to
audio
presentation
297
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________

298
Content
Strategies
3.Management  Modular  Observe Answer self-check Compare answer to CBLM

of unproductive  Demonstration routine 5.1-3 answer key 5.1-3 PPE
animals  Differentiated activities record
Instruction  Motivation book
Perform Task
performance using
 Interviews Sheet5.1-3
area Manage
 Visual Unproductive
Learners- Animals
Read Use Progress Chart to
Use Achievement
information
sheet 5.1-3
Activity learning
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
299
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________


Content
300
Strategies
4. Preparation  Modular  Observe Answer self-check Compare answer to CBLM

of animals for  Demonstration routine 5.1-4 answer key 5.1-4 PPE
disposal in  Differentiated activities record
market Instruction  Motivation book
- Fasting/
selection of fit
animals  CBT Approach Proceed to
Perform Task
performance using
- Proper  Interviews Sheet5.1-4
handling and
loading area Prepare Animals
- Preparation  Visual for Disposal in the
of transport Learners- Market Use Progress Chart to
vehicle Read evaluate students’
Use Achievement learning
information
Chart/ Training
sheet 5.1-4
Activity
area learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
301
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________


Content
Strategies
302
5.Assisting in  Modular  Observe Answer self-check Compare answer to CBLM
animal  Demonstration routine 5.1-5 answer key 5.1-5 PPE
husbandry  Differentiated activities record
practices Instruction  Motivation book
Perform Task
performance using
area Assist in Animal
 Visual Husbandry Practices
Learners- Use Progress Chart to
Read Use Achievement evaluate students’
information
Activity
sheet 5.1-5
Matrix/Trainees
learning learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
303
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________

304
Content
Strategies
6. Good Animal  Modular  Observe Answer self-check Compare answer to CBLM

Husbandry  Demonstration routine 5.1-6 answer key 5.1-6 PPE
Practices  Differentiated activities record
(GAHP) for Instruction  Motivation book
raising meat-
type animals
Perform Task
performance using
area Follow Good Animal
 Visual Husbandry Practices
Learners- (GAHP) for Raising
Read Meat-Type Animals
information Use Achievement
sheet 5.1-6 Use Progress Chart to
Chart/ Training
Proceed to evaluate students’
Activity
contextual learning
Matrix/Trainees
learning Record Book (TRB)
area to monitor students’
Learners-
Listen to
audio
presentation
305
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________


LO2: Feed the animals
306
Learning Content
1. Basal ration for meat-types

a. Identification of basal ration for meat-type animals
b. Feeding practices for meat-type animals
2. Feeding basal ration for meat-type animals
a. Identifying feeding management for meat type animals
b. Feed conversion efficiency
c. Offering feed Supplements
3. Practicing feeding management for animals
4. Determining grazing capacity of the pasture
a. Stocking rate/ density
2.1 Identify basal rations for meat-type animals at various fattening periods based on feeding standard
2.2 Provide Basal rations for meat-type animals at various fattening periods based on feeding standard
2.3 Offer feed supplements like concentrates, minerals, and vitamins according to animal requirements
2.4 Identify feeding management for meat type animals
2.5 Practice feeding management for meat type animals
2.6 Determine grazing capacity of the pasture based on established pasture
Code: TLE_AFAAPR 9-12RMTAIVc-e-33
307
Content Strategies
1 Basal ration  Modular  Observe Answer self-check Compare answer to CBLM

for meat-types  Demonstration routine 5.2-1 answer key 5.2-1 PPE
- Identification  Differentiated activities feeds
of basal ration Instruction  Motivation Evaluate your
for meat-type  Blended  Conduct RPL
animals  CBT Approach Sheet5.2-1 performance criteria
Proceed to
- Feeding  Interviews checklist 5.2-1
institutional
practices for Perform Basal ation
assessment
meat-type for Meat-Types
area
animals Animals
 Visual
Learners-
Read
information
Activity learning
sheet 5.2-1
Matrix/Trainees
Proceed to
Record Book (TRB)
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
308
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

309
Content
Strategies
2.Feeding basal  Modular  Observe Answer self-check Compare answer to CBLM

ration for meat-  Demonstration routine 5.2-2 answer key 5.2-2 PPE
type animals  Differentiated activities feeds
- Identifying Instruction  Motivation
feeding
management
for meat type  CBT Approach Proceed to
Perform Task
performance using
animals  Interviews Sheet5.2-2
- Feed
conversion area Perform Feeding
efficiency  Visual basal ration for
- Offering feed Learners- meat-type animals
Supplements Read
information
sheet 5.2-2
Activity learning
area learning
 Auditory
Learners-
Listen to
audio
presentation
310
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________

311
Content
Strategies
3. Practicing  Modular  Observe Answer self-check Compare answer to CBLM

feeding  Demonstration routine 5.2-3 answer key 5.2-3 PPE
management  Differentiated activities feeds
for animals Instruction  Motivation
Perform Task
performance using
area Practice Feeding
 Visual Management for
Learners- Animals
Use Achievement
information
sheet 5.2-3
Activity learning
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
312
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________


Content
313
Strategies
4. Determining  Modular  Observe Answer self-check Compare answer to CBLM

grazing capacity  Demonstration routine 5.2-4 answer key 5.2-4 PPE
of the pasture  Differentiated activities Pasture
- Stocking rate/ Instruction  Motivation
density
Perform Task
performance using
area
 Visual Determine Grazing
Learners- Capacity of the
Read Pasture
information
sheet 5.2-4 Use Achievement Use Progress Chart to
Proceed to Chart/ Training evaluate students’
contextual Activity learning
learning Matrix/Trainees
area Record Book (TRB)
 Auditory to monitor students’
learning
Learners-
Listen to
audio
presentation
Proceed to
computer
314
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________


LO3: Apply basic health care
Learning Content
1. Assistance in implementation of medication program
315
a. Reporting sick animals - Provision of basic health assistance
b. Immunization
c. Deworming
d. Vaccination
e. Handling biologicals and disinfectants
f. Proper provision of drugs, vaccines, and other biological
2. Practicing OSHS and health standards
a. OSHS on application of health care for meattype animals
b. wearing PPE
3. Waste disposal - 5S implementation
a. DENR regulations
3.1 Report sick animals to appropriate authority
3.2 Provide assistance
during implementation of medication program in accordance with industry standards and instructions of authority
3.3 Perform supplementation based on medication program
3.4 Observe safety practices according to OSHS.
Code: TLE_AFAAPR 9-12RMTAIVf-h-34

Content Strategies
316
1. Assistance in  Modular  Observe Answer self-check Compare answer to CBLM
implementation  Demonstration routine 5.3-1 answer key 5.3-1 PPE
of medication  Differentiated activities record
program Instruction  Motivation Evaluate your book
- Reporting sick  Blended  Conduct RPL
animals -  CBT Approach Proceed to
Sheet5.3-1 performance criteria
Provision of  Interviews checklist 5.3-1
institutional
basic health Assist in the
assessment
assistance Implementation of
area
- Immunization Medication Program
 Visual
- Deworming
Learners-
- Vaccination Use Achievement Use Progress Chart to
Read
- Handling Chart/ Training evaluate students’
information
biologicals and Activity learning
sheet 5.3-1
disinfectants Matrix/Trainees
Proceed to
- Proper Record Book (TRB)
contextual
provision of to monitor students’
learning
drugs, vaccines, learning
area
and other
 Auditory
biological
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
 Kinesthetic
Learners-
317
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

318
Content
Strategies

OSHS and  Demonstration routine 5.3-2 answer key 5.3-2 PPE
health  Differentiated activities record
standards Instruction  Motivation book
- OSHS on
application of
health care for  CBT Approach Proceed to
Perform Task
performance using
meat type  Interviews Sheet5.3-2
animals
- wearing PPE area Practice OSHS and
 Visual Health Standards
information
Activity
sheet 5.3-2
Matrix/Trainees
learning learning
area
 Auditory
Learners-
Listen to
audio
presentation
319
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________

320
Content
Strategies

disposal - 5S  Demonstration routine 5.3-3 answer key 5.3-3 PPE
implementation  Differentiated activities
- DENR Instruction  Motivation
regulations
Perform Task
performance using
area Observe Proper
 Visual Waste disposal
Learners-
Use Achievement
information
sheet 5.3-3
Activity learning
area learning
 Auditory
Learners-
Listen to
audio
presentation
321
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________

322
Learning Content
1. Selection of breeder for meat-type animals for breeding purposes

2. Preparation for market disposal
a. Marketing fatteners
b. GAHP
c. Humane handling and transport from farm to market/ slaughterhouse
3. Update and keep animal and financial records - Inventory records - Expense records - Sales reports
4.1 Select breeder for meat-type animals for breeding purposes according to breed standard
4.2 Prepare animals for market disposal following instructions of authority
4.3 Update and keep Animal records and financial records derived from meat-type animals according to industry standard
4.4 Dispose of waste according to enterprise protocol and environmental legislations 4.5 Maintain tools, materials, and supplies according
to enterprise procedures
4.6 Store tools, materials, and supplies according to enterprise procedures
4.7 Do immediate reporting to authority following enterprise requirements
Code: TLE_AFAAPR 9-12RMTAIVh-j-35
323
Content Strategies
 Modular  Observe Answer self-check Compare answer to CBLM

1. Selection of  Demonstration routine 5.4-1 answer key 5.4-1 PPE
breeder for  Differentiated activities Animals
meat-type Instruction  Motivation Evaluate your
animals for  Blended  Conduct RPL
breeding  CBT Approach Sheet5.4-1 performance criteria
Proceed to
purposes  Interviews checklist 5.4-1
institutional
Select Breeder for
assessment
Meat-Type Animals
area
for Breeding
 Visual
Purposes
Learners-
Read
information
sheet 5.4-1
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
area
learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning
area
324
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

325
Content
Strategies

for market  Demonstration routine 5.4-2 answer key 5.4-2 PPE
disposal  Differentiated activities record
- Marketing Instruction  Motivation book
fatteners
- GAHP
- Humane  CBT Approach Proceed to
Perform Task
performance using
handling and  Interviews Sheet5.4-2
transport from
farm to market/ area Prepare for market
slaughterhouse  Visual disposal
information
Activity
sheet 5.4-2
Matrix/Trainees
learning learning
area
 Auditory
Learners-
Listen to
audio
presentation
326
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________

327
Content
Strategies
3. Update and  Modular  Observe Answer self-check Compare answer to CBLM

keep animal  Demonstration routine 5.3-3 answer key 5.3-3 PPE
and financial  Differentiated activities record
records - Instruction  Motivation book
Inventory
records -
Expense  CBT Approach Proceed to
Perform Task
performance using
records - Sales  Interviews Sheet5.3-3
reports
area Update and Keep
 Visual Animal Financial
Learners- Records
Use Achievement
information evaluate students’
Chart/ Training
sheet 5.3-3
Activity learning
area learning
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
328
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN

 Type of evidence _______________________________________________

329
SESSION PLAN
Sector : Agriculture
Qualification Title : Agri-Crop Production NC 1I
Unit of Competency : Support Horticultural and Nursery Work
Module Title : Supporting Horticultural and Nursery Work
Learning Outcomes:
LO1. Prepare materials, tools and equipment for horticultural production work;
LO2. Undertake horticultural production work as directed;
LO3. Handle materials and equipment;
LO4. Clean-up on completion of work.
A.INTRODUCTION:
This unit deals with the different farm tools and equipment used in horticultural and nursery production. This gives
emphasis on their correct operation and maintenance as well as safety precautions in using them.
This unit also covers the knowledge and skills required to produce vegetables including the preparation of land and
planting materials. This also includes the proper growing of seedlings, transplanting of seedlings, maintaining
growth of vegetables and harvesting of crops.
B. LEARNING ACTIVITIES
LO 1: Prepare materials, tools and equipment for horticultural production work;
Resource
Learning Content Methods Presentation Practice Feedback Time
s
1. Types and Modular/Self- Read information Answer Self- CBLM,
paced/Discussio Compare
selection of sheet 1.1-1 on check 1.1-1 on Agri-Crop 2 hrs
n answers
materials, tools, Types and selection Types and Productio
330
and equipment; of materials, tools, selection of to answer n LM,
Manual handling and equipment; materials, tools, key Horticultu
procedures and and equipment re 10
techniques;
Perform
Operation sheet
1.1-1 on Farm Refer to
Read information Management Operation
sheet 1.1-2 on and Equipment Checklist
Farm implements 1.1-1
and equipment
3 hrs
Perform Task
1.1-1 on Farm
Management
and Equipment
Refer to
Performan
Performance ce Criteria
Task 1.1-2 on Checklist
Farm 1.1-1
Management
and Equipment
Refer to
Performance Performan
Task 1.1-3 on ce Criteria
Farm Checklist
Management 1.1-2
and Equipment
331
Refer to
Performan
ce Criteria
Checklist
1.1-3
Read information Answer Self- Compare

sheet 1.2-1 on check 1.2-1 on answer to
Routine check –up Routine check- answer
of tools and up of tools and key
equipment ; equipment
CBLM,
Modular/Self- Participate in the Agri-Crop 4 hrs
2. Routine check – paced/Discussio Productio
discussion
up of tools and n n LM,
equipment Give time to Horticultu
memorize the task Perform re 10
given Operation sheet
1.2-1 Refer to
Operation
Checklist
1.2-1
3. Personal Read information Answer Self- Compare
protective sheet 1.3-1 on check answer to CBLM,
Modular/Self- 4 hrs
1.3-1on Personal answer
equipment and Personal protective Agri- Crop
paced/ICT
occupational equipment and key Productio
Integration protective
health and safety occupational health n LM,
equipment and
requirements; occupational
332
and safety health and Horticultu
requirements safety re 10
requirements on
Video presentation
PPE
on wearing PPE
Perform Task Refer to

sheet 1.3-1 Performan
ce Criteria
Checklist
1.3-1
View video
presentation on
PPE
Give
comments
on video
presented
Read information Answer Self- Compare

sheet 1.4-1 on check 1.4-1 on answer to
Common OHS Common OHS answer CBLM,
hazards, risks and hazards, risks, key 3 hrs
Agri- Crop
4. Common OHS its control. and its control
Modular/Lecture- Productio
hazards, risks Discussion n LM;
and its control. Refer to
Horticultu
Perform Activity Performan
re 10
sheet 1.4-1 ce Criteria
Checklist
1.4-1
333
LO2. Undertake horticultural production work as directed
Answer Self- Compare

check 2.1-1 on answer to
Prepare land for answer
planting key
Read information
sheet 2.1-1
Prepare land for Perform Task Refer to
planting sheets 2.1-1 Performan
4 hrs
ce task
2.1-1
View video
presentation CBLM,
1. Procedures Agri- Crop
for land Modular/Self- Productio
Video
preparation, paced/Blended n LM,
presentation Give
sowing/plant Horticultu
comments
ing. Answer Self- re 10
on video
check 2.1-2 on
presented
Importance of
Read information Proper Land 3 hrs
sheet 2.1-2 on Preparation
Importance of
Proper Land
Preparation
Compare
Perform task answer to
2.1.2 answer
key
334
Refer to
Performan
ce Criteria
Checklist
2.1-2
Compare
answer to
Answer Self- answer
check 2.2-1 on key
Direct planting
and
Read information transplanting
sheet 2.2-1 on method CBLM,
Direct Planting & Agri- Crop
Refer to
2. Direct Modular/Blended/ Transplanting Productio
Perform task Task 3
Planting & ICT Integration/ n LM,
sheets 2.2-1 Checklist hrs
Transplantin Discussion Horticultu
2.2-1
g Internet Surfing re 10
and Video
Perform Task
presentation Refer to
Sheet 2.2-2
Task
Checklist
Perform Task 2.2-1
Sheet 2.2-3
Refer to
Task
335
Checklist
2.2-3
Read information Compare
2.3-1 on Selecting answer to
quality seeds for Answer Self- answer
sowing check 2.3-1on key
Selecting quality
seeds for
Video sowing
presentation
Refer to 2 hrs
Task CBLM,
Perform Task Agri- Crop
Checklist
sheet 2.3-1 Productio
3. Selecting 2.3-1
Modular/Self- n LM,
Quality paced/Discussio Horticultu
Seeds for n re 10
Sowing
Read information Answer Self-

Compare 3 hrs
2.3-2 on Care and check 2.3-2 on
answer to
management of Care and
answer
seedlings management of
key
seedlings
Video
presentation Perform Task
sheet 2.3-2
Refer to
Task
336
Checklist
2.3-2
4. Maintain the
Growth of Compare
Vegetables Read information answer to
sheet 2.4-1 on the
Answer Self- CBLM,
Maintain the answer
check 2.4-1 on Agri- Crop 3 hrs
Modular/Self- growth of key
Maintain the Productio
paced/ vegetable crops growth of n LM,
vegetables Horticultu
Lecture/ re 10
Participate in the
Discussion discussion Perform task
Refer to
sheet 2.4-1 Task
ICT Integration Checklist
2.4-1
TOTAL 33
hrs
C. ASSESSMENT PLAN
 Written Test
 Demonstration with oral questioning
D. Teacher’s Self-reflection of the lesson

If the students pass both the written and performance test, they can move to the next module or unit of competency;
however, if they fail to do so, they will have to repeat the task. The students will not be allowed to move on the next
module if he/she did not pass the assessment.
337
SESSION PLAN
Animal Production (Poultry) NC II
INTRODUCTION
This specialization leads to Animal Production (Poultry-Chicken) National Certificate Level II (NC II). It is designed for high school students
to enhance their knowledge, skills, and attitudes in accordance with industry and authority standards. The core competencies in poultry raising
that a high school student ought to learn are: (1) maintaining the poultry house, (2) brooding and growing chicks, (3) performing pre-laying and
laying activities, and (4) trimming beaks. This course has nominal duration of 320 hours.
Core 1.MAINTAINING 2.BROODING AND 3.PERFORMING PRE- 4.TRIMMING BEAK (TRB) 5.(ELECTIVE) BREEDING
Competencie POULTRY GROWING CHICKS (BGC) LAYING AND LAYING CHICKEN (EBC)
s ENVIRONMENT (MPE) ACTIVITIES (PLA)
Content  The learners  The students  The students  The students  The students
Standard demonstrate demonstrate demonstrate demonstrate demonstrate
an an understandi understandi an
understandi understandi ng of skills ng of the understandi
ng of ng of the required in underlying ng of the
maintaining underlying proper flock theories in underlying
poultry theories in management trimming the theories in
environment growing and for pre-lay beak
338
brooding and laying breeding
chicks activities chicken
Performance  The learners  The learners  The learners  The students  The students
Standard shall be able shall be able shall be able shall be able shall be able
to maintain to brood and to perform to trim the to breed
poultry grow chicks and beak chicken
environment according to maintain according to successfully
according to BAI and proper flock GAHP and in
industry DENR management Animal accordance
procedures procedures for pre- Welfare Act with
and DENR laying and guidelines industry and
requirements laying stocks BAI
according to procedures
BAI and
industry
standards
Learning 1. Conduct 1. Conduct 1. Perform 1. Carry out 1. Conduct
Outcomes preparatory preparatory preparatory preparatory preparatory
activities activities activities activities breeding
2. Maintain 2. Place chicks 2. Transfer 2. Trim beak activities
poultry and pullets layers in 3. Retrim beak 2. Carry out
house and in brooder laying house 4. Carry out breeding to
facilities house. 3. Employ work to in-lay
3. Maintain 3. Feed birds lighting completion activities
farm area 4. Provide program. 3. Collect eggs
4. Perform optimum 4. Apply 4. Care for
completion environment feeding hatching
activities for the birds activities eggs
5. Perform 5. Perform
preventive health care
339
and 6. Perform
treatment harvesting
measures and post -
6. Perform flock laying
selection activities
Core Competency 1: Maintaining Poultry Environment (MPE)

LO1: Conduct preparatory activities
Learning Content
1. Determining Poultry house and facilities layout per GAHP standards
2. Inspection of Poultry Housing and facilities according to enterprise procedures
3. Reporting Poultry housing and facilities in compliance with Environmental Compliance Certificate
4. Preparation of tools, materials and equipment maintenance requirements and instructions
1.1 Determine farm layout of poultry house and facilities with reference to the housing plan
1.2 Check poultry housing and facilities according to enterprise procedures
1.3 Report the condition of poultry housing and facilities to the immediate authority in compliance with Environmental Compliance
Certificate
1.4 Prepare tools, materials, and equipment according to maintenance requirements and instructions of authority
Code: TVL_AFAAPPC912MPE-IIi-j-IIIb-26
340
Learning Content Methods/ Presentation Practice/Applicati Feedback/Evaluati Resources Date/Tim
Strategies on on e
1. Poultry  Modular  Observe Answer self-check Compare answer to CBLM

house  Demonstrati routine 1.1-1 answer key 1.1-1 PPE
and on activities farm
facilities  Differentiate  Motivation Evaluate your implement
layout d Instruction  Conduct Perform Task performance using s and
per  Blended RPL Sheet 1.1-1 performance simple
GAHP  CBT Proceed to Determining criteria checklist equipment
standar Approach institutional Poultry House and 1.1-1
ds  Interviews assessment Facilities Layout
area Per GAHP
 Visual Standards
Learners-
Read
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
to monitor
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
341
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

342
2. Poultry  Modular  Observe Answer self-check Compare answer CBLM

Housing  Demonstrati routine 1.1-2 to answer key PPE
and on activities 1.1-2 farm
facilities  Differentiate  Motivation implemen
accordin d Instruction  Conduct Evaluate your ts and
g to  Blended RPL Perform Task performance using simple
enterpris  CBT Proceed to Sheet 1.1-2 performance equipmen
e Approach institutional Inspection of criteria checklist t
procedur  Interviews assessment Poultry Housing 1.1-2
es area and Facilities
 Visual According to
Learners- Enterprise
Read Procedures
informatio
n sheet Use Achievement Use Progress Chart
1.1-2 Chart/ Training to evaluate
Proceed to
Activity students’ learning
contextual
Matrix/Trainees
learning
Record Book (TRB)
area
to monitor
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
343
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

344
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resourc Date/Tim
Content Strategies on on on es e
3. Poultry  Modular  Observe Answer self-check Compare answer CBLM

housing  Demonstrati routine 1.1-3 to answer key 1.1- PPE
and on activities 3 Poultry
facilities in  Differentiate housing
 Motivation
compliance d Perform Task and
with Instruction  Conduct Sheet 1.1-3 Evaluate your facilities
Environmen  Blended RPL Reporting Poultry performance using
tal  CBT Proceed to Housing and performance
Compliance Approach institutiona Facilities in criteria checklist
Certificate  Interviews l Compliance with 1.1-3
assessmen Environmental
t area Compliance
 Visual Certificate
Learners-
Read Use Progress Chart
informatio Use Achievement to evaluate
n sheet Chart/ Training students’ learning
1.1-3
Activity
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
to monitor
area
 Auditory
Learners-
Listen to
audio
presentati
on
345
Proceed to
computer
learning
area
 Kinestheti
c
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


346
4. Preparatio  Modular  Observe Answer self-check Compare answer CBLM
n of tools,  Demonstrati routine 1.1-4 to answer key 1.1- PPE
materials on activities 4 farm
and  Differentiate implemen
 Motivation
equipment d Perform Task Evaluate your ts and
maintenan Instruction  Conduct Sheet 1.1-4 performance using simple
ce  Blended RPL Preparation of performance equipmen
requireme  CBT Proceed to Tools, Materials criteria checklist t
nts and Approach institutiona and Equipment 1.1-4
instruction  Interviews l Maintenance
s assessmen Requirements and
t area Instructions
 Visual
informatio Activity Use Progress Chart
n sheet Matrix/Trainees to evaluate
1.1-4
Record Book (TRB) students’ learning
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
347
learning
area
 Kinestheti
c
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


LO2: Maintain poultry house and facilities
Learning Content
1. Cleaning and disinfecting poultry house and facilities
348
2. Minor repairs and maintenance poultry house and facilities.
3. Reporting of major malfunctions and irregular conditions
4. Practicing downtime loading
5. Applying safety measures
a. Occupational Safety and Health Standards Practices
b. Wearing of PPE
2.1 Clean and disinfect poultry house and facilities in regular basis
2.2 Do minor repairs and maintenance as per instruction and per work requirements
2.3 Report major malfunctions and irregular conditions in the poultry house and facilities
2.4 Practice wearing of appropriate PPE following OSHS procedures
2.5 Practice downtime (rest period) prior to succeeding loading for at least one week
2.6 Practice safety measures according to OSHS
Code: TVL_AFAAPPC912MPE-IIIc-e-27

4. Cleaning  Modular  Observe Answer self-check Compare answer CBLM

and  Demonstrati routine 1.2-1 to answer key 1.2- PPE
disinfecti on activities 1 poultry
ng  Differentiate house and
 Motivation
poultry d Instruction Perform Task Evaluate your facilities
house  Blended  Conduct Sheet 1.2-1 performance using disinfecta
and  CBT RPL Cleaning and performance nt
facilities Approach Proceed to Disinfecting criteria checklist
 Interviews institutional Poultry House and 1.2-1
assessment Facilities
area
349
 Visual
Read Chart/ Training Use Progress Chart
informatio Activity to evaluate
n sheet Matrix/Trainees students’ learning
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
350
ASSESSMENT PLAN
 Type of evidence _______________________________________________

5. Minor  Modular  Observe Answer self-check Compare answer CBLM

repairs  Demonstrati routine 1.2-2 to answer key 1.2- PPE
and on activities 2 farm
maintenan  Differentiate implemen
 Motivation
ce poultry d Perform Task Evaluate your ts and
house and Instruction  Conduct Sheet 1.2-2 performance using simple
facilities  Blended RPL Conduct Minor performance equipmen
 CBT Proceed to Repairs and criteria checklist t
Approach institutional Maintenance of 1.2-2
 Interviews assessment Poultry House and
area Facilities
 Visual
Matrix/Trainees students’ learning
351
1.2-2 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
learning
area
 Kinestheti
c
Learners-
Hands- on
activities
Proceed to
practical
work area
352
ASSESSMENT PLAN
 Type of evidence _______________________________________________


6. Reporting  Modular  Observe Answer self-check Compare answer CBLM

of major  Demonstrati routine 1.2-3 to answer key 1.2- PPE
malfunctio on activities 3
ns and  Differentiate  Motivation
irregular d Instruction Perform Task Evaluate your
conditions  Blended  Conduct Sheet 1.2-3 performance using
 CBT RPL Reporting of Major performance
Approach Proceed to Malfunctions and criteria checklist
 Interviews institutional Irregular 1.2-3
assessment Conditions
area
353
1.2-3 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
354
ASSESSMENT PLAN
 Type of evidence _______________________________________________


7. Practici  Modular  Observe Answer self-check Compare answer to CBLM

ng  Demonstratio routine 1.2-4 answer key 1.2-4
downtim n activities
e  Differentiated Evaluate your
 Motivation
loading Instruction Perform Task performance using
 Blended  Conduct Sheet 1.2-4 performance
 CBT RPL Practicing criteria checklist
Approach Proceed to Downtime Loading 1.2-4
Read
355
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
356
ASSESSMENT PLAN
 Type of evidence _______________________________________________


5. Applying  Modular  Observe Answer self-check Compare answer to CBLM

safety  Demonstrati routine 1.2-5 answer key 1.2-5 PPE
measures on activities
a.  Differentiate Evaluate your
 Motivation
Occupation d Instruction Perform Task performance using
al Safety  Blended  Conduct Sheet 1.2-5 performance
and Health  CBT RPL Applying Safety criteria checklist
Standards Approach Proceed to Measures 1.2-5
Practices  Interviews institutional
b. Wearing assessment
of PPE area Use Achievement
Learners- Activity
Read
357
informatio Matrix/Trainees Use Progress Chart
n sheet Record Book (TRB) to evaluate
1.2-5 to monitor students’ learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
358
ASSESSMENT PLAN
 Type of evidence _______________________________________________


LO3: Maintain farm area
Learning Content
1. Production management of farm areas and vicinity - Enterprise procedure
2. Vermin and insects control according to - FPA guidelines - DENR regulation
3. Maintenance of farm regulation
3.1 Maintain farm area and vicinity according to production management and enterprise procedures
3.2 Perform vermin and insect control according to Fertilizer and Pesticides Authority guidelines and DENR regulations
3.3 Maintain farm vegetation to avoid common vermin and insect’s proliferation
Code: TVL_AFAAPPC912MPE-IIIf-h-28
359

Production  Demonstratio routine 1.3-1 answer key 1.3-1 PPE
manageme n activities
nt of farm  Differentiated Evaluate your
 Motivation
areas and Instruction Perform Task performance using
vicinity  Blended  Conduct Sheet 1.3-1 performance
-  CBT RPL Production criteria checklist
Enterprise Approach Proceed to Management of 1.3-1
procedure  Interviews institutional Farm Areas and
assessment Vicinity
area
 Visual
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
360
presentatio
n
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

361

Vermin  Demonstratio routine 1.3-2 answer key 1.3-2 PPE
and n activities Vermin
insects  Differentiated Evaluate your and
 Motivation
control Instruction Perform Task Sheet performance using insects
accordin  Blended  Conduct 1.3-2 performance
g to  CBT RPL Control of Vermin criteria checklist
- FPA Approach Proceed to and Insects 1.3-2
guideline  Interviews institutional
s assessment Use Achievement
- DENR area Chart/ Training Use Progress Chart
regulatio  Visual Activity to evaluate
n Learners- Matrix/Trainees students’ learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
362
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

363

Maintenan  Demonstratio routine 1.3-3 answer key 1.3-3 PPE
ce of farm n activities
regulation  Differentiated Evaluate your
 Motivation
 Blended  Conduct Sheet 1.3-3 performance
 CBT RPL Maintenance of criteria checklist
Approach Proceed to Farm Regulation 1.3-3
1.3-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
364
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

365
LO4: Perform completion activities
Learning Content
1.Record keeping
2.Cleaning and storage of tools and equipment
3.Practicing record keeping according to
5s principle of good housekeeping
Enterprise procedure
4.Waste management
3 Rs Principle
DENR Regulation
4.1 Keep and update records for reporting and inventory purposes following enterprise procedures
4.2 Clean and store tools and equipment according to manuals and enterprise procedures
4.3 Practice housekeeping following 5S principles and enterprise procedures
4.4 Manage Wastes following 3Rs principles and DENR regulations
Code: TVL_AFAAPPC912MPE-IIIi-IVa-29
366
1. Record  Modular  Observe Answer self-check Compare answer to CBLM

keepin  Demonstratio routine 1.4-1 answer key 1.4-1 PPE
g n activities
 Differentiated  Motivation Evaluate your
Instruction Perform Task Sheet performance using
 CBT RPL Perform Record criteria checklist
Approach Proceed to keeping 1.4-1
assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
367
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________
C. TEACHER’S SELF REFLECTION OF THE SESSION

368

Cleaning  Demonstratio routine 1.4-2 answer key 1.4-2 PPE
and n activities tools and
storage of  Differentiated Evaluate your equipmen
 Motivation
tools and Instruction Perform Task Sheet performance using t
equipmen  Blended  Conduct 1.4-2 performance
t  CBT RPL Cleaning and criteria checklist
Approach Proceed to Storage of Tools 1.4-2
 Interviews institutional and Equipment
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
369
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

370

record  Demonstrati routine 1.4-3 answer key 1.4-3 PPE
keeping on activities
according to  Differentiate Evaluate your
 Motivation
- 5s d Instruction Perform Task performance using
principle of  Blended  Conduct Sheet 1.4-3 performance
good  CBT RPL Practicing Record criteria checklist
housekeepi Approach Proceed to Keeping According 1.4-3
ng  Interviews institutional To
- Enterprise assessment 5s Principle of
procedure area Good
 Visual Housekeeping and
Learners- Enterprise
Read Procedure Use Progress Chart
informatio to evaluate
n sheet Use Achievement students’ learning
1.4-3 Chart/ Training
Proceed to
Activity
contextual
Matrix/Trainees
learning
Record Book (TRB)
area
to monitor
 Auditory
Learners-
Listen to
audio
presentatio
n
371
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

372

manageme  Demonstratio routine 1.4-4 answer key 1.4-4 PPE
nt n activities trashbins
- 3 Rs  Differentiated Evaluate your
 Motivation
Principle Instruction Perform Task performance using
- DENR  Blended  Conduct Sheet 1.4-4 performance
Regulation  CBT RPL Follow Waste criteria checklist
Approach Proceed to Management 1.4-4
 Interviews institutional According To 3 Rs
assessment Principle
area and DENR
 Visual Regulation
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
373
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

374
Core Competency 2: Brooding and Growing Chicks (BGC)
LO1: Conduct preparatory activities
Learning Content
1. Wearing of PPEs to according OSHS procedures
2. Cleaning and disinfecting poultry houses
3. Preparing of materials, tools, and equipment for brooding and growing chicks
4. Installation of chick guards, curtains, and portable heaters
5. Cleaning and maintaining different types of litter materials according to farm schedule
1.1 Wear PPE according to OHS procedures
1.2 Clean and disinfect poultry house according to company standard and procedures
1.3 Prepare materials, tools, and equipment according to production requirements
1.4 Install and adjust chick guard, curtains, and portable heaters based on industry production requirements
1.5 Clean and lay out litter material regularly following farm plans and schedules procedures
1.6 Perform waste disposal following DENR regulations
Code: TVL_AFAAPPC912BGC-IVb-d-30
375

Wearing  Demonstratio routine 2.1-1 answer key 2.1-1 PPE
of PPEs n activities
according  Differentiated Evaluate your
 Motivation
to OSHS Instruction Perform Task performance using
procedure  Blended  Conduct Sheet2.1-1 performance
s  CBT RPL Wearing of PPEs criteria checklist
Approach Proceed to According to OSHS 2.1-1
 Interviews institutional Procedures
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
376
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

377

Cleaning  Demonstratio routine 2.1-2 answer key 2.1-2 PPE
and n activities disinfectan
disinfectin  Differentiated Evaluate your t
 Motivation
g poultry Instruction Perform Task performance using poultry
houses  Blended  Conduct Sheet2.1-2 performance houses
 CBT RPL Cleaning and criteria checklist
Approach Proceed to Disinfecting Poultry 2.1-2
 Interviews institutional Houses
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
378
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

379

Materials  Demonstratio routine 2.1-3 answer key 2.1-3 PPE
, tools, n activities farm
 Motivation
equipme Instruction Perform Task performance using s and
nt for  Blended  Conduct Sheet2.1-3 performance simple
brooding  CBT RPL Preparing of criteria checklist equipment
and Approach Proceed to Materials, Tools, 2.1-3
growing  Interviews institutional And Equipment for
chicks assessment Brooding and
area Growing Chicks
 Visual
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
380
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

381

Installatio  Demonstratio routine 2.1-4 answer key 2.1-4 PPE
n of chick n activities farm
guards,  Differentiated Evaluate your implement
 Motivation
curtains, Instruction Perform Task performance using s and
and  Blended  Conduct Sheet2.1-4 performance simple
portable  CBT RPL Installation of Chick criteria checklist equipment
heaters Approach Proceed to Guards, Curtains, 2.1-4 chick
 Interviews institutional And Portable guards,
assessment Heaters curtains,
area and
 Visual Use Achievement Use Progress Chart portable
Learners- Chart/ Training to evaluate heaters
2.1-4 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
382
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

383

Cleaning  Demonstrati routine 2.1-5 answer key 2.1-5 PPE
and on activities farm
maintaini  Differentiate Evaluate your implement
 Motivation
ng d Instruction Perform Task performance using s and
different  Blended  Conduct Sheet2.1-5 performance simple
types of  CBT RPL Cleaning and criteria checklist equipment
litter Approach Proceed to Maintaining 2.1-5
materials  Interviews institutional Different Types of
according assessment Litter Materials
to farm area According to Farm
schedule  Visual Schedule
Learners-
Proceed to
Record Book (TRB)
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
384
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

385
LO2: Place chicks and pullets in brooder house
Learning Content
1. Acquiring broiler and layer stocks
2. Proper housing of broiler and pullets
3. Good Animal Husbandry Practices and Animal Welfare Act
4. Culling of chicken
 Abnormalities of chicks
 Methods of culling
5. Safety practices
2.1 Obtain broiler and layer stocks from reliable/recommended sources
2.2 Place a day-old chicks (DOC) and day-old pullets (DOP) to respective brooding houses observing Good Animal Practices and
Animal Welfare Act
2.3 Cull chicks with abnormalities from the flock
Code: TVL_AFAAPPC912BGC-IVe-g-31
386
Content
Acquirin  Demonstratio routine 2.2-1 answer key 2.2-1 PPE
g broiler n activities farm
 Motivation
layer Instruction Perform Task performance using s and
stocks  Blended  Conduct Sheet2.2-1 performance simple
 CBT RPL Acquiring Broiler criteria checklist equipment
Approach Proceed to and Layer Stocks 2.2-1
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
387
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


Content
388
Proper  Demonstratio routine 2.2-2 answer key 2.2-2 PPE
housing n activities farm
of  Differentiated Evaluate your implement
 Motivation
broiler Instruction Perform Task performance using s and
and  Blended  Conduct Sheet2.2-2 performance simple
pullets  CBT RPL Proper Housing of criteria checklist equipment
Approach Proceed to Broiler and Pullets 2.2-2 housing of
 Interviews institutional broiler and
assessment Use Achievement pullets
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
389
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

390
3. Good  Modular  Observe Answer self-check Compare answer to CBLM

Animal  Demonstratio routine 2.2-3 answer key 2.2-3 PPE
Husbandr n activities
y  Differentiated Evaluate your
 Motivation
Practices Instruction Perform Task performance using
Animal  CBT RPL Follow Good criteria checklist
Welfare Approach Proceed to Animal Husbandry 2.2-3
Act  Interviews institutional Practices and
assessment Animal Welfare Act
area
2.2-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
391
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

392
4. Culling of  Modular  Observe Answer self-check Compare answer CBLM

chicken  Demonstrati routine 2.2-4 to answer key 2.2- PPE
- on activities 4 farm
Abnormaliti  Differentiate implement
 Motivation
es of chicks d Instruction Perform Task Evaluate your s and
- Methods of  Blended  Conduct Sheet2.2-4 performance using simple
culling  CBT RPL Perform Culling of performance equipmen
Approach Proceed to Chicken criteria checklist t
 Interviews institutional 2.2-4
assessment
Learners- Activity Use Progress Chart
Read Matrix/Trainees to evaluate
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
393
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

394
Content
5. Safety  Modular  Observe Answer self-check Compare answer to CBLM
practice  Demonstratio routine 2.2-5 answer key 2.2-5 PPE
s n activities
 CBT RPL Follow Safety criteria checklist
Approach Proceed to Practices 2.2-5
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
395
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

396
LO3: Feed birds
Learning Content
1. Preparing feeders and waterers
 Types and uses
 Preparation and cleaning
2. Feeding according to -
 type of feeds
 feeding guide
3. Supplement feeding
4. Poultry water requirements
5. Procedure in safekeeping of leftover feeds
6. Procedure in disposal of spoiled feed per DENR Regulation
7. Safety practices OSHS on feeding operation of birds
3.1 Prepare and clean feeders and waterers regularly
3.2 Feed poultry according to company feeding guide
3.3 Practice nutrient supplementation as remedial measures according to instructions of immediate authority
3.4 Give water according to industry standards and bird requirements
Secure leftover and dispose of spoiled feed properly
Code: TVL_AFAAPPC912BGC-IVh-j-32
397

Preparing  Demonstratio routine 2.3-1 answer key 2.3-1 PPE
feeders n activities feeders
and  Differentiated Evaluate your and
 Motivation
waterers Instruction Perform Task performance using waterers
- Types  Blended  Conduct Sheet2.3-1 performance
and uses  CBT RPL Preparing Feeders criteria checklist
- Approach Proceed to and Waterers 2.3-1
Preparatio  Interviews institutional
n and assessment
cleaning area Use Achievement
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
398
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

399
Content
Feeding  Demonstratio routine 2.3-2 answer key 2.3-2 PPE
accordin n activities types of
g to  Differentiated Evaluate your feeds
 Motivation
- types of Instruction Perform Task performance using feeding
feeds  Blended  Conduct Sheet2.3-2 performance guide
- feeding  CBT RPL Feeding According criteria checklist
guide Approach Proceed to to 2.3-2
 Interviews institutional Types of Feeds
assessment and Feeding Guide
area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
400
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

401

Suppleme  Demonstratio routine 2.3-3 answer key 2.3-3 PPE
nt feeding n activities feeds
 CBT RPL Perform criteria checklist
Approach Proceed to Supplemental 2.3-3
 Interviews institutional Feeding
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
402
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

403

water  Demonstrati routine 2.3-4 answer key 2.3-4 PPE
requiremen on activities waterer
ts  Differentiate Evaluate your
 Motivation
 CBT RPL Follow Poultry criteria checklist
Approach Proceed to Water 2.3-4
 Interviews institutional Requirements
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
404
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

405
e
in n activities waterer
safekeepin  Differentiated Evaluate your feeds
 Motivation
g of Instruction Perform Task performance using
leftover  Blended  Conduct Sheet2.3-5 performance
feeds  CBT RPL Follow Procedure criteria checklist
Approach Proceed to in Safekeeping of 2.3-5
 Interviews institutional Leftover Feeds
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
406
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

407

Procedur  Demonstratio routine 2.3-6 answer key 2.3-6 PPE
e in n activities waterer
disposal  Differentiated Evaluate your feeds
 Motivation
of spoiled Instruction Perform Task performance using
feed per  Blended  Conduct Sheet2.3-6 performance
DENR  CBT RPL Procedure in criteria checklist
Regulatio Approach Proceed to Disposal of Spoiled 2.3-6
n  Interviews institutional Feed Per DENR
assessment Regulation
area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
408
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

409
Content
s OSHS n activities waterer
on  Differentiated Evaluate your feeds
 Motivation
feeding Instruction Perform Task performance using
operatio  Blended  Conduct Sheet2.3-7 performance
n of  CBT RPL Observe Safety criteria checklist
birds Approach Proceed to Practices OSHS on 2.3-7
 Interviews institutional Feeding Operation
assessment of Birds
area
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
410
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

411
LO4: Provide optimum environment for the birds
Learning Content
1. Providing optimum environment for growing chicks –
 Different lighting program
 Ventilation
 Curtain management
2. Bio-security measures application
3. Controlling vermin
4. Procedure in disposal of wastes
 DENR regulations
5. Safety practices OSHS
4.1 Provide lighting program based on industry standards
4.2 Augment ventilation during hot climatic conditions
4.3 Manage curtain based on prevailing conditions.
4.4 Apply bio-security measures according to industry procedures
4.5 Control vermin following industry
Code: TVL_AFAAPPC912BGC-Ia-c-33
412

Providing  Demonstrati routine 2.4-1 answer key 2.4-1 PPE
optimum on activities Electrical
environme  Differentiate Evaluate your materials,
 Motivation
nt for d Instruction Perform Task performance using tools and
growing  Blended  Conduct Sheet2.4-1 performance equipmen
chicks  CBT RPL Providing criteria checklist t
- Different Approach Proceed to Optimum 2.4-1
lighting  Interviews institutional Environment for
program assessment Growing Chicks
- area
Ventilation  Visual
- Curtain Learners- Use Achievement Use Progress Chart
manageme Read Chart/ Training to evaluate
nt informatio Activity students’ learning
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
413
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

414
2. Bio-  Modular  Observe Answer self-check Compare answer to CBLM

security  Demonstratio routine 2.4-2 answer key 2.4-2 PPE
measures n activities
applicatio  Differentiated Evaluate your
 Motivation
n Instruction Perform Task performance using
 CBT RPL Apply Bio-security criteria checklist
Approach Proceed to Measures 2.4-2
area Chart/ Training
 Visual Activity Use Progress Chart
Learners- Matrix/Trainees to evaluate
Read Record Book (TRB) students’ learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
415
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

416

Controllin  Demonstratio routine 2.4-3 answer key 2.4-3 PPE
g vermin n activities vermin
Approach Proceed to Controlling Vermin 2.4-3
2.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
417
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

418

in n activities trash bins
disposal  Differentiated Evaluate your
 Motivation
of wastes Instruction Perform Task performance using
- DENR  Blended  Conduct Sheet2.4-4 performance
regulation  CBT RPL criteria checklist
s Approach Proceed to Perform 2.4-4
 Interviews institutional Procedures in
assessment Disposal of Wastes
area
 Visual
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
419
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

420
Content
s OSHS n activities
Approach Proceed to Observe Safety 2.4-5
 Interviews institutional Practices OSHS
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
421
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

422
LO5: Perform preventive and treatment measures
Learning Content
1. Poultry distress conditions
 Identifying distress conditions
 Recording and reporting distress condition
2. Administration of Preventive and therapeutic measures
3.
4. Culling of sick birds
5. OSHS on applying preventive treatment on birds
5.1 Determine and immediately report distress conditions of poultry to authority or veterinarian
5.2 Administer preventive measures according to veterinarian recommendations and instructions
5.3 Isolate sick birds for treatment following instructions of veterinarian
5.4 Apply culling procedures with reference to economic considerations and according to instructions of immediate authority
Code: TVL_AFAAPPC912BGC-Id-f-34
423

distress  Demonstratio routine 2.5-1 answer key 2.5-1 PPE
condition n activities
s  Differentiated Evaluate your
 Motivation
- Instruction Perform Task performance using
Identifyin  Blended  Conduct Sheet2.5-1 performance
g distress  CBT RPL Identify Poultry criteria checklist
condition Approach Proceed to Distress Conditions 2.5-1
s  Interviews institutional
- assessment
Recordin area Use Achievement
g and  Visual Chart/ Training Use Progress Chart
reporting Learners- Activity to evaluate
distress Read Matrix/Trainees students’ learning
condition information Record Book (TRB)
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
424
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

425

Administrati  Demonstrati routine 2.5-2 to answer key PPE
on of on activities 2.452
Preventive  Differentiate  Motivation
and d Instruction Perform Task Evaluate your
therapeutic  Blended  Conduct Sheet2.5-2 performance using
measures  CBT RPL Administration of performance
Approach Proceed to Preventive and criteria checklist
 Interviews institutional Therapeutic 2.5-2
assessment Measures
area
2.5-2 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
426
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

427
Content
Health  Demonstratio routine 2.5-3 answer key 2.5-3 PPE
record n activities medical
 Differentiated  Motivation Evaluate your records
Approach Proceed to Prepare Health 2.5-3
 Interviews institutional Record
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
428
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

429
Content
Isolation  Demonstratio routine 2.5-4 answer key 2.5-4 PPE
of sick n activities Isolation
birds  Differentiated Evaluate your facility
 Motivation
Approach Proceed to Isolation of sick 2.5-4
 Interviews institutional birds
assessment
area
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
430
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

431
Content
Culling  Demonstratio routine 254-5 answer key 2.5-5 PPE
of sick n activities birds
birds  Differentiated Evaluate your tools and
 Motivation
Instruction Perform Task performance using materials
Approach Proceed to Culling of sick birds 2.5-5
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
432
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

433
6. OSHS  Modular  Observe Answer self-check Compare answer to CBLM

on  Demonstratio routine 2.5-6 answer key 2.5-6 PPE
applying n activities preventiv
preventiv  Differentiated Evaluate your e
 Motivation
e Instruction Perform Task performance using treatment
treatmen  Blended  Conduct Sheet2.5-6 performance for birds
t on birds  CBT RPL criteria checklist
Approach Proceed to Observe OSHS on 2.5-6
 Interviews institutional applying preventive
assessment treatment on birds
area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
434
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

435
LO6: Perform flock selection
Learning Content
1. Selecting and removing missexed birds
2. Flock selection procedures
3. Culling out of birds - birds with poor physical conditions
 methods of culling
4. Flock relevant records
5. Updating flock relevant records
6.1 Remove missexed from flock following industry standards
6.2 Perform flock selection according to company requirements and productivity standards
6.3 Cull out birds in poor physical condition according to GAHP and company requirements on a regular basis
6.4 Update relevant records on regular basis following enterprise protocol
Code: TVL_AFAAPPC912BGC-Ig-i-35
436
Content
Selectin  Demonstratio routine 2.6-1 answer key 2.6-1 PPE
g and n activities missexed
removin  Differentiated Evaluate your birds
 Motivation
g Instruction Perform Task performance using tools,
missexe  Blended  Conduct Sheet2.6-1 performance materials
d birds  CBT RPL Selecting and criteria checklist and
Approach Proceed to Removing Missexed 2.6-1 equipmen
 Interviews institutional Birds t
assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
437
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

438
2. Flock  Modular  Observe Answer self-check Compare answer to CBLM

selection  Demonstratio routine 2.6-2 answer key 2.6-2 PPE
procedure n activities Flock
s  Differentiated Evaluate your
 Motivation
 CBT RPL Follow Flock criteria checklist
Approach Proceed to selection 2.6-2
 Interviews institutional procedures
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
439
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

440
3. Culling  Modular  Observe Answer self-check Compare answer to CBLM

out of  Demonstratio routine 2.6-3 answer key 2.6-3 PPE
birds n activities tools
- birds  Differentiated Evaluate your materials
 Motivation
with poor Instruction Perform Task performance using and
physical  Blended  Conduct Sheet2.6-3 performance equipmen
condition  CBT RPL criteria checklist t
s Approach Proceed to Perform Culling out 2.6-3 birds
-  Interviews institutional of Birds
methods assessment
of culling area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
441
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

442
Content
4. Flock  Modular  Observe Answer self-check Compare answer to CBLM
relevant  Demonstratio routine 2.6-4 answer key 2.-6 record
records n activities book
Approach Proceed to Prepare Flock 2.6-4
 Interviews institutional Relevant Records
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
443
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

444
Content
Updatin  Demonstratio routine 2.6-5 answer key 2.6-5 record
g flock n activities flock
relevant  Differentiated Evaluate your
 Motivation
records Instruction Perform Task performance using
Approach Proceed to Updating Flock 2.6-5
 Interviews institutional Relevant Records
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
445
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

446
Core Competency 3 - Performing Pre-Laying and Laying Activities (PLA)
LO1: Perform preparatory activities
Learning Content
1.Procedure in cleaning and disinfecting laying house
2.Preparation of tools, materials and equipment
 Types and uses of tools, materials, and equipment
1.1 Clean and disinfect laying houses according to industry procedures
1.2 Prepare tools, materials, and equipment according to work requirements
Code: TVL_AFAAPPC912PLA-Ij-IIb-36
447

in n activities disinfectan
cleaning  Differentiated Evaluate your t
 Motivation
and Instruction Perform Task performance using
disinfectin  Blended  Conduct Sheet3.1-1 performance
g laying  CBT RPL criteria checklist
house Approach Proceed to Perform 3.1-1
 Interviews institutional Procedure in
assessment Cleaning and
area Disinfecting Laying
 Visual House
Learners-
Read
Proceed to
Matrix/Trainees
contextual
Record Book (TRB)
learning
to monitor
area
 Auditory
Learners-
Listen to
audio
presentatio
n
448
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

449
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources
Content Strategies n n n Date/Tim
e
2.  Modular  Observe Answer self- Compare answer to CBLM
Preparatio  Demonstratio routine check3.1-2 answer key 3.1-2 PPE
n of tools, n activities tools,
materials  Differentiated Evaluate your materials
 Motivation
and Instruction Perform Task performance using and
equipment  Blended  Conduct Sheet3.1-2 performance equipmen
- Types  CBT RPL Preparation of criteria checklist t
and uses Approach Proceed to Tools, Materials 3.1-2
of tools,  Interviews institutional and Equipment
materials, assessment
and area
equipment  Visual Use Achievement Use Progress Chart
3.1-2 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
450
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

451
LO2: Transfer layers in laying house
Learning Content
1. Selection of ready-to-lay pullets
 different strain of pullet
 selection process
2.Culling pullets
 types of abnormalities
 culling technique
3.Transferring ready-to-lay with reference to
 GAHP
 Animal Welfare Act
2.1 Select ready to lay-pullets and transfer to laying house
2.2 Cull pullets with abnormalities from the flock
2.3 Transfer ready-to-lay-pullets to laying house with reference to Animal Welfare Act and Good Animal Practices
Code: TVL_AFAAPPC912PLA-IIc-e-37
452
Content
Selectio  Demonstratio routine 3.2-1 answer key 3.2-1 PPE
n of n activities pullet
ready-  Differentiated Evaluate your
 Motivation
to-lay Instruction Perform Task performance using
pullets  Blended  Conduct Sheet3.2-1 performance
-  CBT RPL criteria checklist
different Approach Proceed to Selection of Ready- 3.2-1
strain of  Interviews institutional to-Lay Pullets
pullet assessment
- area
selection  Visual Use Achievement
process Learners- Chart/ Training Use Progress Chart
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
453
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

454
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resource
Content Strategies on on on s Date/Tim
e
2. Culling  Modular  Observe Answer self-check Compare answer to CBLM
pullets  Demonstrati routine 3.2-2 answer key 3.2-2 PPE
- types of on activities pullets
abnormaliti  Differentiate Evaluate your tools,
 Motivation
es d Instruction Perform Task performance using materials
- culling  Blended  Conduct Sheet3.2-2 performance and
technique  CBT RPL Perform Culling of criteria checklist equipmen
Approach Proceed to Pullets 3.2-2 t
3.2-2
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
455
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

456

Transferri  Demonstrati routine 3.2-3 to answer key 3.2-
ng ready- on activities 3
to-lay with  Differentiate  Motivation
reference d Instruction Perform Task Evaluate your
to  Blended  Conduct Sheet3.2-3 performance using
- GAHP -  CBT RPL performance
Animal Approach Proceed to Transferring criteria checklist
Welfare  Interviews institutional Ready-to-Lay with 3.2-3
Act assessment Reference to
area GAHP and Animal
 Visual Welfare Act
Learners-
Read
informatio Use Achievement
n sheet Chart/ Training Use Progress Chart
3.2-3 Activity to evaluate
Proceed to Matrix/Trainees students’ learning
contextual Record Book
learning (TRB) to monitor
area students’ learning
 Auditory
Learners-
Listen to
audio
presentati
on
457
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

458
LO3: Employ lighting program
Learning Content
1. Fallowing lighting program for layers
 Lighting program schedule
2. Installation of lighting fixtures
 lighting program schedule
3. Monitoring of Sexual development
 sexual development of a layer - record keeping
3.1 Follow lighting program schedules.
3.2 Install lighting fixtures according to required light intensity.
3.3 Perform monitoring of sexual development in accordance with breed standards.
Code: TVL_AFAAPPC912PLA-IIIc-d-38
459
Content
Fallowin  Demonstratio routine 3.3-1 answer key 3.3-1 PPE
g n activities electrical
lighting  Differentiated Evaluate your materials,
 Motivation
program Instruction Perform Task performance using tools and
for  Blended  Conduct Sheet3.3-1 performance equipmen
layers  CBT RPL criteria checklist t
- Approach Proceed to Fallow Lighting 3.3-1
Lighting  Interviews institutional Program for Layers
program assessment
schedule area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
460
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

461

Installatio  Demonstratio routine 3.3-2 answer key 3.3-2 PPE
n of n activities electrical
lighting  Differentiated Evaluate your materials,
 Motivation
fixtures Instruction Perform Task performance using tools and
- lighting  Blended  Conduct Sheet3.3-2 performance equipmen
program  CBT RPL Install Lighting criteria checklist t
schedule Approach Proceed to Fixtures 3.3-2
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
462
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

463

Monitorin  Demonstrati routine 3.3-3 to answer key 3.3- PPE
g of Sexual on activities 3 materials,
developme  Differentiate tools and
 Motivation
nt d Instruction Perform Task Evaluate your equipme
- sexual  Blended  Conduct Sheet3.3-3 performance using nt
developme  CBT RPL performance layers
nt of a Approach Proceed to Monitor Sexual criteria checklist
layer  Interviews institutional Development 3.3-3
- record assessment
keeping area
Learners- Chart/ Training
Read Activity Use Progress Chart
informatio Matrix/Trainees to evaluate
n sheet Record Book (TRB) students’ learning
3.3-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
464
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

465
LO4: Apply feeding activities
Learning Content
1.Preparing of feeder and waterer
2.Feeding of poultry
 Feeds for layer
 Feeds for broiler
 Feed rate consumption
 Feeding activities
3. Proper storage of feeds
4. Disposal of spoiled feed
 DENR regulation
5. Monitoring productivity of layer
6. Record keeping
7. Types of record for layer
4.1 Prepare and clean feeder and water trough regularly.
4.2 Feed poultry species according to industry standard.
4.3 Apply feeding according to layer requirement.
4.4 Secure left – over feed and dispose spoiled feeds properly.
4.5 Perform monitoring of birds’ productivity with reference to bird’s
Code: TVL_AFAAPPC912PLA-IIId-e-39
466
Content
Preparin  Demonstratio routine 3.4-1 answer key 3.4-1 PPE
g of n activities feeder
feeder  Differentiated Evaluate your waterer
 Motivation
and Instruction Perform Task performance using tools,
waterer  Blended  Conduct Sheet3.4-1 performance materials
 CBT RPL criteria checklist and
Approach Proceed to Prepare Feeder 3.4-1 equipmen
 Interviews institutional and Waterer t
assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
467
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

468
2. Feeding  Modular  Observe Answer self-check Compare answer to CBLM

of poultry  Demonstrati routine 3.4-2 answer key 3.4-2 PPE
- Feeds for on activities Feeds
layer  Differentiate Evaluate your tools,
 Motivation
- Feeds for d Instruction Perform Task performance using materials
broiler  Blended  Conduct Sheet3.4-2 performance and
- Feed rate  CBT RPL Conduct Feeding criteria checklist equipmen
consumptio Approach Proceed to of Poultry 3.4-2 t
n  Interviews institutional
- Feeding assessment
activities area
3.4-2 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
469
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

470

Prope  Demonstratio routine 3.4-3 answer key 3.4-3 PPE
r n activities Feeds
storag  Differentiated Evaluate your tools,
 Motivation
e of Instruction Perform Task performance using materials
feeds  Blended  Conduct Sheet3.4-3 performance and
 CBT RPL criteria checklist equipmen
Approach Proceed to Follow Proper 3.4-3 t
 Interviews institutional Storage of Feeds
assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
471
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

472
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources
Content Strategies n n n Date/Tim
e
Disposal  Demonstratio routine 3.4-4 answer key 3.4-4 PPE
of spoiled n activities Feeds
feed  Differentiated Evaluate your tools,
 Motivation
- DENR Instruction Perform Task performance using materials
regulatio  Blended  Conduct Sheet3.4-4 performance and
n  CBT RPL criteria checklist equipmen
Approach Proceed to Follow Disposal of 3.4-4 t
 Interviews institutional Spoiled Feed
assessment
area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
473
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

474

Monitoring  Demonstratio routine 3.4-5 answer key 3.4-5 PPE
productivit n activities layer
y of layer  Differentiated Evaluate your tools,
 Motivation
Instruction Perform Task performance using materials
 Blended  Conduct Sheet3.4-5 performance and
 CBT RPL Monitor criteria checklist equipmen
Approach Proceed to Productivity of 3.4-5 t
 Interviews institutional Layer
assessment
area
3.4-5 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
475
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

476

Record  Demonstratio routine 3.4-6 answer key 3.4-6 record
keepin n activities book
g  Differentiated Evaluate your
 Motivation
Approach Proceed to Conduct Record 3.4-6
 Interviews institutional keeping
assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
477
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

478
Content
Types  Demonstratio routine 3.4-7 answer key 3.4-7 record
of n activities book
recor  Differentiated Evaluate your layer
 Motivation
d for Instruction Perform Task performance using
layer  Blended  Conduct Sheet3.4-7 performance
Approach Proceed to Prepare Types of 3.4-7
 Interviews institutional Record for Layer
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
479
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

480
LO5: Perform health care
Learning Content
1. Deworming of layer
2. Applying booster vaccination program for layers
 Following instructions of authorities
 Different application of vaccines
3. Supplementation for layers.
 vitamins
 minerals
 recommendation of veterinarians
4. OSHS on performing health care for layers
5.1 Deworm according to the recommendation of a veterinarian or proper authority
5.2 Make a booster vaccination program as recommended by the veterinarian
5.3 Apply vaccine following veterinary instructions or as per product print ads
5.4 Give vitamins and minerals supplementation based on assessment and recommendation of a veterinarian or animal nutritionist
Code: TVL_AFAAPPC912PLA-IIIe-f-g40
481

Dewormin  Demonstratio routine 3.5-1 answer key 3.5-1 PPE
g of layer n activities Layer
Approach Proceed to Conduct 3.5-1
 Interviews institutional Deworming of
assessment Layer
area
3.5-1 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
482
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

483
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resources
Content Strategies n n on Date/Tim
e
Applying  Demonstratio routine 3.5-2 answer key 3.5-2 PPE
booster n activities booster
vaccinatio  Differentiated Evaluate your vaccinatio
 Motivation
n program Instruction Perform Task performance using n
for layers  Blended  Conduct Sheet3.5-2 performance
- Following  CBT RPL criteria checklist
instructio Approach Proceed to Apply Booster 3.5-2
ns of  Interviews institutional Vaccination Program
authorities assessment for Layers
- Different area
applicatio  Visual Use Achievement
n of Learners- Chart/ Training Use Progress Chart
vaccines Read Activity to evaluate
3.5-2 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
484
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

485
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resourc Date/Ti
Content Strategies on on on es me
3.  Modular  Observe Answer self- Compare answer CBLM

Supplementa  Demonstrati routine check 3.5-3 to answer key 3.5- PPE
tion for on activities 3 vitamins
layers.  Differentiate minerals
 Motivation
- vitamins d Perform Task Evaluate your
- minerals Instruction  Conduct Sheet3.5-3 performance using
-  Blended RPL performance
recommendat  CBT Proceed to Perform criteria checklist
ion of Approach institutiona Supplementation 3.5-3
veterinarians  l for Layers
Interviews assessmen
t area
informati Matrix/Trainees to evaluate
on sheet Record Book (TRB) students’ learning
3.5-3
to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
486
Proceed to
computer
learning
area
 Kinestheti
c
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

487
4. OSHS  Modular  Observe Answer self- Compare answer to CBLM

on  Demonstratio routine check3.5-4 answer key 3.5-4 PPE
performin n activities
g health  Differentiated Evaluate your
 Motivation
care for Instruction Perform Task performance using
layers  Blended  Conduct Sheet3.5-4 performance
Approach Proceed to Observe OSHS on 3.5-4
 Interviews institutional Performing Health
assessment Care for Layers
area
 Visual
information Activity students’ learning
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
488
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

489
LO6: Perform harvesting and post -laying activities
Learning Content
1. Collection of eggs
 egg harvesting materials and procedure
2. Grading of eggs
 egg classification
3.Packing and storing harvested egg
 Procedure in packing
 Storage at room temperature
4. Culling of unproductive layers
 Criteria of unproductive layers
 Methods of culling
 Record keeping
6.1 Collect eggs on a regular basis using appropriate materials and standard collecting procedure
6.2 Classify eggs according to industry classification standard
6.3 Pack and store eggs at appropriate room temperature
6.4 Cull out the unproductive layers according to industry standard and procedures
6.5 Keep records following enterprise requirements
Code: TVL_AFAAPPC912PLA-IIf-i-41
490

Collectio  Demonstratio routine 3.6-1 answer key3.6-1 PPE
n of eggs n activities tools,
- egg  Differentiated Evaluate your materials
 Motivation
harvestin Instruction Perform Task performance using and
g  Blended  Conduct Sheet3.6-1 performance equipmen
materials  CBT RPL criteria checklist t
and Approach Proceed to Perform Collection 3.6-1
procedur  Interviews institutional of Eggs
e assessment
sheet 3..6-1 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
491
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

492
e
2. Grading  Modular  Observe Answer self-check Compare answer to CBLM
of eggs  Demonstratio routine 3.6-2 answer key 3.6-2 PPE
- egg n activities eggs
classificatio  Differentiated Evaluate your
 Motivation
n Instruction Perform Task performance using
Approach Proceed to Conduct Grading of 3.6-2
 Interviews institutional Eggs
assessment
area
3.6-2 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
493
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

494
3. Packing  Modular  Observe Answer self-check Compare answer CBLM

and  Demonstrati routine 3.6-3 to answer key 3.6- PPE
storing on activities 3 tools,
harvested  Differentiate materials
 Motivation
eggs d Instruction Perform Task Evaluate your and
-  Blended  Conduct Sheet3.6-3 performance using equipme
Procedure  CBT RPL performance nt
in packing Approach Proceed to Conduct Packing criteria checklist
- Storage  Interviews institutional and Storing 3.6-3
at room assessment Harvested Eggs
temperatu area
re  Visual
n sheet Matrix/Trainees students’ learning
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
495
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

496
4. Culling of  Modular  Observe Answer self-check Compare answer to CBLM

unproducti  Demonstrati routine 3.6-4 answer key 3.6-4 PPE
ve layers on activities tools,
- Criteria of  Differentiate Evaluate your materials
 Motivation
unproducti d Instruction Perform Task performance using and
ve layers  Blended  Conduct Sheet3.6-4 performance equipmen
- Methods  CBT RPL criteria checklist t
of culling Approach Proceed to Perform Culling of 3.6-4
- Record  Interviews institutional Unproductive
keeping assessment Layers
area
 Visual
Proceed to
to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
497
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

Core Competency 4: Trimming Beak (TRB)

498
LO1: Carry out preparatory activities
Learning Content
1. Preparation of tools and materials in debeaking
2. Debeaking procedure based on
 Animal Welfare Act
 Guidelines in welfare of chicken
 GAHP - OSHS
1.1 Prepare materials, tools and equipment for the operation according to work requirements.
1.2 Debeak conditioned birds following Good Animal Practices and Animal Welfare Act and Safety measures following Occupational
Safety and Health Standards (OSHS).
Code: TVL_AFAAPPC912TRB-IIj-IIIa-42
499

Preparatio  Demonstratio routine 4.1-1 answer key 4.4-1 PPE
n of tools n activities tools and
and  Differentiated Evaluate your materials
 Motivation
materials Instruction Perform Task performance using in
in  Blended  Conduct Sheet4.4-1-1 performance debeakin
debeaking  CBT RPL criteria checklist g
Approach Proceed to Prepare Tools and 4.4-1
 Interviews institutional Materials in
assessment Debeaking
area
4.1-1 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
500
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

501
e
Debeakin  Demonstratio routine 4.1-2 answer key 4.1-2 PPE
g n activities tools and
procedur  Differentiated Evaluate your materials
 Motivation
e based Instruction Perform Task performance using in
on  Blended  Conduct Sheet4.4-1-2 performance debeakin
- Animal  CBT RPL Perform Debeaking criteria checklist g
Welfare Approach Proceed to Procedures 4.1-2
Act  Interviews institutional
- assessment
Guideline area Use Achievement
s in  Visual Chart/ Training Use Progress Chart
welfare of Learners- Activity to evaluate
chicken Read Matrix/Trainees students’ learning
- GAHP information Record Book (TRB)
- OSHS sheet 4.1-2 to monitor
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
502
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

503
LO2: Trim beak
Learning Content
1.Debeaking procedure
2. Proper restraining of birds according to
 Animal Welfare Act
 GAHP
3.Appropriate use of PPE and OSHS when trimming beak
2.1 Trim beak in appropriate age following standard industry procedures.
2.2 Restrain birds with net to facilitate calm capture.
2.3 Perform task by observing safety practices and following Good Animal Husbandry Practices (GAHP)
Code: TVL_AFAAPPC912TRBE-IIj-IIIa-43
504

Debeakin  Demonstratio routine 4.2-1 answer key PPE
g n activities 4.2-1 tools and
procedur  Differentiated materials
 Motivation
e Instruction Perform Task Evaluate your in
 Blended  Conduct Sheet4.2-1 performance using debeakin
 CBT RPL performance g
Approach Proceed to Perform Debeaking criteria checklist
 Interviews institutional Procedures 4.2-1
assessment
area
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
505
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

506

restrainin  Demonstratio routine 4.2-2 answer key 4.2-2 PPE
g of birds n activities tools,
according  Differentiated Evaluate your materials
 Motivation
to Instruction Perform Task performance using and
- Animal  Blended  Conduct Sheet4.2-2 performance equipmen
Welfare  CBT RPL criteria checklist t
Act Approach Proceed to Follow Proper 4.2-2
- GAHP  Interviews institutional Restraining of Birds
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
507
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

508

Appropria  Demonstrati routine 4.2-3 answer key 4.2-3 PPE
te use of on activities tools and
PPE and  Differentiate Evaluate your materials
 Motivation
OSHS d Instruction Perform Task performance using in
when  Blended  Conduct Sheet4.2-3 performance debeakin
trimming  CBT RPL criteria checklist g
beak Approach Proceed to Observe 4.2-3
 Interviews institutional Appropriate Use of
assessment PPE and OSHS
area
4.2-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
509
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

510
LO3: Retrim beak
Learning Content
1.Re trimming of beak
2.Proper restraining of beak
 Animal welfare Act
 GAHP
3.Safety precautions in trimming beak
3.1 Retrim beaks according to standard operating procedures
3.2 Restrain birds with net to facilitate calm capture
3.3 Perform task practicing OSHS and following GAHP
Code: TVL_AFAAPPC912TRBE-IIIb-c-44
511
Content
1. Re  Modular  Observe Answer self-check Compare answer to CBLM
trimmin  Demonstratio routine 4.3-1 answer key 4.3-1 PPE
g of beak n activities tools and
 Differentiated  Motivation Evaluate your materials
Instruction Perform Task performance using in
 Blended  Conduct Sheet4.3-1 performance debeakin
 CBT RPL Perform Re criteria checklist g
Approach Proceed to trimming of Beak 4.3-1
area Chart/ Training
 Visual Activity Use Progress Chart
Learners- Matrix/Trainees to evaluate
Read Record Book (TRB) students’ learning
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
512
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

513

restrainin  Demonstratio routine 4.3-2 answer key 4.3-2 PPE
g of beak n activities tools and
- Animal  Differentiated Evaluate your materials
 Motivation
welfare Instruction Perform Task performance using in
Act  Blended  Conduct Sheet4.3-2 performance debeakin
- GAHP  CBT RPL criteria checklist g
Approach Proceed to Perform Proper 4.3-2
 Interviews institutional Restraining of Beak
assessment
area
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
514
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

515

precautio  Demonstrati routine 4.3-3 answer key 4.3-3 PPE
ns in on activities tools and
trimming  Differentiate Evaluate your materials
 Motivation
beak d Instruction Perform Task performance using in
 Blended  Conduct Sheet4.3-3 performance debeakin
 CBT RPL criteria checklist g
Approach Proceed to Observe Safety 4.3-3
 Interviews institutional Precautions in
assessment Trimming Beak
area
4.3-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
516
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

517
LO4: Carry out work to completion
Learning Content
1. Practice of 3Rs and waste disposal procedure
2. Maintaining and storing tools and equipment
3. Record keeping and safety procedures
4.1 Practice proper disposal according to environmental rules and regulations
4.2 Store tools, materials, and equipment according to industry protocol
4.3 Collect and update records for reporting purposes (daily/weekly)
Code: TVL_AFAAPPC912TRBE-IIId-f-45
518

Practice  Demonstratio routine 4.4-1 answer key 4.4-1 PPE
of 3Rs n activities tools,
and  Differentiated Evaluate your materials
 Motivation
waste Instruction Perform Task performance using and
disposal  Blended  Conduct Sheet4.4-1 performance equipmen
procedur  CBT RPL criteria checklist t
e Approach Proceed to 4.4-1
 Interviews institutional Practice of 3Rs and
assessment Waste Disposal
area Procedures
 Visual
information Activity to evaluate
sheet 4.4-1 Matrix/Trainees students’ learning
contextual
to monitor
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
519
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

520

Maintainin  Demonstratio routine 4.4-2 answer key 4.4-2 PPE
g and n activities tools,
storing  Differentiated Evaluate your materials
 Motivation
tools and Instruction Perform Task performance using and
equipment  Blended  Conduct Sheet4.4-2 performance equipmen
 CBT RPL criteria checklist t
Approach Proceed to Maintain and Store 4.4-2
 Interviews institutional Tools and Equipment
assessment
n sheet to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
521
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

522

keeping  Demonstrati routine 4.4-3 answer key 4.4-3 PPE
and on activities record
safety  Differentiate Evaluate your book
 Motivation
procedur d Instruction Perform Task performance using
es  Blended  Conduct Sheet4.4-3 performance
Approach Proceed to Observe Record 4.4-3
 Interviews institutional keeping and Safety
assessment Procedures
area
4.4-3 to monitor
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
523
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

524
Core Competency 5: (Elective) Breeding Chicken (EBC)
LO1: Conduct preparatory breeding activities 1
Learning Content
1. Sourcing of poultry breeders
- Poultry breeds and types - reliable sources
2. Selection of rooster for breeding
- Characteristics of rooster to suit for breeding.
3. Installation and maintenance of breeder place
- Maintenance of shed - Setting up a suitable nesting place
- breeding practices
- GAHP
- Maintenance of hygienic environment
4. Transferring poultry breeder to shed according to
- Good animal husbandry practices (GAHP)
1.1 Obtain poultry breeder from reliable source according to enterprise production requirement.
1.2 Determine characteristics of rooster suited for breeding following enterprise protocol
1.3 Maintain breeder sheds according to established farm practices following GAHP
1.4 Establish nests and set these up in a suitable place in reference to breeding practices
1.5 Transfer poultry breeder to appropriate breeder sheds following GAHP
1.6 Maintain hygienic environment according to enterprise standard procedures and requirements
Code: TVL_AFAAPPC912EBC-IIj-IIIg-j-46
525
Content
1. Sourcin  Modular  Observe Answer self-check Compare answer to CBLM
g of  Demonstratio routine 5.1-1 answer key 5.1-1 PPE
poultry n activities tools,
breeders  Differentiated Evaluate your materials
 Motivation
- Poultry Instruction Perform Task Sheet performance using and
breeds  Blended  Conduct 5.1-1 performance equipmen
and  CBT RPL criteria checklist t
types - Approach Proceed to Source out 5.1-1
reliable  Interviews institutional poultry breeders
sources assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
526
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

527
Content
rooster for  Demonstratio routine 5.1-2 answer key 5.1-2 PPE
breeding n activities tools,
- Characteristics  Differentiated  Motivation Evaluate your materials
of rooster to suit Instruction Perform Task performance using and
for breeding.  Blended  Conduct Sheet5.1-2 performance equipmen
Approach Proceed to Select of Rooster for 5.1-2
 Interviews institutional Breeding
assessment
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
528
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

529
Content
3.Installation and  Modular  Observe Answer self-check Compare answer to CBLM
maintenance of  Demonstratio routine 5.1-3 answer key 5.1-3 PPE
breeder place n activities record
- Maintenance of  Differentiated  Motivation Evaluate your book
shed Instruction Perform Task performance using
- Setting up a  Blended  Conduct Sheet5.1-3 performance
suitable nesting  CBT RPL Install and criteria checklist
place Approach Proceed to Maintain Breeder 5.1-3
- breeding  Interviews institutional Place
practices assessment
- GAHP area
- Maintenance of  Visual Use Achievement Use Progress Chart
hygienic Learners- Chart/ Training to evaluate
environment Read Activity students’ learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
530
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

531
Content
4.Transferring  Modular  Observe Answer self-check Compare answer to CBLM
poultry breeder  Demonstratio routine 5.1-4 answer key 5.1-4 PPE
to shed according n activities record
to  Differentiated  Motivation Evaluate your book
- Good animal Instruction Perform Task performance using
husbandry  Blended  Conduct Sheet5.1-4 performance
practices (GAHP)  CBT RPL criteria checklist
Approach Proceed to Transfer Poultry 5.1-4
 Interviews institutional Breeder to Shed
assessment
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
532
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

533
LO2: Carry out breeding to in-lay activities
Learning Content
1. Breeding of male and female animals
a. Breeding schedule and plan
2. Training birds to lay eggs in nest and less on floor
3. Maintaining the temperature of the hen shed
a. Warm
b. Constant
4. Maintaining poultry breeder
a. Production objective
5. Keeping draft out
6. Conducting in-lay activities
a. Enterprise protocol
b. production plan
7. Application of safety practices
a. use of PPE
b. OSHS on breeding to in-lay activities
2.1 Mate male (rooster) with the females (hens) following enterprise breeding schedule and plan
2.2 Train birds to lay in nests with minimal number of eggs on floor following recognized industry standards
2.3 Keep temperature of the hen shed constant and warm according to established enterprise procedures
2.4 Maintain breeder poultry in line with egg production objective
2.5 prevent draft from entering the building according to enterprise protocol
2.6 Conduct in-lay activities according to enterprise protocol and production plan 2.7 Employ safety practices according to OSHS
Code: TVL_AFAAPPC912EBC-IVa-c-47
534
Content
1. Breeding of  Modular  Observe Answer self-check Compare answer to CBLM
male and female  Demonstratio routine 5.2-1 answer key 5.2-1 PPE
animals n activities tools,
- Breeding  Differentiated  Motivation Evaluate your materials
schedule and Instruction Perform Task Sheet performance using and
plan  Blended  Conduct 5.2-1 performance equipmen
Approach Proceed to Perform Breeding 5.2-1
 Interviews institutional of Male and Female
assessment Animals
area
information Matrix/Trainees to evaluate
sheet 5.2-1 Record Book (TRB) students’ learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
535
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

536
Content
2. Training birds  Modular  Observe Answer self-check Compare answer to CBLM
to lay eggs in nest  Demonstratio routine 5.2-2 answer key 5.2-2 PPE
and less on floor n activities tools,
Instruction Perform Task performance using and
 Blended  Conduct Sheet5.2-2 performance equipmen
Approach Proceed to Conduct Training 5.2-2
 Interviews institutional Birds to Lay Eggs in
assessment Nest
area
Use Progress Chart
to evaluate
Read Activity
Matrix/Trainees students’ learning
information
Record Book (TRB) to
sheet 5.2-2
monitor students’
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
537
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

538
Content
3. Maintaining  Modular  Observe Answer self-check Compare answer to CBLM
the temperature  Demonstratio routine 5.2-3 answer key 5.2-3 PPE
of the hen shed n activities record
- Warm  Differentiated  Motivation Evaluate your book
- Constant Instruction Perform Task performance using
Approach Proceed to Maintain the 5.2-3
 Interviews institutional Temperature of the
assessment Hen Shed
area
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
539
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


Content
540
4. Maintaining  Modular  Observe Answer self-check Compare answer to CBLM
poultry breeder  Demonstratio routine 5.2-4 answer key 5.2-4 PPE
- Production n activities record
objective  Differentiated  Motivation Evaluate your book
Approach Proceed to Maintain Poultry 5.2-4
 Interviews institutional Breeder
assessment
area
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
 Kinesthetic
Learners-
541
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

542
Content
5. Keeping draft  Modular  Observe Answer self-check Compare answer to CBLM
out  Demonstratio routine 5.2-5 answer key 5.2-5 PPE
n activities tools,
Instruction Perform Task Sheet performance using and
 Blended  Conduct 5.2-5 performance equipmen
 CBT RPL Keep Draft Out criteria checklist t
 Interviews institutional Use Achievement
assessment Chart/ Training Use Progress Chart
area Activity to evaluate
 Visual Matrix/Trainees students’ learning
Learners- Record Book (TRB)
Read to monitor
sheet 5.2-5
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
543
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

544
Learnin Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resources Date/Tim
g Strategies n n o e
Content
6. Conducting in-  Modular  Observe Answer self-check Compare answer CBLM
lay activities  Demonstratio routine 5.2-6 to answer key 5.2- PPE
- Enterprise n activities 6 tools,
protocol  Differentiated  Motivation materials
- production plan Instruction Perform Task Evaluate your and
 Blended  Conduct Sheet5.2-6 performance using equipmen
 CBT RPL Conduct in-lay performance t
Approach Proceed to activities criteria checklist
 Interviews institutional 5.2-6
assessment
area
information Matrix/Trainees to evaluate
sheet 5.2-6 Record Book (TRB) to students’ learning
Proceed to monitor students’
contextual learning
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
545
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

546
Content
7. Application of  Modular  Observe Answer self-check Compare answer to CBLM
safety practices -  Demonstratio routine 5.2-7 answer key 5.2-7 PPE
use of PPE n activities record
- OSHS on  Differentiated  Motivation Evaluate your book
breeding to in-lay Instruction Perform Task performance using
activities  Blended  Conduct Sheet5.2-7 performance
 CBT RPL Apply safety criteria checklist
Approach Proceed to practices 5.2-7
assessment
Learners- Activity
information Record Book (TRB) to
sheet 5.2-7 monitor students’
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
547
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

548
LO3: Collect eggs
Learning Content
1. Collection of eggs
a. Fertile egg
b. Egg-collection procedure
c. Humane handling of poultry during collection
2. Identification and grading of eggs
a. criteria for grading - production requirements
b. breeding objective
3. Egg cleaning and sanitation
a. Company requirements
b. Hygienic procedure
c. Maintaining hygienic environment
4. Recording and monitoring of collection
3.1 Collect fertile eggs according to established enterprise protocol and requirement
3.2 Identify and grade eggs in accordance with production requirements and breeding objectives
3.3 Collect eggs in humanely handled poultry
3.4 Clean and sanitize eggs following company requirements and required hygienic procedures
3.5 Maintain hygienic environment following enterprise procedures and requirement
3.6 Collect records completely to accurately monitor production
Code: TVL_AFAAPPC912EBC-IVd-f-48
549
Content
1.Collection of  Modular  Observe Answer self-check Compare answer to CBLM
eggs  Demonstratio routine 5.3-1 answer key 5.3-1 PPE
- Fertile egg n activities tools,
- Egg-collection  Differentiated  Motivation Evaluate your materials
procedure Instruction Perform Task Sheet performance using and
- Humane  Blended  Conduct 5.3-1 performance equipmen
handling of  CBT RPL criteria checklist t
poultry during Approach Proceed to Collect Eggs 5.3-1
collection  Interviews institutional
Read Record Book (TRB) to
information monitor students’
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
550
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

551
Content
2.Identification  Modular  Observe Answer self-check Compare answer to CBLM
and grading of  Demonstratio routine 5.3-2 answer key 5.3-2 PPE
eggs n activities tools,
- criteria for  Differentiated  Motivation Evaluate your materials
grading Instruction Perform Task performance using and
- production  Blended  Conduct Sheet5.3-2 performance equipmen
requirements  CBT RPL criteria checklist t
- breeding Approach Proceed to Identify and Grade of 5.3-2
objective  Interviews institutional Eggs
assessment
area
Use Progress Chart
Read Activity
Matrix/Trainees to evaluate
Record Book (TRB) to
sheet 5.3-2
monitor students’
Proceed to
learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
552
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

553
Content
3.Egg cleaning  Modular  Observe Answer self-check Compare answer to CBLM
and sanitation  Demonstratio routine 5.3-3 answer key 5.3-3 PPE
- Company n activities record
requirements  Differentiated  Motivation Evaluate your book
- Hygienic Instruction Perform Task performance using
procedure  Blended  Conduct Sheet5.3-3 performance
- Maintaining  CBT RPL Conduct Egg criteria checklist
hygienic Approach Proceed to Cleaning and 5.3-3
environment  Interviews institutional Sanitation
assessment
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
554
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

555
Content
4.Recording and  Modular  Observe Answer self-check Compare answer to CBLM
monitoring of  Demonstratio routine 5.3-4 answer key 5.3-4 PPE
collection n activities record
 Differentiated  Motivation Evaluate your book
Approach Proceed to Record and Monitor 5.3-4
 Interviews institutional Collection of Eggs
assessment
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
556
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

557
LO4: Care for hatching eggs
Learning Content
1. Selection of hatched eggs
2. Storage of eggs
- Industry standard procedure
3. Incubating eggs according to enterprise process
4. Reduction of floor egg problem
5. Enterprise procedures/protocol
4.1 Select hatched eggs following standard enterprise protocol
4.2 Store eggs in accordance to industry standard procedures
4.3 Incubate eggs that are neglected by hens
4.4 Minimize floor-egg problems following enterprise procedures
Code: TVL_AFAAPPC912EBC-IVg-j-49
558
Content
hatched eggs  Demonstratio routine 5.4-1 answer key 5.4-1 PPE
n activities tools,
Instruction Perform Task Sheet performance using and
 Blended  Conduct 5.4-1 performance equipmen
Approach Proceed to Select Hatched Eggs 5.4-1
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
559
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

560
Content
2.Storage of eggs  Modular  Observe Answer self-check Compare answer to CBLM
- Industry  Demonstratio routine 5.4-2 answer key 5.4-2 PPE
standard n activities tools,
procedure  Differentiated  Motivation Evaluate your materials
Instruction Perform Task performance using and
 Blended  Conduct Sheet5.4-2 performance equipmen
Approach Proceed to Store eggs 5.4-2
 Visual Activity
to evaluate
Learners- Matrix/Trainees
learning
sheet 5.4-2
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
561
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

562
Content
3. Incubating eggs  Modular  Observe Answer self-check Compare answer to CBLM
according to  Demonstratio routine 5.4-3 answer key 5.4-3 PPE
enterprise n activities record
process  Differentiated  Motivation Evaluate your book
 CBT RPL Incubate Eggs criteria checklist
Approach Proceed to According to 5.4-3
 Interviews institutional Enterprise Process
assessment
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
563
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

564
Content
4. Reduction of  Modular  Observe Answer self-check Compare answer to CBLM
floor egg problem  Demonstratio routine 5.4-4 answer key 5.4-4 PPE
n activities record
Approach Proceed to Reduce Floor Egg 5.4-4
 Interviews institutional Problem
assessment
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
565
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

566
5. Enterprise  Modular  Observe Answer self-check Compare answer to CBLM

procedures/protoc  Demonstratio routine 5.4-5 answer key 5.4-5 PPE
ol n activities record
Approach Proceed to Follow Enterprise 5.4-5
 Interviews institutional Procedures/Protocol
assessment
Use Progress Chart
Learners- Activity
to evaluate
Record Book (TRB) to students’ learning
informatio
monitor students’
n sheet
learning
5.4-5
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
567
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

568
SESSION PLAN
Animal Production (Swine) NC II
INTRODUCTION
This specialization leads to Animal Production (Swine) National Certificate Level II (NC II). It is designed for high school students to enhance their
knowledge, skills, and attitudes in accordance with industry and authority standards. The core competencies in poultry raising that a high school
student ought to learn are: (1) HANDLING BREEDERS (HBR), (2) HANDLING FARROWING SOWS AND SUCKLINGS, (3) RAISING WEANLINGS, (4)
PRODUCING FINISHER. This course has nominal duration of 320 hours.
569
Core HANDLING HANDLING RAISING PRODUCING MAINTAINING APPLYING BIO-
Compete BREEDERS (HBR) FARROWING WEANLINGS FINISHER (PFR) HEALTHY ANIMAL SECURITY MEASURES
ncies SOWS AND (RWLS) ENVIRONMENT (ABSM)
SUCKLINGS (HFSS) (MHAE)
Content  The  The  The  The  The The
Standard learners students students students students students
demonst demonst demonst demonst demonstrat demonstrat
rate an rate an rate rate an e an e an
understa understa understa understa understand understandi
nding of nding of nding of nding of ing of the ng on the
the the the the underlying underlying
underlyi underlyi underlyi underlyi concepts concepts
ng ng ng ng and and
concepts concepts concepts concepts principles principles in
in and and and in applying
handling principle principle principle maintainin biosecurity
breeders s in s of s in g healthy measures
handling raising producin animal
farrowin weanling g environme
g sows s finishers nt
and
suckling
s
Performa  The  The  The  The  The The
nce learners learners students learners students students
Standard shall be shall be shall be shall be shall be shall be able
able to able to able to able to able to to apply bio-
perform handle perform produce maintain security
preparat farrowin activities finishers healthy measures
ory g sows related based on animal based on
breeding and to industry environme standard
570
activities suckling’ raising standard nt based operating
following s weanling s from procedures
industry activities s standard
standard based on procedure
s industry
standard
s
Learning 1.Perform 1. 1. 1. Prepa 1. Main 1. Identi
Outcomes preparatory Prepare Prepare re tain fy
breeding animals piglets anim relati bio-
activities for for als ve securi
2. Breed sows and farrowin weaning for humi ty
gilts g 2. finish dity threat
3. Prepare and 2. Maintain ing 2. Cont s and
train boar for Perform conduciv 2. Maint rol hazar
breeding farrowin e ain temp ds
4. Monitor signs g-related atmosph cond eratu 2. Apply
of pregnancy activities ere and ucive re disea
3. Raise facilities atmo 3. Sust se
5. Maintain and
piglets to for spher ain preve
monitor animal
weaning feeding e and air ntion
health condition
4. 3. facilit quali practi
6. Record Data Maintain Maintain ies ty ces
Health health of 3. Feed 4. Sust 3. Apply
5. newly Finis ain preve
Record weaned hers water ntive
data piglets 4. Maint quali disea
4. ain ty se
Record herd 5. Main trans
data healt tain missi
h on
571
care ventil practi
and ation ces
medic 6. Cont 4. Maint
ation rol ain
progr Verm recor
am in ds
5. Prepa
re
anim
als
for
mark
eting
6. Recor
d
Data
LESSON 1: HANDLING BREEDERS (HBR)

LO 1. Perform preparatory breeding activities
Learning Content
1. Acclimatization of the new stocks
2. Provision of routine medication of the animals prescribed by veterinarian
3. Selection of suitable breeds
4. Selection of the breeder stocks
572
5. Application of GAHP, Animal Welfare Act, and OSHS
1.1 Acclimatize newly arrived stocks following industry standards as prescribed by veterinarian or an animal health official
1.2 Give the animal routine medication as prescribed by veterinarian
1.3 Select a suitable breed based on the industry standard and choice of enterprise
1.4 Select breeder stocks based on industry and enterprise standards
TLE_AFAAPS9- 12HBR-IIh-j13
Learning Methods/ Presentation Practice/Application Feedback/Evaluation Resources Date/

Content Strategies Time

Acclimatize  Demonstration routine 1.1-1 answer key 1.1-1 PPE
newly  Differentiated activities
arrived Instruction  Motivation Evaluate your
stocks  Blended performance using
573
following  CBT Approach  Conduct Perform Task Sheet performance criteria
industry RPL 1.1-1 checklist 1.1-1
standards Proceed to Acclimatization of
as institutional the new stocks Use Progress Chart
prescribed assessment to evaluate students’
by area Use achievement learning
veterinarian  Visual chart/ Training
or an Learners- Activity Matrix/
animal Read Trainees Record
health information Book (TRB) to
official sheet 1.1-1 monitor students
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetics
Learners-
Hands- on
activities
Proceed to
practical
work area
574
ASSESSMENT PLAN
 Type of evidence _______________________________________________

Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resource Date

Content Strategies n n n s /
Time
2. Give the  Modular  Observe Answer self-check Compare answer to CBLM
animal  Demonstratio routine 1.1-2 answer key 1.1-2 PPE
routine n activities
medication  Motivation
575
as  Differentiated  Conduct Evaluate your
prescribed Instruction RPL Perform Task Sheet performance using
by  Blended Proceed to 1.1-2 performance
veterinaria  CBT institutional Provision of criteria checklist
n Approach assessment routine medication 1.1-2
area of the animals
 Visual prescribed by
Learners- veterinarian
Read
information
sheet 1.1-2 Use achievement Use Progress Chart
Proceed to chart/ Training to evaluate
contextual Activity Matrix/ students’ learning
learning Trainees Record
area
Book (TRB) to
 Auditory
monitor students
Learners-
learning
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
576
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


3. Select a  Modular  Observe routine Answer self-check Compare answer to CBLM

suitable breed  Demonstration activities 1.1-3 answer key 1.1-3 PPE
based on the  Differentiated  Motivation
industry standard Instruction
and choice of  Blended  Conduct Perform Task Sheet Evaluate your
enterprise  CBT Approach RPL 1.1-3 performance using
577
Proceed to Selection of suitable performance criteria
institutional breeds checklist 1.1-3
assessment
area Use achievement Use Progress Chart
 Visual chart/ Training to evaluate students’
Learners- Activity Matrix/ learning
Read Trainees Record
information Book (TRB) to
sheet 1.1-3 monitor students
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
578
ASSESSMENT PLAN
 Type of evidence _______________________________________________

Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources Date

Content Strategies n n n /
Time
4. Select  Modular  Observe Answer self-check Compare answer to CBLM

breeder  Demonstratio routine 1.1-4 answer key 1.1-4 PPE
stocks n activities equipmen
based on  Differentiated Evaluate your t
 Motivation
industry Instruction Perform Task Sheet performance using
and  Blended  Conduct 1.1-4 performance
enterpris  CBT RPL Selection of the criteria checklist
e Approach Proceed to breeder stocks 1.1-4
standard institutional
s
579
assessment Use achievement Use Progress Chart
area chart/ Training to evaluate
 Visual Activity Matrix/ students’ learning
Learners- Trainees Record
Read Book (TRB) to
information monitor students
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
580
ASSESSMENT PLAN
 Type of evidence _______________________________________________


LO 2. Breed sows and gilts
Learning Content
1.Monitoring and detection of signs of heat - Heat detection techniques
2. Breeding sows/gilts - Different systems of breeding
2.1 Monitor signs of heat based on standards protocol
2.2 Perform heat-detection technique following established protocol
2.3 Breed sows/gilts using breeding systems based on choice of enterprise
TLE_AFAAPS9- 12HBR-IIjIIIa-14
581
Time
8. Monitor  Modular  Observe Answer self-check Compare answer to CBLM
signs of  Demonstratio routine 1.2-1 answer key 1.2-1 PPE
heat n activities
based on  Differentiated Evaluate your
 Motivation
standard Instruction Perform Task Sheet performance using
s  Blended  Conduct  Monitoring and performance
protocol  CBT RPL detection of signs of criteria checklist
Approach Proceed to heat - 1.2-1
institutional
assessment
area Use achievement
 Visual chart/ Training Use Progress Chart
Learners- Activity Matrix/ to evaluate
Read Trainees Record students’ learning
Proceed to
learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
582
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

583
Time
9. Perform  Modular  Observe Answer self-check Compare answer to CBLM

heat-  Demonstratio routine 1.2-2 answer key 1.2-2
detection n activities
technique  Differentiated Evaluate your
 Motivation
following Instruction Perform Task Sheet performance using
establishe  Blended  Conduct 1.2-2 performance
d protocol  CBT RPL Heat detection criteria checklist
Approach Proceed to techniques 1.2-2
institutional
assessment
area
 Visual
Learners- Use achievement
Read chart/ Training
information Activity Matrix/ Use Progress Chart
sheet 1.2-2 Trainees Record to evaluate
Proceed to Book (TRB) to students’ learning
contextual
monitor students
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
584
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

585
Time
10. Breed  Modular  Observe Answer self-check Compare answer to CBLM

sows/gilt  Demonstratio routine 1.2-3 answer key 1.2-3
s using n activities
breeding  Differentiated Evaluate your
 Motivation
systems Instruction Perform Task Sheet performance using
based on  Blended  Conduct 1.2-3 performance
choice of  CBT RPL Breeding sows/gilts criteria checklist
enterpris Approach Proceed to - Different systems 1.2-3
e institutional of breeding
assessment
 Visual chart/ Training to evaluate
Learners- Activity Matrix/ students’ learning
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
586
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


587
LO 3. Prepare and train boar for breeding
Learning Content
1. Training the boar to mount
2. Vaccination and medication of boar
3. Determination of ideal weight and age for breeding
4. Observation of ratio of boar to sow
5. Application of GAHP and OSHS
3.1 Train boar to mount a female or a dummy sow
3.2 Give boar prescribed vaccine and medication
3.3 Determine ideal weight and age according industry standard
3.4 Observe optimum boar-to-sow ratio following standard monitoring scheme
TLE_AFAAPS9- 12HBR-IIjIIIb-c-15
588
Time
1.  Modular  Observe routine Answer self-check Compare answer to CBLM

Train  Demonstratio activities 1.3-1 answer key 1.3-1
boar to n  Motivation
mount  Differentiated Evaluate your
a Instruction  Conduct Perform Task Sheet performance using
female  Blended RPL 1.3-1 performance criteria
or a  CBT Approach Proceed to Training the boar to checklist 1.3-1
dumm institutional mount
y sow assessment
area
 Visual
Learners- Use achievement Use Progress Chart
Read chart/ Training to evaluate students’
information Activity Matrix/ learning
sheet 1.2-4
Trainees Record
Proceed to
Book (TRB) to
contextual
monitor students
learning area
learning
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
589
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

590
2. Give  Modular  Observe Answer self-check Compare answer to CBLM

boar  Demonstratio routine 1.3-2 answer key 1.3-2 PPE
prescribe n activities
d vaccine  Differentiated Evaluate your
 Motivation
and Instruction Perform Task Sheet performance using
medicatio  Blended  Conduct 1.3-2 performance
n  CBT RPL criteria checklist
Approach Proceed to Vaccination and 1.3-2
institutional medication of boar
assessment
 Visual chart/ Training
Learners- Activity Matrix/ Use Progress Chart
Read Trainees Record to evaluate
information Book (TRB) to students’ learning
Proceed to learning
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
591
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

592
Time
3. Determi  Modular  Observe Answer self-check Compare answer to CBLM
ne ideal  Demonstratio routine 1.3-3 answer key 1.3-3
weight n activities
and age  Differentiated Evaluate your
 Motivation
accordin Instruction Perform Task performance using
g  Blended  Conduct Sheet 1.3-3 performance
industry  CBT RPL Determination of criteria checklist
standard Approach Proceed to ideal weight and 1.3-3
institutional age for breeding
assessment
 Visual chart/ Training Use Progress Chart
Learners- Activity Matrix/ to evaluate
Read Trainees Record students’ learning
informatio Book (TRB) to
n sheet monitor students
1.2-4 learning
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
593
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

594
Time
4. Observe  Modular  Observe Answer self-check Compare answer to CBLM
optimum  Demonstratio routine 1.3-4 answer key 1.3-4
boar-to- n activities
sow ratio  Differentiated Evaluate your
 Motivation
following Instruction Perform Task performance using
standard  Blended  Conduct Sheet 1.3-4 performance
monitori  CBT RPL Observation of criteria checklist
ng Approach Proceed to ratio of boar to 1.3-4
scheme institutional sow
assessment Application of
area GAHP and OSHS
 Visual Use Progress Chart
Learners- Use achievement to evaluate
Read chart/ Training students’ learning
informatio Activity Matrix/
n sheet Trainees Record
1.2-4 Book (TRB) to
Proceed to
monitor students
contextual
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
595
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

596
LO 4. Monitor signs of pregnancy
Learning Content
1. Monitoring signs of pregnancy
2. Pregnancy diagnosis - Techniques to determine pregnancy
4.1 Monitor signs of pregnancy according to standards protocol
4.2 Perform pregnancy diagnosis according to standard procedures
TLE_AFAAPS9- 12HBR-IIId16
597
Time
signs of  Demonstratio routine 1.4-1 answer key 1.4-1
pregnanc n activities
y  Differentiated Evaluate your
 Motivation
according Instruction Perform Task Sheet performance using
to  Blended  Conduct 1.4-1 performance
standard  CBT RPL Monitoring signs of criteria checklist
s protocol Approach Proceed to pregnancy 1.4-1
institutional
assessment
area
 Visual Use achievement
Learners- chart/ Training Use Progress Chart
Read Activity Matrix/ to evaluate
information Trainees Record students’ learning
sheet 1.3-1 Book (TRB) to
Proceed to monitor students
contextual
learning
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
598
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

599
Time
pregnanc  Demonstratio routine 1.4-2 answer key 1.4-2
y n activities
diagnosis  Differentiated Evaluate your
 Motivation
according Instruction Perform Task Sheet performance using
to  Blended  Conduct 1.4-2 performance
standard  CBT RPL Pregnancy criteria checklist
procedure Approach Proceed to diagnosis - 1.4-2
s institutional Techniques to
assessment determine
area pregnancy
 Visual
Read to evaluate
information Use achievement students’ learning
sheet 1.3-2 chart/ Training
Proceed to Activity Matrix/
contextual
Trainees Record
learning
Book (TRB) to
area
monitor students
 Auditory
learning
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
600
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

601
LO 5. Maintain and monitor animal health condition
Learning Content
1. Performing the periodic activities - Transferring to dry and pregnant unit - Regulating feed intake based on
stage of production - Vaccination - Deworming - Mange Treatment (external parasites) - Sow cleaning -
Transferring to farrowing pens
2. Application of feeding program based on the physiological production cycle
3. Selection and culling of nonperforming breeders
4. Monitoring changes in animal behavioural
5. Application of GAHP and OSHS
5.1 Perform periodic activities following work plan and breeding schedules
5.2 Feed animal stocks based on physiological growths and production cycle
5.3 Select nonperforming breeders for culling based on industry standards
5.4 Monitor changes in animal behaviour following standard procedures and GAHP
TLE_AFAAPS9- 12HBR-IIIe-f17
602
Time
periodic  Demonstratio routine 1.5-1 answer key 1.5-1
activities n activities
following  Differentiated Evaluate your
 Motivation
work Instruction Perform Task Sheet performance using
plan and  Blended  Conduct 1.5-1 performance
breeding  CBT RPL Performing the criteria checklist
schedule Approach Proceed to periodic activities - 1.5-1
s institutional Transferring to dry
assessment and pregnant unit -
area Regulating feed
 Visual intake based on
Learners- stage of production
Read - Vaccination -
information Deworming -
sheet 1.4-1 Mange Treatment
Proceed to (external parasites)
contextual
- Sow cleaning -
learning area
Transferring to
 Auditory
farrowing pens
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
603
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

604
Time
animal  Demonstratio routine 1.5-2 answer key 1.5-2
stocks n activities
 Motivation
physiologic Instruction Perform Task performance using
al growths  Blended  Conduct Sheet 1.5-2 performance
and  CBT RPL criteria checklist
production Approach Proceed to Use achievement 1.5-2
cycle institutional chart/ Training
assessment Activity Matrix/
area Trainees Record
 Visual Book (TRB) to Use Progress Chart
Learners- monitor students to evaluate
Read learning students’ learning
informatio
n sheet
1.4-2
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
605
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

606
Time
nonperformin  Demonstratio routine 1.5-3 answer key 1.5-3
g breeders for n activities
culling based  Differentiated Evaluate your
 Motivation
on industry Instruction Perform Task Sheet performance using
standards  Blended  Conduct 1.5-3 performance
 CBT RPL Selection and criteria checklist
Approach Proceed to culling of 1.5-3
institutional nonperforming
assessment breeders
area
 Visual
Learners-
information Use achievement to evaluate
sheet 1.4-3 chart/ Training students’ learning
contextual
Trainees Record
learning
Book (TRB) to
area
monitor students
 Auditory
learning
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
607
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

608
Time
changes in  Demonstratio routine 1.5-4 answer key 1.5-4
animal n activities
behaviour  Differentiated Evaluate your
 Motivation
standard  Blended  Conduct 1.5-4 performance criteria
procedure  CBT Approach RPL Monitoring changes checklist 1.5-4
s and Proceed to in animal
GAHP institutional behavioural
assessment Application of GAHP
area and OSHS
 Visual
Learners-
Read
information Use Progress Chart
sheet 1.4-4 Use achievement to evaluate students’
Proceed to chart/ Training learning
contextual
Activity Matrix/
learning area
Trainees Record
 Auditory
Book (TRB) to
Learners-
monitor students
Listen to
learning
audio
presentatio
n
Proceed to
computer
learning area
609
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

610
LO 6. Record Data
Learning Content
1. Cleaning and disinfection of the farrowing stalls
2. Bathing of the sow following GAHP and OSHS
3. Transferring of the pregnant sow to farrowing pens
4. Feeding the pregnant sow - Determination of feed intake
5. Monitoring signs of farrowing - Signs of farrowing
6. Preparation of materials and supply needed in farrowing
7. Wearing appropriate PPE and application of OSHS
6.1 Update stock inventory according to established farm recording system
6.2 Monitor and record breeding schedule following work plan
6.3 Record production performance of breeders according to enterprise protocol
TLE_AFAAPS9- 12HB-IIIg-18
611
Time
1. Update  Modular  Observe Answer self-check Compare answer to CBLM
stock  Demonstratio routine 1.6-1 answer key 1.6-1
inventory n activities
according  Differentiated Evaluate your
 Motivation
to Instruction Perform Task Sheet performance using
establishe  Blended  Conduct 1.6-1 performance criteria
d farm  CBT Approach RPL Updating stock checklist 1.6-1
recording Proceed to inventory -
system institutional Established farm
assessment recording systems
area
Learners- to evaluate students’
Read Use achievement learning
information chart/ Training
sheet 2.2-1 Activity Matrix/
Proceed to Trainees Record
contextual
Book (TRB) to
learning area
monitor students
 Auditory
learning
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
612
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

613

Monitor  Demonstration activities 1.6-2 answer key 1.6-2
and  Differentiated  Motivation
record Instruction Evaluate your
breeding  Blended  Conduct Perform Task Sheet performance using
schedule  CBT Approach RPL 1.6-2 performance criteria
following Proceed to Monitoring and checklist 1.6-2
work institutional record breeding
plan assessment schedule - Work
area plan
 Visual
Learners-
information Use achievement to evaluate students’
sheet 2.2-2
chart/ Training learning
Proceed to
Activity Matrix/
contextual
Trainees Record
learning area
Book (TRB) to
 Auditory
monitor students
Learners-
Listen to learning
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
614
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

615
Time
production  Demonstratio routine 1.6-3 answer key 1.6-3
performanc n activities
e of  Differentiated Evaluate your
 Motivation
breeders Instruction Perform Task Sheet performance using
according to  Blended  Conduct 1.6-3 performance criteria
enterprise  CBT RPL Recording checklist 1.6-3
protocol Approach Proceed to production
institutional performance
assessment Sample record
area Form - Breeding
 Visual date - Farrowing
Learners- date - Litter size -
Read Mortality record Use Progress Chart
information to evaluate
sheet 2.2-3 Use achievement students’ learning
Proceed to chart/ Training
contextual
Activity Matrix/
learning area
Trainees Record
 Auditory
Book (TRB) to
Learners-
monitor students
Listen to
learning
audio
presentatio
n
Proceed to
computer
learning area
616
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

617
LESSON 2: HANDLING FARROWING SOWS AND SUCKLINGS (HFSS)
LO 1. Prepare animals for farrowing
Learning Content
1. Cleaning and disinfection of the farrowing stalls
2. Bathing of the sow following GAHP and OSHS
3. Transferring of the pregnant sow to farrowing pens
4. Feeding the pregnant sow - Determination of feed intake
5. Monitoring signs of farrowing - Signs of farrowing
6. Preparation of materials and supply needed in farrowing
7. Wearing appropriate PPE and application of OSHS
1.1 Clean and disinfect farrowing stalls or pens following the standard hygienic procedures
1.2 Bathe sows following Good Animal Husbandry Practices (GAHP)
1.3 Transfer pregnant sows to farrowing stalls or pens according to industry standards
1.4 Determine feed intake based on the protocol
1.5 Monitor signs of approaching farrowing
1.6 Prepare farrowing materials and supplies based on the work requirements
1.7 Wear appropriate PPE following OSHS
TLE_AFAAPS9- 12HFSS-IIIhj-19
618
Time
1. Clean  Modular  Observe Answer self-check Compare answer to CBLM
and  Demonstratio routine 2.1-1 answer key 2.1-1
disinfect n activities
farrowing  Differentiated Evaluate your
 Motivation
stalls or Instruction Perform Task Sheet performance using
pens  Blended  Conduct 2.1-1 performance criteria
following  CBT Approach RPL Cleaning and checklist 2.1-1
the Proceed to disinfection of the
standard institutional farrowing stalls
hygienic assessment
procedure area Use achievement Use Progress Chart
s  Visual chart/ Training to evaluate students’
Proceed to learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
619
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

620
Time
2. Bathe  Modular  Observe Answer self-check Compare answer to CBLM
sows  Demonstratio routine 2.2-2 answer key 2.2-2
following n activities
Good  Differentiated Evaluate your
 Motivation
Animal Instruction Perform Task Sheet performance using
Husbandr  Blended  Conduct 2.2-2 performance criteria
y Practices  CBT Approach RPL Bathing of the sow checklist 2.2-2
(GAHP) Proceed to following GAHP and
institutional OSHS
assessment
Learners- Use achievement learning
information Activity Matrix/
sheet 2.2-4 Trainees Record
Proceed to Book (TRB) to
contextual
monitor students
learning area
learning
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
621
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

622

Transfer  Demonstration activities 2.2-3 answer key 2.2-3
pregnant  Differentiated  Motivation
sows to Instruction Evaluate your
farrowing  Blended  Conduct Perform Task Sheet performance using
stalls or  CBT Approach RPL 2.2-3 performance criteria
pens Proceed to Transferring of the checklist 2.2-3
according institutional pregnant sow to
to assessment farrowing pens
industry area
standards  Visual
Learners-
Read
information Use achievement Use Progress Chart
sheet 2.2-5
chart/ Training to evaluate students’
Proceed to
Activity Matrix/ learning
contextual
Trainees Record
learning area
Book (TRB) to
 Auditory
monitor students
Learners-
Listen to learning
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
623
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

624
Time

Determin  Demonstratio activities 2.2-4 answer key 2.2-4 PPE
e feed n  Motivation
intake  Differentiated Evaluate your
based on Instruction  Conduct Perform Task performance using
the  Blended RPL Sheet2.2-4 performance criteria
protocol  CBT Approach Proceed to Feeding the checklist 2.2-4
institutional pregnant sow -
assessment Determination of
area feed intake
 Visual
Learners-
sheet 2.2-4
chart/ Training learning
Proceed to
Activity Matrix/
contextual
Trainees Record
learning area
Book (TRB) to
 Auditory
monitor students
Learners-
Listen to learning
audio
presentation
Proceed to
computer
learning area
625
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

626
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resource Date
Content Strategies on on on s /
Time

signs of  Demonstrati routine 2.3-1 answer key 2.3-1 PPE
approachi on activities
ng  Differentiate Evaluate your
 Motivation
farrowing d Instruction Perform Task performance using
 CBT RPL Monitoring criteria checklist
Approach Proceed to signs of 2.3-1
institutional farrowing
assessment
area
 Visual
Learners-
Read Use achievement Use Progress Chart
informatio chart/ Training to evaluate
n sheet Activity Matrix/ students’ learning
2.3-1 Trainees Record
contextual monitor students
learning learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
627
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

628
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resource Date
Content Strategies on on on s /
Time
6. Prepare  Modular  Observe Answer self-check Compare answer CBLM

farrowing  Demonstrati routine 2.3-2 to answer key 2.3- PPE
materials on activities 2 types of
and  Differentiate feeds
 Motivation
supplies d Instruction Perform Task Evaluate your feeding
based on  Blended  Conduct Sheet2.3-2 performance using guide
the work  CBT RPL Preparation of performance
requireme Approach Proceed to materials and criteria checklist
nts institutional supply needed 2.3-2
assessment in farrowing
area
 Visual
Learners-
Read
informatio
n sheet Use achievement Use Progress Chart
2.3-2 chart/ Training to evaluate
contextual Trainees Record
learning Book (TRB) to
area monitor students
Learners-
Listen to
audio
presentati
on
629
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

630
Learning Methods/ Presentatio Practice/Applicati Feedback/Evaluati Resource Date
Content Strategies n on on s /
Time
7. Wear  Modular  Observe Answer self-check Compare answer to CBLM

appropria  Demonstrati routine 2.3-3 answer key 2.3-3 PPE
te PPE on activities feeds
following  Differentiate Evaluate your
 Motivation
OSHS d Instruction Perform Task performance using
 CBT RPL Wearing criteria checklist
Approach Proceed to appropriate PPE 2.3-3
institutional and application of
assessment OSHS
area
 Visual
Learners-
Proceed to
Book (TRB) to
contextual
monitor students
learning
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
631
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

632
LO 2. Perform farrowing-related activities
Learning Content
1. Monitoring farrowing problems
2. Adjustment of feed intake- Nutrient requirements of animals
3. Assisting the sow or guilt during farrowing
4. Nurturing and management newborn piglets according to GAHP
5. Proper disposal of dead piglets and placenta following DENR regulation
a. Monitor farrowing problems following enterprise protocol
b. Adjust feed intake based on nutrient requirements of animals
c. Assist the sow or gilt based on the animal requirement
d. Conduct management of newborn piglets according to GAHP
e. Dispose of placenta and dead piglets following DENR regulations
TLE_AFAAPS9- 12HFSS-IIIjIV-b-20
633

farrowing  Differentiated  Motivation
problems Instruction Evaluate your
following  Blended  Conduct Perform Task performance using
enterprise  CBT Approach RPL Sheet2.3-4 performance criteria
protocol Proceed to Monitoring checklist
institutional farrowing problems
assessment
area
 Visual
Read Use achievement to evaluate students’
information chart/ Training learning
sheet 2.3-4
Activity Matrix/
Proceed to
Trainees Record
contextual
Book (TRB) to
learning area
monitor students
 Auditory
learning
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
634
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

635
Time
2.Adjust  Modular  Observe Answer self-check Compare answer to CBLM

feed intake  Demonstratio routine 2.3-5 answer key 2.3-5
based on n activities
nutrient  Differentiated Evaluate your
 Motivation
requiremen Instruction Perform Task performance using
ts of  Blended  Conduct Sheet2.3-5 performance
animals  CBT RPL Adjustment of feed criteria checklist
Approach Proceed to intake
institutional - Nutrient
assessment requirements of
area animals
Learners- to evaluate
Read students’ learning
informatio Use achievement
n sheet chart/ Training
2.3-5 Activity Matrix/
Proceed to
Trainees Record
contextual
Book (TRB) to
learning
monitor students
area
learning
 Auditory
Learners-
Listen to
audio
presentatio
n
636
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

637
Time
3. Assist  Modular  Observe Answer self-check Compare answer to CBLM

the sow or  Demonstratio routine 2.3-6 answer key 2.3-6
gilt based n activities
on the  Differentiated Evaluate your
 Motivation
animal Instruction Perform Task performance using
requiremen  Blended  Conduct Sheet2.3-6 performance criteria
t  CBT Approach RPL Assisting the checklist 2.3-6
Proceed to sow or guilt
institutional during farrowing
assessment
Learners- Use achievement learning
information Activity Matrix/
learning area learning
 Auditory
Learners-
Listen to
audio
presentatio
n
638
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

639
Time
4. Conduct  Modular  Observe Answer self-check Compare answer to CBLM

managemen  Demonstratio routine 2.3-7 answer key 2.3-7
t of newborn n activities
piglets  Differentiated Evaluate your
 Motivation
according to Instruction Perform Task Sheet performance using
GAHP  Blended  Conduct Nurturing and performance
 CBT RPL management criteria checklist
Approach Proceed to newborn piglets 2.3-7
institutional according to
assessment GAHP
area
 Visual
Learners- Use achievement Use Progress Chart
Read chart/ Training to evaluate
information Activity Matrix/ students’ learning
learning area learning
 Auditory
Learners-
Listen to
audio
presentatio
n
640
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

641
Time
5. Dispose  Modular  Observe Answer self-check Compare answer to CBLM

of placenta  Demonstratio routine 2.3-7 answer key 2.3-7
and dead n activities
piglets  Differentiated Evaluate your
 Motivation
DENR  Blended  Conduct Proper disposal performance criteria
regulation  CBT Approach RPL of dead piglets checklist 2.3-7
s Proceed to and placenta
institutional following DENR
assessment regulation
area
 Visual
contextual Book (TRB) to
learning area monitor students
Learners-
Listen to
audio
presentatio
n
642
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

643
LO 3. Raise piglets to weaning
Learning Content
1. Provision of temperature and climate requirements based on GAHP and Animal Welfare Act
2. Sucking of colostrum and milk
3. Injection of iron preparations
4. Castration of male piglets (GAHP and Animal Welfare Act)
5. Feeding of piglets per requirement
6. Weaning of piglets
7. Practicing GAHP
3.1 Provide proper temperature/micro climate based on the minimum requirements for animal welfare of pigs and GAHP
3.2 Ensure colostrum and milk intake based from GAHP
3.3 Inject iron preparations based on industry standards and manufacturer’s specification
3.4 Castrate male animals based on the minimum requirement for the welfare of pigs and GAHP
3.5 Feed piglets based on their physiological growth requirements
3.6 Wean piglets based on industry standards
TLE_AFAAPS9- 12HFSS-IV-cd-e-21
644
Learning Content Methods/ Presentati Practice/Applicati Feedback/Evaluati Resourc Date
Strategies on on on es /
Time
1. Provide proper  Modular  Observe Answer self-check Compare answer CBLM

temperature/mi  Demonstrati routine 2.4-1 to answer key 2.4-
cro climate on activities 1
based on the  Differentiate  Motivation
minimum d Perform Task Evaluate your
requirements Instruction  Conduct Sheet performance using
for animal  Blended RPL • Provision of performance
welfare of pigs  CBT Proceed to temperature criteria checklist
and GAHP Approach institutiona and climate 2.4-1
l requirements
assessmen based on GAHP
t area and Animal
 Visual Welfare Act
Read Use achievement to evaluate
informatio chart/ Training students’ learning
n sheet Activity Matrix/
learning learning
area
 Auditory
Learners-
Listen to
audio
645
presentati
on
Proceed to
computer
learning
area
 Kinestheti
c
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

646
2. Ensure  Modular  Observe routine Answer self-check Compare answer to CBLM

colostrum  Demonstration activities 2.4-2 answer key 2.4-2
and milk  Differentiated  Motivation
intake Instruction Evaluate your
based  Blended  Conduct Perform Task performance using
from  CBT Approach RPL Sheet2.4-2 performance criteria
GAHP Proceed to Sucking of checklist 2.4-2
institutional colostrum and
assessment milk
area
 Visual
learning area monitor students
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
647
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

648
Time
3. Inject iron  Modular  Observe Answer self-check Compare answer to CBLM

preparations  Demonstratio routine 2.4-3 answer key 2.4-3
industry  Differentiated Evaluate your
 Motivation
standards Instruction Perform Task performance using
manufacturer’  CBT RPL criteria checklist
s specification Approach Proceed to Injection of iron 2.4-3
institutional preparations
assessment
area
 Visual
Learners-
Read Use achievement
informatio chart/ Training Use Progress Chart
n sheet Activity Matrix/ to evaluate
2.4-3 Trainees Record students’ learning
learning learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
649
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

650
Time
4. Castrate  Modular  Observe Answer self-check Compare answer to CBLM

male  Demonstratio routine 2.4-4 answer key 2.4-4
animals n activities
 Motivation
the Instruction Perform Task performance using
minimum  Blended  Conduct Sheet2.4-4 performance criteria
requiremen  CBT Approach RPL checklist 2.4-4
t for the Proceed to Castration of
welfare of institutional male piglets
pigs and assessment (GAHP and
GAHP area Animal Welfare
 Visual Act)
Learners-
Read
information Use Progress Chart
sheet 2.4-4 to evaluate students’
Proceed to Use achievement learning
contextual chart/ Training
learning area Activity Matrix/
 Auditory Trainees Record
Learners- Book (TRB) to
Listen to monitor students
audio learning
presentatio
n
651
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

652
Learning Methods/ Presentatio Practice/Applicati Feedback/Evaluati Resources Date
Content Strategies n on on /
Time

piglets  Demonstrati routine 2.4-5 answer key 2.4-5
based on on activities
their  Differentiate Evaluate your
 Motivation
physiologic d Instruction Perform Task performance using
al growth  Blended  Conduct Sheet2.4-5 performance
requiremen  CBT RPL criteria checklist
ts Approach Proceed to Feeding of 2.4-5
institutional piglets per
assessment requirement
area
 Visual
Learners-
learning learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
653
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

654
6. Wean  Modular  Observe routine Answer self-check Compare answer to CBLM

piglets  Demonstration activities 2.4-5 answer key 2.4-5
based on  Differentiated  Motivation
industry Instruction Evaluate your
standards  Blended  Conduct Perform Task performance using
 CBT Approach RPL Sheet2.4-5 performance criteria
Proceed to checklist 2.4-5
institutional Weaning of
assessment piglets
area
 Visual
Learners-
sheet 2.4-5 chart/ Training learning
learning area Book (TRB) to
 Auditory monitor students
Learners- learning
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
655
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

656
LO 4. Maintain Health
Learning Content
1. Monitoring piglet behaviour
2. Monitoring of animal health condition
3. Monitoring uniformity of the litter
4. Monitoring sow discharges
5. Instruction of veterinarian
6. Implementation of vaccination program
4.1 Monitor changes in piglet behaviour following enterprise protocol
4.2 Monitor animal condition through changes in fecal color, odor, and consistency of piglets
4.3 Monitor uniformity of litter based on the enterprise requirements
4.4 Monitor sow discharges following instructions of veterinarian
4.5 Implement vaccination based on veterinary recommendation
TLE_AFAAPS9- 12HFSS-IVe-f22
657

changes  Differentiated  Motivation
in piglet Instruction Evaluate your
behaviour  Blended  Conduct Perform Task performance using
following  CBT Approach RPL Sheet2.5-1 performance criteria
enterprise Proceed to  Monitoring checklist 2.5-1
protocol institutional piglet behaviour
assessment
 Visual chart/ Training to evaluate students’
Proceed to
learning
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
658
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

659
Time

animal  Demonstratio routine 2.5-2 answer key 2.452 PPE
through  Differentiated Evaluate your
 Motivation
changes in Instruction Perform Task performance using
fecal color,  Blended  Conduct Sheet2.5-2 performance criteria
odor, and  CBT Approach RPL  Monitoring of checklist 2.5-2
consistenc Proceed to animal health
y of piglets institutional condition
assessment
area
 Visual Use achievement Use Progress Chart
Learners- chart/ Training to evaluate students’
Read Activity Matrix/ learning
information Trainees Record
Proceed to
monitor students
contextual
learning
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
660
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

661
Time

uniformity  Demonstratio routine 2.5-3 answer key 2.5-3
of litter n activities
based on the  Differentiated Evaluate your
 Motivation
enterprise Instruction Perform Task performance using
requirement  Blended  Conduct Sheet2.5-3 performance
s  CBT RPL criteria checklist
Approach Proceed to Monitoring 2.5-3
institutional uniformity of the
assessment litter
area
 Visual
Learners-
information Use achievement to evaluate
sheet 2.5-3 chart/ Training students’ learning
learning area Book (TRB) to
 Auditory monitor students
Learners- learning
Listen to
audio
presentatio
n
662
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

663
Time

sow  Demonstratio routine 2.5-4 answer key 2.5-4
discharges n activities
 Motivation
instruction Instruction Perform Task performance using
s of  Blended  Conduct Sheet2.5-4 performance criteria
veterinaria  CBT Approach RPL checklist 2.5-4
n Proceed to Monitoring sow
institutional discharges
assessment
area
 Visual Use achievement Use Progress Chart
Learners- chart/ Training to evaluate students’
Read Activity Matrix/ learning
information Trainees Record
Proceed to monitor students
contextual learning
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
664
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

665
Time
5. Implement  Modular  Observe Answer self-check Compare answer to CBLM

vaccination  Demonstratio routine 254-5 answer key 2.5-5
veterinary  Differentiated Evaluate your
 Motivation
recommendatio Instruction Perform Task performance using
n  Blended  Conduct Sheet2.5-5 performance
Approach Proceed to Implementation 2.5-5
institutional of vaccination
assessment program
area
 Visual
Read to evaluate
informatio Use achievement students’ learning
n sheet chart/ Training
2.5-5 Activity Matrix/
learning monitor students
area learning
 Auditory
Learners-
Listen to
audio
presentatio
n
666
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

667
LO 5. Record data
Learning Content
1. Updating farrowing card
2. Monitoring farrowing schedules
3. Work plan
4. Recording of production performance
5.1 Update farrowing card following enterprise procedures
5.2 Monitor farrowing schedules with reference to work plan
5.3 Record production performance and reported to immediate authority
TLE_AFAAPS9- 12HFSS-IVf-g23
668
Time

farrowing  Demonstratio routine 2.5-6 answer key 2.5-6
card n activities
 Motivation
procedure  Blended  Conduct Sheet2.5-6 performance criteria
s  CBT Approach RPL checklist 2.5-6
Proceed to Updating
institutional farrowing card
assessment
area
 Visual
Learners-
Read
information
sheet 2.5-6
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
669
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

670

farrowing  Differentiated  Motivation
schedules Instruction Evaluate your
with  Blended  Conduct Perform Task performance using
reference  CBT Approach RPL Sheet2.6-1 performance criteria
to work Proceed to Work plan checklist 2.6-1
plan institutional
assessment
area
 Visual
Learners-
Read
information
sheet 2.6-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
671
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

672
Time

e and  Differentiated Evaluate your
 Motivation
reported to Instruction Perform Task performance using
immediate  Blended  Conduct Sheet2.6-2 performance criteria
authority  CBT RPL Recording of checklist 2.6-2
Approach Proceed to production
institutional performance
assessment
area
 Visual
Learners-
Read
information
sheet 2.6-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
673
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

674
LESSON 3: RAISING WEANLINGS (RWLS)
LO 1. Prepare piglets for weaning
Learning Content
1. Cleaning and disinfecting the pen
2. Adjustment and supplying materials and equipment supplies
3. Grouping of weaners in accordance to farm specifications
4. Transferring of weaners in accordance with Animal Welfare Act
5. Feeding animals per requirements
6. Application of OSHS
1.1 Clean and disinfect pens based on farm specifications
1.2 Adjust and supply materials and equipment
1.3 Group weaners based on the farm specifications
1.4 Transfer weaners in compliance with the Animal Welfare Act
1.5 Feed animals according to requirement
TLE_AFAAPS9- 12HFSS-IVf-g2
675
Time
1. Clean and  Modular  Observe Answer self-check Compare answer to CBLM

disinfect  Demonstratio routine 3.1-1 answer key 2.6-3
pens based n activities Perform Task
on farm  Differentiated Sheet2.6-3 Evaluate your
 Motivation
specification Instruction performance using
s  Blended  Conduct Cleaning and performance
 CBT RPL disinfecting the criteria checklist
Approach Proceed to pen 2.6-3
institutional
assessment
area
 Visual
Learners-
Read
information
sheet 2.6-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
676
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

677
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resource Cod
2. Adjust  Modular  Observe Answer self-check Compare answer to CBLM

and  Demonstratio routine 2.6-4 answer key 2.-6
supply n activities
materials  Differentiated Evaluate your
 Motivation
equipmen  Blended  Conduct Sheet2.6-4 performance
t  CBT RPL criteria checklist
Approach Proceed to Adjustment and 2.6-4
institutional supplying
assessment materials and
area equipment
 Visual supplies
Learners-
Read
information
sheet 2.6-4
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
678
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

679
Time
3. Group  Modular  Observe Answer self-check Compare answer to CBLM

weaners  Demonstratio routine 2.6-5 answer key 2.6-5
based on the n activities
farm  Differentiated Evaluate your
 Motivation
specification Instruction Perform Task performance using
s  Blended  Conduct Sheet2.6-5 performance
Approach Proceed to Grouping of 2.6-5
institutional weaners in
assessment accordance to
area farm
 Visual specifications
Learners-
Read
information
sheet 2.6-5
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
680
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

681
Time
4. Transfer  Modular  Observe Answer self-check Compare answer to CBLM

weaners in  Demonstratio routine 2.6-5 answer key 2.6-5
complianc n activities
e with the  Differentiated Evaluate your
 Motivation
Animal Instruction Perform Task performance using
Welfare  Blended  Conduct Sheet2.6-5 performance criteria
Act  CBT Approach RPL checklist 2.6-5
Proceed to Transferring of
institutional weaners in
assessment accordance with
area Animal Welfare
 Visual Act
Learners-
Read
information
sheet 2.6-5
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
682
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

683
Time

animals  Demonstratio routine 2.6-5 answer key 2.6-5
according n activities
to  Differentiated Evaluate your
 Motivation
requiremen Instruction Perform Task performance using
t  Blended  Conduct Sheet2.6-5 performance criteria
 CBT Approach RPL checklist 2.6-5
Proceed to Feeding animals
institutional per
assessment requirements
area
 Visual
Learners-
Read
information
sheet 2.6-5
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
684
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

685
LO 2. Maintain conducive atmosphere and facilities for feeding
Learning Content
1. Regular cleaning of the pen - Hygienic procedures Maintaining the proper temperature animal housing
facilities - Minimum Standards on the Welfare of Pigs
2. Code of GAHP
3. Inspection and adjustment of feeder
4. Adjusting feed ration based on requirements
5. Shifting and increasing feed ration per animal requirements
6. Providing fresh and clean water
2.1 Clean pen regularly following standard hygienic procedures
2.2 Provide proper temperature based on the Minimum Standards on the Welfare of Pigs GAHP
2.3 Check and adjust feeders to ensure proper functioning
2.4 Shift and increase feed ration based on animal requirements
2.5 Provide fresh and clean water at all times (adlibitum)
TLE_AFAAPS9- 12RWLS-IVjI-b-25
686
Time

pen  Demonstratio routine 3.1-1 answer key 3.1-1
regularly n activities
 Motivation
standard Instruction Perform Task performance using
hygienic  Blended  Conduct Sheet3.1-1 performance criteria
procedure  CBT Approach RPL checklist 3.1-1
s Proceed to Regular cleaning
institutional of the pen -
assessment Hygienic
area procedures
 Visual
Learners-
Read
information
sheet 3.1-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
687
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

688
Time
2. Provide  Modular  Observe Answer self- Compare answer to CBLM

proper  Demonstratio routine check3.1-2 answer key 3.1-2
temperatur n activities
e based on  Differentiated Evaluate your
 Motivation
the Instruction Perform Task performance using
Minimum  Blended  Conduct Sheet3.1-2 performance criteria
Standards  CBT RPL Maintaining the checklist 3.1-2
on the Approach Proceed to proper temperature
Welfare of institutional animal housing
Pigs GAHP assessment facilities - Minimum
area Standards on the
 Visual Welfare of Pigs s
Learners-
Read
information
sheet 3.1-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
689
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

690
Time
3. Check  Modular  Observe Answer self-check Compare answer to CBLM

adjust n activities
feeders to  Differentiated Evaluate your
 Motivation
ensure Instruction Perform Task performance using
proper  Blended  Conduct Sheet3.2-1 performance
functionin  CBT RPL criteria checklist
g Approach Proceed to Inspection and 3.2-1
institutional adjustment of
assessment feeder
area
 Visual
Learners-
Read
information
sheet 3.2-1
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
691
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

692
Time
4. Shift and  Modular  Observe Answer self-check Compare answer to CBLM

increase  Demonstratio routine 3.2-2 answer key 3.2-2
feed ration n activities
 Motivation
requiremen  Blended  Conduct Sheet3.2-2 performance
ts  CBT RPL Shifting and criteria checklist
Approach Proceed to increasing feed 3.2-2
institutional ration per animal
assessment requirements
area
 Visual
Learners-
Read
informatio
n sheet
3.2-2
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
693
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

694
Time
5. Provide  Modular  Observe Answer self-check Compare answer to CBLM

fresh and  Demonstratio routine 3.2-3 answer key 3.2-3
clean n activities
water at  Differentiated Evaluate your
 Motivation
all times Instruction Perform Task performance using
(adlibitu  Blended  Conduct Sheet3.2-3 performance
m)  CBT RPL criteria checklist
Approach Proceed to Providing fresh 3.2-3
institutional and clean water
assessment
area
 Visual
Learners-
Read
information
sheet 3.2-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
695
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

696
LO 3. Maintain health of newly weaned piglets
Learning Content
1. Monitoring animal condition - Weaners behavior
2. Monitoring uniformity of the litters
3. Deworming program of the weaners - Farm protocols
4. Implementation of vaccination program per veterinarian recommendations
5. Practicing OSHS
3.1 Monitor animal condition following enterprise procedures
3.2 Monitor uniformity of litter following farm procedures
3.3 Deworm weaners based on farm protocols
3.4 Implement vaccination programs based on veterinary recommendations
TLE_AFAAPS9- 12RWLS-Ic-e26
697
Time

animal  Demonstratio routine 3.3-1 answer key 3.3-1
 Motivation
Proceed to Monitoring
institutional animal condition
assessment - Weaners
area behavior
 Visual
Learners-
Read
information
sheet 3.3-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
698
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

699
Time

uniformity  Demonstratio routine 3.3-2 answer key 3.3-2
of litter n activities
 Motivation
farm Instruction Perform Task performance using
s  CBT Approach RPL Monitoring checklist 3.3-2
Proceed to uniformity of the
institutional litters
assessment
area
 Visual
Learners-
Read
information
sheet 3.3-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
700
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

701
Time

Deworm  Demonstratio routine 3.3-3 answer key 3.3-3
weaners n activities
based  Differentiated Evaluate your
 Motivation
on farm Instruction Perform Task performance using
protocol  Blended  Conduct Sheet3.3-3 performance criteria
Proceed to Deworming
institutional program of the
assessment weaners - Farm
area protocols
 Visual
Learners-
Read
information
sheet 3.3-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
702
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

703
Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resourc Date
Content Strategies on on on es /
Time
4. Implement  Modular  Observe Answer self-check Compare answer CBLM

vaccination  Demonstrati routine 3.4-1 to answer key 3.4-
programs on activities 1
based on  Differentiate  Motivation
veterinary d Perform Task Evaluate your
recommendati Instruction  Conduct Sheet3.4-1 performance using
ons  Blended RPL
 CBT Proceed to 
Approach institutional Implementation
assessment of vaccination
area program per
 Visual veterinarian
Learners- recommendatio
Read ns  Practicing
informatio OSHS
n sheet
3.4-1
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentati
on
704
Proceed to
computer
learning
area
 Kinestheti
c
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

705
LO 4. Record data
Learning Content
1. Updating weanling records
2. Monitoring weanling schedule
3. Monitoring production performance of weanlings
4.1 Update weanling records using standard enterprise
4.2 Monitor weaning schedule
4.3 Monitor production performance of weanlings according to enterprise procedures
TLE_AFAAPS9- 12RWLS-Ie-f27
706
Time

weanling  Demonstratio routine 3.4-2 answer key 3.4-2
records n activities
using  Differentiated Evaluate your
 Motivation
standard Instruction Perform Task performance using
enterpris  Blended  Conduct Sheet3.4-2 performance
e  CBT RPL Updating weanling criteria checklist
Approach Proceed to records 3.4-2
institutional
assessment
area
 Visual
Learners-
Read
information
sheet 3.4-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
707
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

708
Time

weaning  Demonstratio routine 3.4-3 answer key 3.4-3
schedul n activities
 Motivation
 Blended  Conduct Sheet3.4-3 performance criteria
Proceed to Monitoring
institutional weanling
assessment schedule
area
 Visual
Learners-
Read
information
sheet 2.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
709
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

710
Time

e of  Differentiated Evaluate your
 Motivation
weanlings Instruction Perform Task performance using
according to  Blended  Conduct Sheet3.4-4 performance criteria
enterprise  CBT RPL checklist 3.4-4
procedures Approach Proceed to Monitoring
institutional production
assessment performance of
area weanlings
 Visual
Learners-
Read
information
sheet 3.4-4
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
711
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

LESSON 4: PRODUCING FINISHER (PFR)
712
LO 1. Prepare animals for finishing
Learning Content
1. Selection of suitable grower for finisher pigs - Weight - Age
2. Cleaning and disinfection of finisher buildings
3. Adjustment and supplying materials and equipment
4. Grouping of the growers - Transferring of the grower’s minimum standard on the welfare of the pig and
code of the GAHP
5. Practicing OSHS
1.1 Select suitable growers for finishing based on weight and age
1.2 Disinfect and clean finishers building following enterprise procedures
1.3 Adjust and supply materials and equipment according to the work requirements
1.4 Group growers based on industry standards and enterprise specifications
1.5 Transfer growers based on the Minimum Standards on the Welfare of Pigs and Code of Good Animal Husbandry Practices (GAHP
TVL_AFAAPPC9-12PLA-IIId-e-39
713
Time

suitable  Demonstratio routine 3.4-5 answer key 3.4-5
growers n activities
for  Differentiated Evaluate your
 Motivation
finishin Instruction Perform Task performance using
g based  Blended  Conduct Sheet3.4-5 performance criteria
on  CBT Approach RPL Selection of checklist 3.4-5
weight Proceed to suitable grower for
and age institutional finisher pigs -
assessment Weight - Age
area
 Visual
Learners-
Read
information
sheet 3.4-5
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
714
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

715
Time
2. Disinfect  Modular  Observe Answer self-check Compare answer to CBLM

and clean  Demonstratio routine 3.4-6 answer key 3.4-6
finishers n activities
building  Differentiated Evaluate your
 Motivation
following Instruction Perform Task performance using
enterprise  Blended  Conduct Sheet3.4-6 performance
procedure  CBT RPL criteria checklist
s Approach Proceed to Cleaning and 3.4-6
institutional disinfection of
assessment finisher
area buildings
 Visual
Learners-
Read
information
sheet 3.4-6
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
716
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

717
Time
3. Adjust and  Modular  Observe Answer self-check Compare answer to CBLM

supply  Demonstratio routine 3.4-7 answer key 3.4-7
materials n activities
and  Differentiated Evaluate your
 Motivation
equipment Instruction Perform Task performance using
according  Blended  Conduct Sheet3.4-7 performance
to the work  CBT RPL criteria checklist
requiremen Approach Proceed to Adjustment and 3.4-7
ts institutional supplying
assessment materials and
area equipment
 Visual
Learners-
Read
informatio
n sheet
3.4-7
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
718
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

719
Time
5.Group  Modular  Observe Answer self-check Compare answer to CBLM

growers  Demonstratio routine 3.4-7 answer key 3.4-7
industry  Differentiated Evaluate your
 Motivation
standards Instruction Perform Task performance using
enterprise  CBT RPL criteria checklist
specificatio Approach Proceed to Grouping of the 3.4-7
ns institutional growers -
assessment Transferring of
area the growers
 Visual minimum
Learners- standard on the
Read welfare of the
informatio pig and code of
n sheet the GAHP
3.4-7
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
720
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

721
LO 2. Maintain conducive atmosphere and facilities
Learning Content
1. Cleaning pen and facilities
2. Hygienic procedures
3. Maintaining the proper temperature
4. minimum standards on the welfare of the pigs
5. code of GAHP
6. Checking drinker and adjustment Standard height of drinker
7. Provision of enough space - Space requirements - Minimum Standards on the Welfare of Pigs - GAHP
8. Selection and isolation of weak animal
2.1 Clean pen regularly following hygienic procedures
2.2 Provide and monitor proper temperature based on the minimum standards on the welfare of the pigs and GAHP
2.3 Check the height of the drinker and adjust to ensure proper functioning based on the Minimum Standard on the Welfare of Pigs and
GAHP
2.4 Provide enough space based on the Minimum Standard on the welfare of Pigs and GAHP
2.5 Isolate weak animals based on industry standard
TLE_AFAAPS9- 12PFR-Ifi-jIIa-29
722

Cleaning  Demonstration activities 3.5-1 answer key 3.5-1
pen and  Differentiated  Motivation
facilities Instruction Evaluate your
 Blended  Conduct Perform Task performance using
 CBT Approach RPL Sheet3.5-1 performance criteria
Proceed to checklist 3.5-1
institutional Clean pen
assessment regularly
area following
 Visual hygienic
Learners- procedures
Read
information
sheet 3.5-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
723
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

724
Time
2. Provide  Modular  Observe Answer self-check Compare answer to CBLM

monitor n activities
proper  Differentiated Evaluate your
 Motivation
temperatur Instruction Perform Task performance using
e based on  Blended  Conduct Sheet3.5-2 performance criteria
the  CBT RPL checklist 3.5-2
minimum Approach Proceed to Maintaining the
standards institutional proper temperature
on the assessment
welfare of area
the pigs  Visual
and GAHP Learners-
Read
information
sheet 3.5-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
725
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

726
Time

the height  Demonstratio routine 3.5-3 answer key 3.5-3
of the n activities
drinker  Differentiated Evaluate your
 Motivation
and adjust Instruction Perform Task performance using
to ensure  Blended  Conduct Sheet3.5-3 performance
proper  CBT RPL criteria checklist
functionin Approach Proceed to Checking 3.5-3
g based on institutional drinker and
the assessment adjustment
Minimum area
Standard  Visual
on the Learners-
Welfare of Read
Pigs and information
GAHP sheet 3.5-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
727
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

728
4.  Modular  Observe routine Answer self- Compare answer to CBLM

Provide  Demonstration activities check3.5-4 answer key 3.5-4
enough  Differentiated  Motivation
space Instruction Evaluate your
based on  Blended  Conduct Perform Task performance using
the  CBT Approach RPL Sheet3.5-4 performance criteria
Minimum Proceed to checklist 3.5-4
Standard institutional Provision of
on the assessment enough space -
welfare of area Space
Pigs and  Visual requirements -
GAHP Learners- Minimum
Read Standards on the
information Welfare of Pigs -
sheet 3.5-4 GAHP
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
729
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


5.Isolate  Modular  Observe routine Answer self- Compare answer to CBLM

weak  Demonstration activities check3.5-4 answer key 3.5-4
animals
730
based on  Differentiated  Motivation Evaluate your
industry Instruction Perform Task performance using
standard  Blended  Conduct Sheet3.5-4 performance criteria
Proceed to Selection and
institutional isolation of weak
assessment animal
area
 Visual
Learners-
Read
information
sheet 3.5-4
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
731
ASSESSMENT PLAN
 Type of evidence _______________________________________________


LO3: Feed Finishers
Learning Content
1. Inspection and adjustment of feeders
2. Feed and feeding - Feeding system
3. Adjustment of feeding ration and shifting
4. Withdrawal of medicated feeds per veterinarian instruction
5. Practicing OSHS
3.1 Check and adjust feeders to ensure proper functioning
3.2 Feed animals according to a standard feeding system
3.3 Adjust feed ration and shift based on farm protocols and physiological growth and veterinarian instruction
3.4 Withdraw medicated feeds according to veterinarian’s instruction
TLE_AFAAPS9- 12PFR-IIa-c30
732
Time

and adjust  Demonstratio routine 3.6-1 answer key3.6-1
feeders to n activities
ensure  Differentiated Evaluate your
 Motivation
proper Instruction Perform Task performance using
functionin  Blended  Conduct Sheet3.6-1 performance criteria
g  CBT Approach RPL checklist 3.6-1
Proceed to Inspection and
institutional adjustment of
assessment feeders
area
 Visual
Learners-
Read
information
sheet 3..6-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
733
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

734
2. Feed  Modular  Observe routine Answer self-check Compare answer to CBLM

animals  Demonstration activities 3.6-2 answer key 3.6-2
according  Differentiated  Motivation
to a Instruction Evaluate your
standard  Blended  Conduct Perform Task performance using
feeding  CBT Approach RPL Sheet3.6-2 performance criteria
system Proceed to checklist 3.6-2
institutional Feed and feeding -
assessment Feeding system
area
 Visual
Learners-
Read
information
sheet 3.6-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
735
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________
E. TEACHER’S SELF REFLECTION OF THE SESSION

736
Time

feed ration  Demonstratio routine 3.6-3 answer key 3.6-3
and shift n activities
 Motivation
farm Instruction Perform Task performance using
protocols  Blended  Conduct Sheet3.6-3 performance
and  CBT RPL criteria checklist
physiologic Approach Proceed to  Adjustment of 3.6-3
al growth institutional feeding ration
and assessment and shifting
veterinaria area
n  Visual
instruction Learners-
Read
informatio
n sheet
3.6-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
737
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

738
Time
4. Withdraw  Modular  Observe Answer self-check Compare answer to CBLM

medicated  Demonstratio routine 3.6-4 answer key 3.6-4
feeds n activities
according to  Differentiated Evaluate your
 Motivation
veterinarian’ Instruction Perform Task performance using
s instruction  Blended  Conduct Sheet3.6-4 performance
Approach Proceed to Withdrawal of 3.6-4
institutional medicated feeds
assessment per veterinarian
area instruction 
 Visual Practicing OSHS
Learners-
Read
information
sheet 3.6-4
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
739
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

740
LO 4. Maintain herd health care and medication program
Learning Content
1. Monitoring the changes in: - Behavior - Posture - Skin color - Respiration
2. Monitoring uniformity of stocks
3. Implementing vaccination and medication program
4.1 Monitor changes in animal behavior following Animal Welfare Act and GAHP
4.2 Monitor changes in posture of animal based on the Animal Welfare Act and GAHP
4.3 Monitor changes in respiration of animal According to Animal Welfare Act and GAHP 4.4 Monitor changes in skin color of the
animal According to Animal Welfare Act and GAHP
4.5 Monitor uniformity of the stocks
4.6 Implement vaccination and medication programs based on the veterinarian instructions
TLE_AFAAPS9- 12PFR-IIc-e31
741

in animal Instruction Evaluate your
behaviour  Blended  Conduct Perform Task performance using
following  CBT Approach RPL Sheet4.4-1-1 performance criteria
Animal Proceed to checklist 4.4-1
Welfare institutional Monitoring the
Act and assessment changes in: -
GAHP area Behavior -
 Visual Posture - Skin
Learners- color -
Read Respiration
information
sheet 4.1-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
742
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

743

in Instruction Evaluate your
posture  Blended  Conduct Perform Task performance using
of animal  CBT Approach RPL Sheet4.4-1-2 performance criteria
based on Proceed to Monitoring checklist 4.1-2
the institutional uniformity of stocks
Animal assessment
Welfare area
Act and  Visual
GAHP Learners-
Read
information
sheet 4.1-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
744
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

745
Time

changes in  Demonstratio routine 4.1-2 answer key 4.1-2
respiratio n activities
n of  Differentiated Evaluate your
 Motivation
According  Blended  Conduct Sheet4.4-1-2 performance criteria
to Animal  CBT Approach RPL Monitoring checklist 4.1-2
Welfare Proceed to uniformity of stocks
Act and institutional
GAHP assessment
area
 Visual
Learners-
Read
information
sheet 4.1-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
746
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

747

in skin Instruction Evaluate your
color of  Blended  Conduct Perform Task performance using
the  CBT Approach RPL Sheet4.4-1-2 performance criteria
animal Proceed to Monitoring checklist 4.1-2
According institutional uniformity of stocks
to Animal assessment
Welfare area
Act and  Visual
GAHP Learners-
Read
information
sheet 4.1-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
748
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

749
Time
5. Monitor  Modular  Observe routine Answer self-check Compare answer to CBLM

uniformit  Demonstratio activities 4.1-2 answer key 4.1-2
y of the n  Motivation
stocks  Differentiated Evaluate your
 Blended RPL Sheet4.4-1-2 performance criteria
 CBT Approach Proceed to Monitoring checklist 4.1-2
institutional uniformity of stocks
assessment
area
 Visual
Learners-
Read
information
sheet 4.1-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
750
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

751
Time

Implement  Demonstratio routine 4.1-2 answer key 4.1-2
vaccination n activities
and  Differentiated Evaluate your
 Motivation
medication Instruction Perform Task performance using
programs  Blended  Conduct Sheet4.4-1-2 performance criteria
based on  CBT Approach RPL Implementing checklist 4.1-2
the Proceed to vaccination and
veterinaria institutional medication program
n assessment
instruction area
s  Visual
Learners-
Read
information
sheet 4.1-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
752
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

753
LO 6. Record Data
Learning Content
1. Updating finishing records
2. Monitoring production parameters for finishers
6.1 Update finishing records following enterprise protocol
6.2 Monitor production parameters for finishers with reference to production requirements
TLE_AFAAPS9- 12PFR-IIi-33
754
1. Update  Modular  Observe routine Answer self-check Compare answer to CBLM

finishing  Demonstration activities 4.2-1 answer key
records  Differentiated  Motivation 4.2-1
following Instruction
enterprise  Blended  Conduct Perform Task Evaluate your
protocol  CBT Approach RPL Sheet4.2-1 performance using
Proceed to performance criteria
institutional Updating checklist 4.2-1
assessment finishing records
area
 Visual
Learners-
Read
information
sheet 4.2-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
755
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

756
Time

parameters n activities
for finishers  Differentiated Evaluate your
 Motivation
with Instruction Perform Task performance using
reference to  Blended  Conduct Sheet4.2-2 performance
production  CBT RPL criteria checklist
requirement Approach Proceed to Monitoring 4.2-2
s institutional production
assessment parameters for
area finishers
 Visual
Learners-
Read
information
sheet 4.2-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
757
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

758
LESSON 5: MAINTAINING HEALTHY ANIMAL ENVIRONMENT (MHAE)
LO 1. Maintain relative humidity
Learning Content
1. Measurement of relative humidity - Calibration using hydrometer
2. Methods of maintaining relative humidity
3. Adjustment of blowers and curtains
4. Following monitoring schedules for reading the relative humidity
1.1 Measure relative humidity using hygrometer for calibration
1.2 Adjust curtains and blowers following production requirements
1.3 Follow monitoring schedules for RH readings according to work plan
TLE_AFAAPS9- 12MHAE-IIjIIIa-34
759
Time
1. Measure  Modular  Observe Answer self-check Compare answer to CBLM

relative  Demonstratio routine 4.3-1 answer key 4.3-1
humidity n activities
using  Differentiated Evaluate your
 Motivation
hygromete Instruction Perform Task performance using
r  Blended  Conduct Sheet4.3-1 performance criteria
 CBT Approach RPL Measurement of checklist 4.3-1
Proceed to relative humidity
institutional - Calibration
assessment using
area hydrometer
 Visual
Learners-
Read
information
sheet 4.3-1
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
760
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

761
Time

curtains and  Demonstratio routine 4.3-2 answer key 4.3-2
blowers n activities
 Motivation
production Instruction Perform Task performance using
requirement  Blended  Conduct Sheet4.3-2 performance
s  CBT RPL criteria checklist
Approach Proceed to Adjustment of 4.3-2
institutional blowers and
assessment curtains
area
 Visual
Learners-
Read
information
sheet 4.3-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
762
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

763
Time
3. Follow  Modular  Observe Answer self-check Compare answer to CBLM

monitorin  Demonstratio routine 4.3-3 answer key 4.3-3
g n activities
schedules  Differentiated Evaluate your
 Motivation
for RH Instruction Perform Task performance using
readings  Blended  Conduct Sheet4.3-3 performance
according  CBT RPL criteria checklist
to work Approach Proceed to Following 4.3-3
plan institutional monitoring
assessment schedules for
area reading the
 Visual relative
Learners- humidity
Read
information
sheet 4.3-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
764
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

765
LO 2. Control temperature
Learning Content
1. Measuring temperature - Using thermometer - Methods of controlling temperature - Monitoring
temperature
2. Adjusting curtains, blowers, and window shutters to control temperature
3. Following monitoring schedule for temperature reading
4. Implementation of contingency measures
2.1 Measure temperature using thermometer
2.2 Adjust curtains, blowers, and window shutter following production requirements
2.3 Follow monitoring schedule for temperature reading according to work plan
2.4 Implement contingency procedure in extreme condition
TLE_AFAAPS9- 12MHAE-IIIac-35
766
Time
1. Measure  Modular  Observe Answer self-check Compare answer to CBLM

temperatur  Demonstratio routine 4.3-3 answer key 4.3-3
e using n activities
thermomet  Differentiated Evaluate your
 Motivation
er Instruction Perform Task performance using
Approach Proceed to Measuring 4.3-3
institutional temperature -
assessment Using
area thermometer -
 Visual Methods of
Learners- controlling
Read temperature -
informatio Monitoring
n sheet temperature
4.3-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
767
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

768
Time
2. Adjust  Modular  Observe Answer self-check Compare answer to CBLM

curtains,  Demonstratio routine 4.3-3 answer key 4.3-3
blowers, n activities
and window  Differentiated Evaluate your
 Motivation
shutter Instruction Perform Task performance using
following  Blended  Conduct Sheet4.3-3 performance
production  CBT RPL criteria checklist
requiremen Approach Proceed to Adjusting 4.3-3
ts institutional curtains,
assessment blowers, and
area window
 Visual shutters to
Learners- control
Read temperature
informatio
n sheet
4.3-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
769
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

770
Time

monitoring  Demonstratio routine 4.3-3 answer key 4.3-3
schedule n activities
for  Differentiated Evaluate your
 Motivation
temperatur Instruction Perform Task performance using
e reading  Blended  Conduct Sheet4.3-3 performance
to work Approach Proceed to Following 4.3-3
plan institutional monitoring
assessment schedule for
area temperature
 Visual reading
Learners- according to
Read work plan
informatio
n sheet
4.3-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
771
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

772
Time
4. Implement  Modular  Observe Answer self-check Compare answer to CBLM

contingenc  Demonstratio routine 4.3-3 answer key 4.3-3
y n activities
procedure  Differentiated Evaluate your
 Motivation
in extreme Instruction Perform Task performance using
condition  Blended  Conduct Sheet4.3-3 performance
Approach Proceed to Implementation 4.3-3
institutional of contingency
assessment measures
area
 Visual
Learners-
Read
information
sheet 4.3-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
773
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

774
LO 4. Sustain water quality
Learning Content
1. Observation of schedule for routine testing of water - Procedures in testing water - Work plan
2. Collection of water sample
3. Submission of water sample for testing to authority
4. Regular cleaning and disinfection of tanks and pipes
4.1 Observe schedule for routine testing of water according to work plan
4.2 Collect water sample properly according to establish protocol
4.3 Submit water sample for testing to authority
4.4 Regularly clean and disinfect pipes and tanks according to established protocols
TLE_AFAAPS9- 12MHAE-IIIfh-37
775

Observe  Demonstration activities 4.4-1 answer key 4.4-1
schedule  Differentiated  Motivation
for Instruction Evaluate your
routine  Blended  Conduct Perform Task performance using
testing of  CBT Approach RPL Sheet4.4-1 performance criteria
water Proceed to checklist 4.4-1
according institutional
to work assessment Observation of
plan area schedule for
 Visual routine testing of
Learners- water -
Read Procedures in
information testing water -
sheet 4.4-1 Work plan
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
776
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


777
2. Collect  Modular  Observe routine Answer self-check Compare answer to CBLM
water  Demonstration activities 4.4-2 answer key 4.4-2
sample  Differentiated  Motivation
properly Instruction Evaluate your
according  Blended  Conduct Perform Task performance using
to  CBT Approach RPL Sheet4.4-2 performance criteria
establish Proceed to checklist 4.4-2
protocol institutional Collection of water
assessment sample
area
 Visual
Learners-
Read
information
sheet 4.4-2
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
778
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


Time

Submit  Demonstratio routine 4.4-3 answer key 4.4-3
water n activities
sample  Differentiated Evaluate your
 Motivation
for Instruction Perform Task performance using
testing  Blended  Conduct Sheet4.4-3 performance criteria
to  CBT RPL checklist 4.4-3
Approach
779
authorit Proceed to Submission of
y institutional water sample for
assessment testing to
area authority
 Visual
Learners-
Read
information
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
780
ASSESSMENT PLAN
 Type of evidence _______________________________________________


Time

Regularly  Demonstratio routine 4.4-3 answer key 4.4-3
clean and n activities
disinfect  Differentiated Evaluate your
 Motivation
pipes and Instruction Perform Task performance using
tanks  Blended  Conduct Sheet4.4-3 performance
to Approach Proceed to Regular 4.4-3
establishe institutional cleaning and
d assessment disinfection of
protocols area tanks and pipes
 Visual
Learners-
Read
781
information
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
782
ASSESSMENT PLAN
 Type of evidence _______________________________________________


LO 5. Maintain ventilation
Learning Content
1. Implementation of curtain management per animal requirements
2. Procedures of maintaining blower Eliminating of breeding place of vermin
5.1 Perform curtain management according to the animal requirements
5.2 Do the maintenance of blower regularly
TLE_AFAAPS9- 12MHAE-IIIhi-38
783
Time

curtain  Demonstratio routine 4.4-3 answer key 4.4-3
manageme n activities
nt  Differentiated Evaluate your
 Motivation
according Instruction Perform Task performance using
to the  Blended  Conduct Sheet4.4-3 performance
animal  CBT RPL criteria checklist
requiremen Approach Proceed to Implementation 4.4-3
ts institutional of curtain
assessment management
area per animal
 Visual requirements
Learners-
Read
informatio
n sheet
4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
784
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

785
Time
5. Do the  Modular  Observe Answer self-check Compare answer to CBLM

maintenan  Demonstratio routine 4.4-3 answer key 4.4-3
ce of blower n activities
regularly  Differentiated Evaluate your
 Motivation
Approach Proceed to Procedures of 4.4-3
institutional maintaining
assessment blower
area
 Visual
Learners-
Read
informatio
n sheet
4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
786
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

787
LO 6. Control Vermin
Learning Content
1. Eliminating of breeding place of vermin
2. Disposal of farm wastes - Farm waste attracts vermin
3. Inspection and maintenance of perimeter fences - Prevention of entry of stray animals
4. Application of chemicals to control vermin according to FPA guidelines
5. Elimination of mosquito breeding grounds
6.1 Eliminate breeding places of vermin following enterprise procedure
6.2 Properly dispose of farm waste that attracts vermin
6.3 Check and repair perimeter fences routinely to prevent entry of stray animals
6.4 Apply appropriate chemicals according to the FPA guidelines
6.5 Eliminate mosquito breeding grounds following standard procedures
TLE_AFAAPS9- 12MHAE-IIIjIVb-39
788
Time
1 .  Modular  Observe Answer self-check Compare answer to CBLM

Eliminat  Demonstratio routine 4.4-3 answer key 4.4-3
e n activities
 Motivation
places of Instruction Perform Task performance using
vermin  Blended  Conduct Sheet4.4-3 performance
following  CBT RPL criteria checklist
enterpris Approach Proceed to Eliminating of 4.4-3
e institutional breeding place
procedur assessment of vermin
e area
 Visual
Learners-
Read
information
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
789
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

790
Time

Properl  Demonstratio routine 4.4-3 answer key 4.4-3
y n activities
dispose  Differentiated Evaluate your
 Motivation
of farm Instruction Perform Task performance using
waste  Blended  Conduct Sheet4.4-3 performance criteria
that  CBT Approach RPL checklist 4.4-3
attracts Proceed to Disposal of farm
vermin institutional wastes - Farm
assessment waste attracts
area vermin
 Visual
Learners-
Read
information
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
791
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

792
Time

repair n activities
perimete  Differentiated Evaluate your
 Motivation
r fences Instruction Perform Task performance using
routinely  Blended  Conduct Sheet4.4-3 performance criteria
to  CBT RPL checklist 4.4-3
prevent Approach Proceed to Inspection and
entry of institutional maintenance of
stray assessment perimeter fences
animals area - Prevention of
 Visual entry of stray
Learners- animals
Read
information
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
793
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

794
Time
4. Apply  Modular  Observe Answer self-check Compare answer to CBLM

appropriat  Demonstratio routine 4.4-3 answer key 4.4-3
e n activities
chemicals  Differentiated Evaluate your
 Motivation
according Instruction Perform Task performance using
to the FPA  Blended  Conduct Sheet4.4-3 performance
guidelines  CBT RPL criteria checklist
Approach Proceed to Application of 4.4-3
institutional chemicals to
assessment control vermin
area according to
 Visual FPA guidelines
Learners-
Read
information
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
795
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

796
Time

Eliminate  Demonstratio routine 4.4-3 answer key 4.4-3
mosquito n activities
 Motivation
grounds Instruction Perform Task performance using
following  Blended  Conduct Sheet4.4-3 performance
standard  CBT RPL criteria checklist
procedure Approach Proceed to Elimination of 4.4-3
s institutional mosquito
assessment breeding
area grounds
 Visual
Learners-
Read
information
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
797
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

798
LESSON 6: APPLYING BIO-SECURITY MEASURES (ABSM)
LO 1. Identify bio-security threats and hazards
Learning Content
1. Identifying immediate threats on animal health - Reporting to immediate authority
2. Identification of bio-security threats - Organizational policy
1.1 Identify immediate threats to the health of the animal and report to immediate authority
1.2 Identify bio-security threats based on established organizational policy
TLE_AFAAPS9- 12MHAE-IIIjIVb-39
799
Time
Identify  Demonstratio routine 6.1-1 answer key 6.1-1
immediat n activities
e threats  Differentiated Evaluate your
 Motivation
to the Instruction Perform Task Sheet performance using
health of  Blended  Conduct 6.1-1 performance
the  CBT RPL criteria checklist
animal Approach Proceed to Identifying 6.1-1
and institutional immediate
report to assessment threats on
immediat area animal health -
e  Visual Reporting to
authority Learners- immediate
Read authority
information
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
Proceed to
computer
learning area
800
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

801
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resource Date
Content Strategies n n on s /
Time
2. Identify  Modular  Observe Answer self-check Compare answer to CBLM

bio-security  Demonstratio routine 6.1-1 answer key 6.1-1
threats n activities
 Motivation
established Instruction Perform Task performance using
organization  Blended  Conduct Sheet 6.1-1 performance
al policy  CBT RPL criteria checklist
Approach Proceed to Identification of 6.1-1
institutional bio-security
assessment threats -
area Organizational
 Visual policy
Learners-
Read
informatio
n sheet
4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
802
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

803
LO 2. Apply disease prevention practices
Learning Content
1. Disinfection of supplies and materials
2. Preparation and monitoring of vehicle and foot baths disinfection according to standard operating procedures
3. Following sanitation and hygiene practices according to standard operating practices
4. Disinfection of all types of vehicles and equipment entering the farm
5. Quarantine and vaccination of new stock be introduced into the herd
6. Implementation of vaccination and health program per instruction of veterinarian
2.1 Prepare and apply disinfectants according to the standard operating procedure
2.2 Prepare and monitor vehicle and footbath disinfection regularly according to standard operating practices
2.3 Follow the hygiene and sanitation of farm personnel and visitors based on the standard operating practices
2.4 Disinfect all types of vehicle and equipment entering the farm according to standard operating procedures
2.5 Quarantine and vaccinate the new stocks to be introduced into the herd according to standard operating procedures
2.6 Implement vaccination and health program as instructed by veterinarian
TLE_AFAAPS9- 12ABSM-IVeg-41
804
Time
1. Prepare  Modular  Observe Answer self-check Compare answer to CBLM

and apply  Demonstratio routine 6.2-1 answer key 4.4-3
disinfectan n activities
ts  Differentiated Perform Task Evaluate your
 Motivation
according Instruction Sheet4.4-3 performance using
to the  Blended  Conduct performance
standard  CBT RPL Disinfection of criteria checklist
operating Approach Proceed to supplies and 4.4-3
procedure institutional materials
assessment
area
 Visual
Learners-
Read
informatio
n sheet
4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
805
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

806
Learning Method Presentatio Practice/Applicatio Feedback/Evaluatio Resource Date
Content s/ n n n s /
Strategies Time
2. Prepare  Modular  Observe Answer self-check Compare answer to CBLM

monitor n activities
vehicle  Differentiated Evaluate your
 Motivation
footbath  Blended  Conduct Sheet4.4-3 performance
disinfectio  CBT RPL criteria checklist
n regularly Approach Proceed to Preparation and 4.4-3
according institutional monitoring of
to assessment vehicle and foot
standard area baths
operating  Visual disinfection
practices Learners- according to
Read standard
information operating
sheet 4.4-3 procedures
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
807
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

808
3. Follow  Modular  Observe routine Answer self-check Compare answer to CBLM

the  Demonstration activities 4.4-3 answer key 4.4-3
hygiene  Differentiated  Motivation
and Instruction Evaluate your
sanitation  Blended  Conduct Perform Task performance using
of farm  CBT Approach RPL Sheet4.4-3 performance criteria
personnel Proceed to checklist 4.4-3
and institutional Following
visitors assessment sanitation and
based on area hygiene practices
the  Visual according to
standard Learners- standard
operating Read operating
practices information practices
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentation
Proceed to
computer
learning area
 Kinesthetic
Learners-
809
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

810
Time

Disinfect  Demonstratio routine 4.4-3 answer key 4.4-3
all types n activities
of vehicle  Differentiated Evaluate your
 Motivation
t entering  CBT RPL criteria checklist
the farm Approach Proceed to Disinfection of 4.4-3
according institutional all types of
to assessment vehicles and
standard area equipment
operating  Visual entering the
procedure Learners- farm
s Read
information
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
811
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

812
Time

Quarantin  Demonstratio routine 4.4-3 answer key 4.4-3
e and n activities
vaccinate  Differentiated Evaluate your
 Motivation
the new Instruction Perform Task performance using
stocks to  Blended  Conduct Sheet4.4-3 performance
be  CBT RPL criteria checklist
introduce Approach Proceed to Quarantine and 4.4-3
d into the institutional vaccination of
herd assessment new stock be
according area introduced into
to  Visual the herd
standard Learners-
operating Read
procedure information
s sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
813
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

814
Time

Implement  Demonstratio routine 4.4-3 answer key 4.4-3
vaccinatio n activities
n and  Differentiated Evaluate your
 Motivation
health Instruction Perform Task performance using
program  Blended  Conduct Sheet4.4-3 performance
as  CBT RPL criteria checklist
instructed Approach Proceed to Implementation 4.4-3
by institutional of vaccination
veterinaria assessment and health
n area program per
 Visual instruction of
Read
information
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
815
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________


LO. 3. Apply preventive disease transmission practices
816
Learning Content
1. Collection and preparation of sample - Serological monitoring of notifiable diseases
2. Application preventive measures on notifiable diseases - Bureau of Animal Industry (BAI) declaration
3. Following medication and vaccination programs per instruction of veterinarian
4. Culling sick and unfit stocks - Sick and unfit stock - Isolation - Culling
5. Disposal of dead stocks and by-products - Disposal method - Safety precautions
6. Cleaning and disinfection of tools and equipment - Hygiene and sanitation
7. Standard Operating procedure
3.1 Collect and prepare sample for serological monitoring of notifiable diseases
3.2 Follow the preventive measures on notifiable diseases as declared by BAI based on the industry standards
3.3 Follow medication and vaccination strictly as recommended by manufacturer and veterinarian
3.4 Cull and isolate sick and unfit animal in accordance with Animal Welfare Act and standard operating procedures
3.5 Dispose of dead stocks and by- products properly
3.6 Clean and disinfect properly tools and equipment used in handling sick and dead animals
3.7 Communicate regularly with a supervising veterinarian or supervisor based on industry standards
TLE_AFAAPS9- 12ABSM-IVhi-42
817
Time
1. Collect  Modular  Observe Answer self-check Compare answer to CBLM

prepare n activities
sample  Differentiated Evaluate your
 Motivation
for Instruction Perform Task performance using
serologica  Blended  Conduct Sheet4.4-3 performance
l  CBT RPL criteria checklist
monitorin Approach Proceed to Collection and 4.4-3
g of institutional preparation of
notifiable assessment sample -
diseases area Serological
 Visual monitoring of
Learners- notifiable
Read diseases
information
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
818
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

819
Time

the  Demonstratio routine 4.4-3 answer key 4.4-3
preventiv n activities
 Motivation
measures Instruction Perform Task performance using
on  Blended  Conduct Sheet4.4-3 performance
notifiable  CBT RPL criteria checklist
diseases Approach Proceed to Application 4.4-3
as institutional preventive
declared assessment measures on
by BAI area notifiable
based on  Visual diseases -
the Learners- Bureau of
industry Read Animal Industry
standard information (BAI) declaration
s sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
820
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

821
Time

medication  Demonstratio routine 4.4-3 answer key 4.4-3
and n activities
vaccination  Differentiated Evaluate your
 Motivation
strictly as Instruction Perform Task performance using
recommend  Blended  Conduct Sheet4.4-3 performance
ed by  CBT RPL criteria checklist
manufactur Approach Proceed to Following 4.4-3
er and institutional medication and
veterinarian assessment vaccination
area programs per
 Visual instruction of
Read
informatio
n sheet
4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
822
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

823
Time
4. Cull  Modular  Observe Answer self-check Compare answer to CBLM

isolate n activities
sick and  Differentiated Evaluate your
 Motivation
unfit Instruction Perform Task performance using
animal in  Blended  Conduct Sheet4.4-3 performance
accordanc  CBT RPL criteria checklist
e with Approach Proceed to Implementation 4.4-3
Animal institutional of vaccination
Welfare assessment and health
Act and area program per
standard  Visual instruction of
operating Learners- veterinarian
procedure Read
s information
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
824
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

825
Time

Dispose  Demonstratio routine 4.4-3 answer key 4.4-3
of dead n activities
stocks  Differentiated Evaluate your
 Motivation
and by- Instruction Perform Task performance using
product  Blended  Conduct Sheet4.4-3 performance criteria
properly Proceed to Disposal of dead
institutional stocks and by-
assessment products -
area Disposal method
 Visual - Safety
Learners- precautions
Read
information
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
826
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

827
Time

disinfect n activities
properly  Differentiated Evaluate your
 Motivation
tools and Instruction Perform Task performance using
t used in  CBT RPL criteria checklist
handling Approach Proceed to Cleaning and 4.4-3
sick and institutional disinfection of
dead assessment tools and
animals area equipment -
 Visual Hygiene and
Learners- sanitation
Read
information
sheet 4.4-3
Proceed to
contextual
learning area
 Auditory
Learners-
Listen to
audio
presentatio
n
828
Proceed to
computer
learning area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

829
Time

Communica  Demonstratio routine 4.4-3 answer key 4.4-3
te regularly n activities
with a  Differentiated Evaluate your
 Motivation
supervising Instruction Perform Task performance using
veterinarian  Blended  Conduct Sheet4.4-3 performance
or  CBT RPL criteria checklist
supervisor Approach Proceed to Standard 4.4-3
based on institutional Operating
industry assessment procedure
standards area
 Visual Regular
Learners- communication
Read with
informatio veterinarian
n sheet
4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
830
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

831
LO 4. Maintain records
Learning Content
1. Collecting and updating of record - Sample checklist
2. Reporting to veterinarian or immediate supervisor
4.1 Collect and update appropriate records in checklist format accordance with organizational policy
4.2 Report to veterinarian or supervisor according to industry standards
TLE_AFAAPS9- 12ABSM-IVj43
832
Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resource Date
Content Strategies n n on s /
Time
1. Collect  Modular  Observe Answer self-check Compare answer to CBLM

and update  Demonstratio routine 4.4-3 answer key 4.4-3
appropriate n activities
records in  Differentiated Evaluate your
 Motivation
checklist Instruction Perform Task performance using
format  Blended  Conduct Sheet4.4-3 performance
accordance  CBT RPL criteria checklist
with Approach Proceed to Standard 4.4-3
organization institutional Operating
al policy assessment procedure
area
 Visual Collecting and
Learners- updating of
Read record - Sample
informatio checklist
n sheet
4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
833
Proceed to
computer
learning
area
 Kinestheti
c Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

834
Time

to  Demonstratio routine 4.4-3 answer key 4.4-3
veterinaria n activities
n or  Differentiated Evaluate your
 Motivation
supervisor Instruction Perform Task performance using
according  Blended  Conduct Sheet4.4-3 performance
to industry  CBT RPL criteria checklist
standards Approach Proceed to Standard 4.4-3
institutional Operating
assessment procedure
area
 Visual Reporting to
Learners- veterinarian or
Read immediate
information supervisor
sheet 4.4-3
Proceed to
contextual
learning
area
 Auditory
Learners-
Listen to
audio
presentatio
n
835
Proceed to
computer
learning
area
 Kinesthetic
Learners-
Hands- on
activities
Proceed to
practical
work area
ASSESSMENT PLAN
 Type of evidence _______________________________________________

836
SESSION PLAN
HOME ECONOMICS
837
SESSION PLAN
Sector : Tourism
Qualification Title : Cookery NC II
Unit of Competency : Introduction to Cookery 9
Module Title : Introducing Cookery 9
Learning Outcomes:
1. Explain core concepts in cookery
2. Discuss the relevance of the course
3. Explore opportunities for a career in cookery
838
A. INTRODUCTION:
This introduction to Cookery deals on the core concepts, principles, and competencies to help students become
competent and confident in their chosen specialization. Relevance of the course to everyday life and career
opportunities in the field of cookery are likewise to be explored in this overview. Let this new cookery journey change
the lives of our learners and allow them to discover their hidden talents in cooking.
Introduction
Learning Methods Presentation Practice Feedback Resources Time
Content
Core Concepts Lecture LM-Cookery 1 hour

The students
in Cookery Discussion G9/ CG/
will be asked
Module in HE-
to read the
Cookery
Information
Sheet on the
Introduction to
Cookery 9
839
Relevance of Brainstorming/ The teacher LM-Cookery
the course Lecture will ask G9/ CG/
Discussion questions Module in HE-
about the Cookery
relevance of
the course
Career Video The teacher Laptop/OHP

opportunities Presentation will ask
questions
about the
presentation
840
SESSION PLAN
Sector : Technology and Livelihood Education
Qualification Title : Cookery 9
Unit of Competency : Understand Personal Entrepreneurial Competencies (PECs) and Business Environment
Module Title : Understanding Personal Entrepreneurial Competencies (PECs) and Business Environment
Learning Outcome :
1. Explain dimensions/clusters of PECs and the different characteristic traits per cluster
2. Evaluate one’s PECs
3. Explain how different factors influence the business environment
4. Explain procedures for generating business ideas or identifying business opportunities
5. Generate business ideas and identify business opportunities
A. INTRODUCTION
At the start of your journey in learning Cookery, the Personal Entrepreneurial Competencies and entrepreneurial mindsets were introduced. In
this concept review, you will be reminded of these lessons and you get to assess whether or not you have the competencies found among
entrepreneurs. In addition, a brief lesson on the Business Environment and Idea Generation is provided to help contextualize how your skills
might be useful for an entrepreneurial venture.
LO 1: Assess Personal Entrepreneurial Competencies
841
Content
• Dimensions Lecture/Discussion The teacher Answer Self- The teacher -LM in TLE 1 hour
of Personal will discuss the check 1.1 feedback on Cookery 9
Entrepreneurial Dimensions of learner’s -Information
Competencies Personal responses Sheet 1.1
(PECs) Entrepreneurial -Self-check
Competencies 1.1
(PECs). -Answer Key
1.1
• Assessment Presentation/ The teacher Answer Self- The teacher -LM in TLE 1 hour
of PEC’s Demonstration presents the check 1.2 feedback on Cookery 9
Personal learner’s -Information
Entrepreneurial responses Sheet 1.2
Competencies -Self-check
(PECs) Self- 1.2
rating Answer Key
Questionnaire. 1.2
The teacher
will
demonstrate
how to answer
the Self-rating
Questionnaire
LO 2: Understand Business Environment & Business Ideas
•Factors in the Lecture/Discussion The teacher Answer Self- The teacher -LM in TLE 1 hour
business will discuss the check 1.3 feedback on Cookery 9
environment factors in the learner’s -Information
business responses Sheet 1.3
environment -Self-check
1.3
-Answer Key
1.3
842
•Identifying Lecture/Discussion The teacher Answer Self- The teacher -LM in TLE 1 hour
business will discuss the check 1.4 feedback on Cookery 9
opportunities business learner’s -Information
- SWOT opportunities responses Sheet 1.4
Analysis -Self-check
1.4
-Answer Key
1.4
C. Assessment Plan:
Written Test: Written test on the knowledge contents on PECs and Business Environment
Performance Test: Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire
Interview: Feedback on Personal Entrepreneurial Competencies and Business Environment
D. TEACHER’S SELF-REFLECTION ON THE SESSION
When the session plan was first used, it was observed that citing samples from personal experiences and actual situations that
generally occur and experienced by everyone, the learners easily comprehend the content of the lesson. In the process, they learned from
actual experiences or situations cited.
843
SESSION PLAN
2 WEEKS
Sector : TOURISM
Qualification Title : COOKERY NC II
Unit of Competency : CLEAN AND MAINTAIN KITCHEN TOOLS, EQUIPMENT, AND PREMISES (KP)
Module Title : CLEANING AND MAINTAINING KITCHEN TOOLS, EQUIPMENT, AND PREMISES (KP)
Learning Outcomes :
1. Clean, sanitize, and store kitchen tools and equipment
2. Clean and sanitize kitchen premises
A. INTRODUCTION
This unit deals with the skills and knowledge involve in cleaning, sanitizing and maintaining kitchens, equipment and utensils for food
preparation and storage in commercial/institutional kitchens.
LO 1: Clean, sanitize, and store kitchen tools and equipment

Content
1. Kitchen tools Modular/ Self- Students will Students will Compare LM in TLE
and equipment paced be asked to answer Self- answers with Cookery 9 1 hour
to be cleaned, read check 1.1 the answer
sanitized, and Information key 1.1
stored Sheet 1.1 on
kitchen tools
844
1.1. cutting and
tools and equipment.
equipment
1.2. measuring
tools and
equipment
1.3. mixing
tools and
equipment
1.4. top-of-the-
range
equipment
1.5. baking
tools and
equipment
2. Types of Modular/ Self- Students will Students will Compare LM in TLE

chemicals paced be asked to answer Self- answers with Cookery 9 30 minutes
used in read check 1.2 the answer
cleaning and Information key 1.2
sanitizing Sheet 1.2 on
kitchen tools kitchen tools
and equipment and
equipment.
3. Methods of Video Students will Students will Evaluate Laptop

cleaning and Presentation be asked to perform Task performance Projector 2 hours
sanitizing view a Sheet 1.1 on based on
kitchen tools demonstration how to clean Performance
and equipment on how to and sanitize Criteria
clean and kitchen tools Checklist 1.1
sanitize kitchen
845
tools and and
equipment equipment
4. Proper Students will Students will Compare
dishwashing be asked to answer Self- answers with 1 hour
techniques Modular/ Self- read check 1.3 the answer LM in TLE
paced Information and perform key 1.3 Cookery 9
Sheet 1.3 Activity 1.3 Present
5. Techniques proper output from
in storing dishwashing Activity 1.3
cleaned techniques and
kitchen tools Information
and equipment Sheet 1.4
techniques in
storing cleaned
kitchen tools
and equipment
LO 2: Clean and sanitize kitchen premises
6. Surfaces to Modular/ Self- Students will Students will Presentation LM in TLE
be cleaned paced be asked to answer of outputs in Cookery 9 1 hour
6.1. walls read Activity Sheet Activity 2.1
6.2. floors Information 2.1.
6.3. shelves Sheet 2.1 on
6.4. benches the different
and work surfaces to be
surfaces cleaned
6.5. cooking
equipment and
appliances
6.6. cold
storage
equipment
6.7.
storerooms
and cupboards
846
7. Types and Modular/ Self- Students will Students will Compare
uses of paced be asked to answer Self- answers with 1 hour
cleaning read check 2.2 the answer
agents Information key 2.2
7.1. Sheet 2.2 on LM in TLE
specifications the types and Cookery 9
7.2. usage uses of
instructions cleaning
7.3. methods agents
of mixing
7.4.
precautionary
measures
8. Sanitation Modular/ Self- Students will Students will Compare
procedures paced be asked to answer Self- answers with LM in TLE 1 hour
read check 2.3 the answer Cookery 9
9. Cleaning Information key 2.3
schedules Sheet 2.3 on
sanitation
procedures
and cleaning
schedules
C. Assessment Plan:
Written Test: Written test on the knowledge contents on cleaning and maintaining kitchen tools, equipment and premises.
Performance Test: Demonstration on cleaning and maintaining kitchen tools, equipment and premises.
Interview: To follow-up demonstration and the dimensions of competency.
847
SESSION PLAN
Sector : Tourism
Qualification Title : COOKERY NCII
Unit of Competency : Prepare Appetizer (Hot and Cold)
Module Title : Preparing Appetizer (Hot and Cold)
Learning Outcomes :
1. Perform mise-en place

2. Prepare a range of appetizers
3. Present a range of appetizers
4. Store appetizers
A. INTRODUCTION
This unit covers the knowledge, skills and attitude needed to diagnose student’s competencies in preparing and presenting
appetizers.
LO 1: Perform mise-en place
Learning Content Methods Presentation Practice Feedback Resources Time
*Pre-Test Self-pace Trainee will read the Trainee will answer Compare LM in 20
Pre-test on preparing the Pre-test answers with Cookery 9 min
appetizer the key to
correction on
appetizer
*Introduction Modular/ Trainee will read Trainee will answer

Self-pace Task Sheet No. 1
848
Information Sheet Compare LM in 40
No.1 on History of answer with the Cookery 9 min
Discussion Appetizers Recitation Self-Check No.1
Short discussion are
given as exchange of
views and ideas
1. Identification of Self-pace/ Trainee will read Trainee will do Evaluate
tools and Modular Information Sheet No. Performance Task performance LM in
equipment 2 on Tools, No. 1 Pick and Tell using Scoring Cookery 9 1 hr.
needed equipment and Rubric No. 1
2. Tools, equipment utensils needed in
and utensils preparing appetizers
needed in
preparing
appetizers
3. Cleaning, Discussion Watch video Trainee will do Evaluate LM in
sanitizing and Review Trainee will recall Performance Task performance Cookery 9 1 hr.
preparing tools past past lesson on the No. 2. Cleaning and using Scoring Video
and utensils to be lesson process of cleaning Sanitizing Tools and Rubric No. 2 (Internet)
used using and sanitizing Equipment
multimedia
4. Classification of Self-pace/ Trainee will read Trainee will answer Compare LM in 1hr.
appetizers Modular Information Sheet Task Sheet No. 2 answer with the Cookery 9
No. 3 on Self-Check
Classification of No. 2.
Appetizers
5. variety of Self-pace/ Trainee will read Trainee will answer Compare LM in 1 hr.
ingredients modular Information Sheet Task Sheet No. 3 answer with the Cookery 9
in preparing No. 4 on Variety of Self-Check
appetizers Ingredients in No. 3
6. Nutritional Value of Preparing Appetizer
849
Appetizer (Canapés)
Self-pace/
Trainee will read Trainee will answer Compare LM in 1 hr.
modular Information Sheet Task Sheet No. 4 answer with the Cookery 9
No. 5 on Variety of Self-Check
Ingredients in No. 4
Preparing Appetizer
(Cocktails, Relishes,
hors d’ oeuvres)
Lecture/ Trainer will discuss Trainer will show Trainer give Pictures/ 1 hr.
Discussion for further sample pictures of recitation/quiz power point
understanding of the appetizers and the Internet
topic ingredients used
LO 2. Prepare a range of appetizers
7. Varieties of hot Self-pace/ Trainee will read Trainee will answer Compare LM in 1 hr.
and cold modular Information Sheet Task Sheet No. 5 answer with Cookery 9
appetizers No. 6 on Hot and the Self-
Cold Appetizers Check
No. 5
8. Methods of Demonstra Trainee will read Trainee watch LM in 1 hr.
preparing tion Information Sheet sample recipes in Cookery 9
Appetizers No. 7 Preparing preparing appetizers
9. Suggested Appetizers *Canapés
projects Watch *Hors d’oeuvres
9.1 Canapés Video *Fruit appetizers
9.2 Hors d’oeuvres *Vegetable
9.3 Fruit appetizers Appetizers
9.4 Vegetable
Appetizers Trainer will Trainee do Evaluate Video Clips 1 hr.
10. Occupational demonstrate how to Performance Task Performance Recipe Clips
Health and prepare appetizers No. 2. Research using Scoring
Safety (OHS) and piled Up Rubric No. 2
850
Watch Video Clips on Research
preparing appetizers and piled up
Trainer site some Trainee do Evaluate 1 hr.

OHS in preparing Performance Task Performance
appetizers No. 3 Make It for Me using Scoring
Rubric No. 3
Make It for
Me
LO 3. Presenting a range of appetizers
11. Fundamentals of Trainee will read Trainee do Evaluate 1 hr.
plating Information Sheet Performance Task Performance
12. Accompaniments No. 8 on No. 4 Pose and using Scoring
of Appetizers Fundamentals of Dispose Rubric No. 4
13. Occupational plating Pose and
Health and Dispose
Safety (OHS)
LO 4. Store appetizers
14. Principles and Trainee will read Trainee will answer Compare 1 hr.
techniques in Information Sheet Task Sheet No.6 answer to
storing appetizers No. 9 on Self-Check
15. Safety and No. 6
hygienic Laboratory Trainee will do Evaluate
practices work on Performance Task Performance
preparing No.5 using Scoring
appetizers Rubric No. 5
851
SESSION PLAN
Sector : Tourism
Unit of Competency : Salad and Salad Dressing (SSD)
Module Title : Salad and Salad Dressing (SSD)
Learning Outcomes :
1. Perform mise en place
2. Prepare a variety of salads and dressings
3. Present a variety of salads and dressings
4, Store salad and dressing
A. INTRODUCTION:
This unit deals with the skills and knowledge required in preparing and presenting salads and dressings.
LO 1: Perform mise en place

Learning
Methods Presentation Practice Feedback Resources Time
Content
852
Compare
 Test paper
Pre-test Introduce the new answer with
Introduction
Test
topic
Answer Pre-test
the answer  Answer 1 hr.
sheet
key
1.Tools, Lecture
equipment, and Read information Answer self- Compare  Module 9
utensils needed Slide Cookery 4 hrs.
sheet 4.1-1 on check 4.1-1 answer with
in preparing presentation tools, equipment the answer  Modules in
salad and / actual tool Home
and utensils needed key 4.1-1
dressing presentation Economics
in preparing salads
 View Cookery by
slideshow Joana C.
presentation Peralta
 Answer key
 slides
 actual tools
and
equipment
 laptop
 internet
2. Classification Lecture
of salads Read information  Module 9
according to Slide Cookery
sheet 4.1-2 on
ingredients. presentation Classification of  Answer key 3 hrs.
salads according to  laptop
ingredients  slides
 laptop
 View  internet
slideshow
presentation
853
3. Classification Lecture
of salads Read information Answer self- Compare  Module 9
according to Slide sheet 4.1-3 on Cookery
check 4.1-3 answer with
place in the meal presentation Classification of the answer  Answer key 3 hrs.
salads according to key 4.1-3  laptop
place in the meal  slides
 View  laptop
slideshow
presentation
Read information
sheet 4.1-4 on 
Module 9
Lecture Nutritional values of Cookery
4. Nutritional  Answer key
salad and dressing
values of salad  laptop 2 hrs.
Slide
and dressing  slides
presentation  View
slideshow  laptop
presentation
LO 2: Prepare a variety of salads and dressings
Read information

Module 9
sheet 4.1-5 on
Lecture Cookery
Components of a
5. Components Salad
Compare  Answer key
Answer self- 2 hrs.
of salads Slide check 4.1-5
answer with  laptop
presentation  View
the answer  slides
slideshow
key 4.1-5  laptop
presentation
854
 Module 9
Cookery
 Modules in
Read information
Home
sheet 4.1-6 on
6. Important Lecture Economics
Components of a
considerations in Compare Cookery by
Salad Answer self- 2hrs.
salad Slide answer with Joana C.
check 4.1-6
preparation presentation the answer Peralta
View slideshow
presentation
key 4.1-6  Answer key
 Laptop
 Slides
 laptop
 Module 9
Cookery
 Modules in
Home
Read Information Economics
7. Tools and Lecture Compare
Sheet 4.1-7 on Cookery by
equipment Answer self answer with
Tools and Joana C. 2 hrs.
needed in salad Slide check4.1-7 the answer
Equipment needed Peralta
making presentation key 4.1-7
in salad making  Answer key
 laptop
 slides
 laptop
Read Information Answer self Compare  Module 9

8. Methods of Demonstration Sheet 4.1-8 on check4.1-8 answer with Cookery
6 hrs.
preparing salad Method methods of Student return- the answer  Modules in
preparing salad demo/laboratory key 4.1-8 Home
855
Economics
Cookery by
Joana C.
Peralta
 Answer key
 laptop
 slides
 laptop
 Module 9
Cookery
 Modules in
Home
Compare
9.Kinds of salad Sheet 4.1-9 on Cookery by
Answer self answer with
dressing and Lecture Method Kinds of Salad Joana C. 2 hrs.
check4.1-9 the answer
their ingredients dressing and their Peralta
key 4.1-9
ingredients  Answer key
 laptop
 slides
 laptop
LO 3: Present a variety of salads and dressings

 Module 9
Read Information Cookery
10. Factors and
Sheet 4.1-10 on Compare  Modules in
techniques in
Video Factors and Answer self answer with Home
presenting 2 hrs.
presentation techniques in check4.1-10 the answer Economics
salads and
presenting salads key 4.1-10 Cookery by
dressings
and dressings Joana C.
Peralta
856
 Answer key
 laptop
 slides
 laptop

Module 9
11. Factors to Cookery
consider in  Modules in
plating and Read Information Home
presenting Lecture method Sheet 4.1-11 on Compare Economics
salads Factors to consider Answer self answer with Cookery by
4 hrs.
11.1. Balance Slide in plating and check4.1-11 the answer Joana C.
11.2. Harmony presentation presenting salads key 4.1-11 Peralta
11.3. Height  Answer key
11.4. Color  laptop
11.5. Texture  slides
 laptop

Module 9 30
Cookery mins.
 Modules in
Home
Read Information
12. Economics
Sheet 4.1-12 on
Accompaniments Lecture Cookery by
Accompaniments of
of salads Joana C.
salads
Peralta
 Answer key
 laptop
 slides
857
 laptop
LO 4: Store salad and dressing

 Module 9
Cookery
 Modules in
Home
Read Information
13. Safe and Economics
Sheet 4.1-13 on Compare
hygienic Cookery by
Lecture/Modular Safe and hygienic Answer self answer with
practices in Joana C. 3 hrs.
paced practices in storing check4.1-13 the answer
storing salads Peralta
salads and key 4.1-13
and dressings  Answer key
dressings
 laptop
 slides
 laptop
 Module 9
Cookery
 Modules in
Home
14. Temperature Sheet 4.1-14 on Compare Cookery by
required in Temperature Answer self answer with Joana C.
Lecture method Peralta 3 hrs.
storing salads required in storing check4.1-14 the answer
and dressings salads and key 4.1-14  Answer key
dressings  laptop
 slides
 laptop
858
Compare
 Test paper
answer with
Post- test
the answer  Answer 1 hr.
sheet
key
C. Assessment Plan:
Written Test: Picture Identification of the different tools, description of salads characteristics, true or false in important
factors to consider in salad preparation, fill in the blanks regarding salad ingredients, and enumeration of safe and hygienic
practices in storing salads and dressings.
Performance Test:
- Make an album of the different kinds of salad with their picture and recipe listed.
- Illustrate salad and identify its component.
- Salad making laboratory.
Interview:
859
SESSION PLAN
SECTOR: TOURISM
QUALIFICATION TITLE: COOKERY NC II
UNIT OF COMPETENCY: PREPARE SANDWICHES
MODULE TITLE: PREPARING SANDWICHES
LEARNING OUTCOMES
1. Perform mis-en-place.
2. Prepare a variety of sandwiches.
3. Present a variety of sandwiches.
4. Storing sandwiches.
A. INTRODUCTION
This unit covers the knowledge, skills, and attitudes needed to perform mis- en- place, prepare and
present varieties of sandwiches and storing sandwiches.
860
B. LEARNING ACTIVITIES:
LO 1. Perform Mis-en-place
Learning
Methods Presentation Practice Feedback Resources Time
Content
 Tools and  Self-  Read Information  Answer  Compare  Learner’s
equipment Paced sheet No. 1 about self- answer with module
needed in tools and check the answer  Answer key.
preparing  Slide equipment needed no. 1. key.
sandwich Video in preparing  Slides 2 hrs.
es. Present sandwiches.
ation  Power point
presentation
 Ingredient  Individu  Read information  Answer  Compare  Learner’s
s in al study sheet No. 2 about self- answer with module 4 hrs.
preparing  Blende Ingredients used in check the answer  Answer key.
Sandwich d preparing No. 2 key.
es. lecture sandwiches.  Slides
 View power point
presentation.
 Classificat  Slides  View power point  Perform Evaluate the  LM Scoring
ion of  Video presentation about task output using rubrics Slides
Sandwich present Classification of Hot Sheet scoring rubrics  Videos 4 hrs.
es/ ation and Cold No. 3 on on task sheet no.
Common Sandwiches) classific 3
861
Culinary  Blende  View video ation of
Terms on d presentation about sandwic
Sandwich lecture Classification of hes. (
Preparatio Sandwiches. Portrait
n of you
activity)
LO 2. Prepare Varieties of Sandwiches

 Compone  Lecture Read Information  Answer  Compare  Learner’s
nts of Discuss Sheet No. 4 on self- answer with module
Sandwich ion Components of check the answer  Answer key. 2.5 hrs.
es Sandwiches No. 4 key.
(
Moistenin
g Agent
and
Fillings)
 Types of  Slide  Slide show  Answer  Compare  Learner’s
Bread show presentation about self No. answer with module 2.5 hrs.
suited for present the types of bread 5. the answer  Answer key.
Sandwich ation suited for key.
es  Lecture sandwiches.
discussi
on
 Methods  Video  View video  Return  Evaluate the  Learner’s
of present presentation about demonst performance module
Preparing ation methods of ration on and output  Scoring
Sandwich  Demon preparing how to using the rubrics. 8 hrs.
es stration sandwiches ( Hot prepare scoring
and Cold simple rubrics
Sandwiches)
862
 Demonstrate sandwic
making / preparing hes.
simple Cold
Sandwiches and
simple Hot
Sandwich
LO 3. Present Varieties of Sandwiches
 Portion  Self-  Read Information  Answer  Compare  Learner’s
Control of paced sheet No. 7 about self- answer with module 2 hrs.
Sandwich  Lecture portion control of check the answer  Answer key.
and its discussi sandwich and its No. 7 key.
Ingredient on ingredients.
s
 Creative  Video  View video  Perform  Evaluate the  Scoring
Sandwich present presentation about task product and rubric.
Preparatio ation creative sandwich sheet performance
n and  Blende preparation and No. 8 on using the 12 hrs.
Presentati d presentation creative scoring
on Lecture sandwic rubric.
h
preparati
on and
presenta
tion.
LO 4. Storing Sandwiches
 Safe and  Self-  Read information  Answer  Compare  Learner’s
hygienic paced sheet No. 8 about self- answer with module 3 hrs.
practices  Lecture proper storage for check the answer  Answer key.
in storing discussi sandwiches and No. 9 key.
sandwich on storing techniques.
es
863
 Required
temperatu
re in
storing
sandwich
es.
C. ASSESSMENT PLAN
 Written test
 Performance test
 Oral questioning
D. TEACHER’S SELF- REFLECTION ON THE SESSION
When the session plan was first used it was observed that ICT integration contributes meaningfully in
giving instruction to the learners thus hands on activities or performance task also enhance the learning or
knowledge acquired by the learners and developed its skills and creativity in terms of sandwich preparation.
864
SESSION PLAN
Sector : Tourism
Qualification Title : Cookery NCII
Unit of Competency : Prepare Dessert
Module Title : Preparing Dessert
Learning Outcome :
1. Perform Mise En Place

2. Prepare Dessert
3. Plate/Present Dessert
4. Storing Dessert
A. INTRODUCTION
This unit covers the knowledge, skills, and attitudes required in preparing dessert
LO 1: Perform Mise en
Place
LEARNING CONTENT METHODSPRESENTATIO PRACTICE FEEDBACK RESOURCE TIME
N S
1. Tools, equipment, Lecture with Read information Answer Self Compare Learner’s 1 hour
and utensils needed in slide sheet 1. 1-1 -check 1.1-1 answer to module
preparing deserts presentatio answer key
n 1.1-1
2. Importance of Lecture Read information Answer Self Compare Learner’s 1 hour

desserts sheet 1.2 -1 -check 1.2-1 answer to Module
865
answer key
1.2-1
3. Classifications of Lecture with Read information Answer Self Compare Learner’s 1 hour
dessert and their slide sheet 1.3-1 -check 1.3-1 answer to Module
characteristics presentatio answer key
n 1.3-1
LO 2. Prepare dessert
4. Varieties of Lecture Read information Answer Self Compare Learner’s 1hour
ingredients in preparing sheet 2.1-1 -check 2.1-1 answer to Module
desserts answer key
2.1-1
5.Sauces for desserts Lecture Read information Answer Self Compare Learner’s 1
sheet 2.2-1 -check 2.2-1 answer to module week
answer key
2.2-1
6.Peparing desserts and Actual Task Sheet 2.3-1 Perform Evaluate Learner’s 1 hour
sweet sauces Hands on Task on performance Module
Activities/Se preparing using criteria
lf-paced dessert
7. 7. Suggested Actual Task Sheet 2.4-1 Perform Evaluate Learner’s 1
Projects: Hands on Task on performance module week
1. Fruit dessert Activities/Se preparing using criteria
2. Cream dessert lf-paced dessert
3. Frozen dessert
4. Hot dessert
5. Etc.
LO 3. Plate/Present
desserts
8. Accompaniments for Lecture with Read information Perform Evaluate Learner’s 1 hour
desserts slide sheet 3.1-1 Task on performance module
using criteria
866
presentatio Preparing
n Dessert
9. Factors and Lecture Read information Answer self- Compare Learner’s 1 hour
techniques in plating sheet 3.2-1 check 3.2-1 answer to module
and presenting deserts answer key
.1. Color 3.2-1
2. Texture
3. Height
4. Flavor
5. Balance
LO 4. Storing desserts
10. Safety and hygienic Lecture Read information Answer self- Compare Learner’s 1 hour
practices in storing sheet 4.1-1 check 4.1-1 answer to module
desserts answer key
4.1-1
11. Required Lecture Read information Answer self- Compare Learner’s 1 hour
temperature in storing sheet 4.2-1 check 4.2-1 answer to module
dessert answer key
4.2-1
867
SESSION PLAN
Sector : Tourism
Unit of Competency : Package Prepared Food
Module Title : Packaging Prepared Food
Learning Outcomes:
1. Select Packaging Materials
2. Package Food Items
C. INTRODUCTION:
868
This lesson describes the skills and knowledge required to package and label prepared foodstuffs for storage and
transportation. It requires the ability to check the quality of food and select correct packaging materials.
D. LEARNING ACTIVITIES
LO1: Select Packaging Materials
Content
Functions of
food Active lecture  Read  Activity  Module 1 hour
packaging information 8.1-1 Cookery 9
and its Slide sheet 8.1-1  Answer 30 mins.
importance presentation on Functions key
of food
packaging  slides
and its  laptop
importance
 View slide
presentation
Types of
packaging Brainstorming  Read  Answer  Compare  Module 1 hour
materials information self-check answer with Cookery 9
Slide/video sheet 8.1-2 8.1-2 the answer key  Answer 30 mins.
presentation on Types of 8.1-2 key
packaging
materials  slides
 laptop
869
 View video
presentation
LO 2: Package Food Items

Safety
procedures in Active Lecture  Read  Answer  Compare  Module 1 hour
packaging information self-check answer with Cookery 9
foods Slide/video sheet 8.2-1 8.2-1 the answer key  Answer 30 mins.
presentation on Safety 8.2-1 key
procedures in
packaging  slides
foods  laptop
 View video
presentation
Methods of
food Active Lecture  Read  Answer  Compare  Module 2 hours
packaging information self-check answer with Cookery 9
sheet 8.2-2 8.2-2 the answer key  Answer
Demonstration/ on Methods of  Perform 8.2-2 key
Practice food Task
packaging sheet 8.2-  Evaluate  Actual
2 Seal It performance packaging
 View Actual On using materials
demonstration Performance
Criteria
 Task Sheet Checklist
13.2-2 Seal It 8.3-2
On
870
Labelling of
packaged Active Lecture  Read  Answer  Compare  Module 1 hour
food information self-check answer with Cookery 9
Slide/video sheet 8.2-3 8.2-3 the answer key  Module in 30 mins.
presentation on Labelling 8.2-3 home
of packaged economics
food cookery
 View video  Answer

presentation key
 slides
 laptop
E. Assessment Plan:
Written Test: Written test on the knowledge contents on Functions of food packaging and its importance, Types of packaging
materials, Safety procedures in packaging foods, Methods of food packaging, Labelling of packaged food
Performance Test: Performance skill on Methods of packaging
Interview: Oral Questioning and Feedback
F. TEACHER’S SELF-REFLECTION ON THE SESSION
When the session plan was first used, it was observed that integration of ICT is a very effective method because students
learned faster when learning from actual or hands on activity.
871
Sector : Dressmaking/Tailoring
Qualification : Dressmaking NCll (Grade 9 Quarter 1)
Unit of competency : Assess Personal Entrepreneurial Competencies
Module Title : Assessing Personal Entrepreneurial Competencies
Personal Entrepreneurial Competencies (PECs)
Learning Outcomes
LO 1. Assess Personal Entrepreneurial Competencies
1.1. Explain dimensions/cluster of PECs and the different characteristics traits per cluster
1.2. Evaluate one’s PECs
LO 2. Understand the business environment and business idea
2.1. Explain how different factors influence the business environment
2.2. Explain procedures for generating business ideas or identifying business opportunities
A. INTRODUCTION: This session covers the knowledge, skills and attitudes required in Personal Entrepreneurial Competencies
(PECs). It includes assessing personal competencies and understanding the business environment and business idea.
LO 1. Assess Personal Entrepreneurial Competencies
Learning Content Methods Presentation Practice Feedback Resources Time Code
Introduction Modular Read Answer Compare LM 1
1.Core Concepts in Self-paced 1.Core Concepts in Personal answer Dressmaking hour
Dressmaking Individualized Dressmaking Entrepreneurial using Grade-9
2. Relevance of the 2. Relevance of the Competencies answer key
course course (PECs)
3. Career Opportunities 3. Career Opportunities Self-Rating
Questionnaire
Page 10-11
872
Personal Modular Read Learning Answer Compare LM- 2 TLE_P
Entrepreneurial Self-Paced Outcome 1 Self-Rating Answer Dressmaking hours ECs9-
Competencies-PECs Individualized Assess Personal Questionnaire- using Grade 9 12-l0-1
(PECs) Entrepreneurial pages 10-11, answer key
1. Dimension of competencies PECs Scoring
Personal 1. Dimension of Sheet, pages 1-5
Entrepreneurial Personal
Competencies Entrepreneurial
1.1 Three clusters of Competencies
PECs (Achievement, 1.1 Three clusters of
Planning, Power PECs (Achievement,
cluster) Planning, Power
2. Assessment of cluster)
Personal 2. Assessment of
Entrepreneurial Personal
Competencies and Entrepreneurial
Skills (PECs) Competencies and
Skills (PECs)
LO 2. Understand the business environment and business idea
1. Factors included in Modular Read Answer Compare 1 TLE_P
the Business Self-paced Business Environment Diagnostic answer hour ECs9-
Environment Individualized and Market Assessment using 12-l0-1
2 .Spotting and Spotting and Identifying Pages 13-18 answer key
Identifying Business Opportunities
Opportunities Pages 6-12
C. ASSESSMENT PLAN:
1. Written Test
2. Performance Test
D. TEACHER’S SELF-REFLECTION OF THE SESSION
873
Sector : Garments
Qualification : Dressmaking NCll (Grade 9 Quarter 1)
Unit of competency : Produce Sleeping Garments
Module Title : Producing Sleeping Garments
Lesson 1: Produce Sleeping Garments (SG)
Learning Outcomes
LO 1. Draft and cut pattern for sleeping garments
1.3. Plan garment design
1.4. Take client’s body measurement
1.5. Draft basic/block pattern
1.6. Manipulate Patterns
1.7. Cut final Pattern
LO 2. Prepare and cut materials for sleeping garments
2.1. Prepare materials
2.2. Lay-out and pin patterns on fabrics
2.3. Cut fabrics
A. INTRODUCTION:
This session covers the knowledge, skills and attitudes required in producing sleeping garments. It includes drafting and
cutting pattern and preparing and cutting materials for sleeping garments.
LO 1. Draft and cut pattern for sleeping garments

Answer Pre-Test Check Compare answer LM 1
pages 1-4 Pre-Test using answer Dressmaking hour
key page 105 Grade-9
874
1. Principles and Modular Read Answer Lesson Compare the 1 TLE_H
elements of design Self-paced Lesson 1, Review page answer using hour EDM9
Individualized Principles and 19 answer key SG-Ia-
elements of design page 106 f-1
pages 4-19
2. Types of fabrics Modular Read Answer Compare the 1
Self-paced Lesson 2, Types of Lesson Review answer using hour
Individualized fabrics pages 28-29 answer key
pages 20-27 page 106
3. Fabric properties Blended View video Give Provide model 1
presentation Oral answer hour
Fabric properties questioning
through ppt.
https://www.youtub
e.com/watch?v=5l1
w6dLJLK8
4.Types of sleeping Modular Read Answer Compare the 1
garments Self-paced Lesson 3, types of Lesson Review answer using hour
Individualized sleeping garments A pages 33-34 answer key
pages 30-32 page 106
5. Characteristics of Modular Read Answer Compare the 1
sleeping garments Self-paced Lesson 3.1 Lesson review answer using hour
Individualized Characteristics of B page 33 answer key
sleeping garments page 106
pages 30-32
6. Project plan for Modular Read Perform Evaluate 2
sleeping garments Self-paced Lesson 4, Project Project plan for performance hours
Individualized plan for sleeping sleeping using
garments garments performance
pages 34-35 criteria/rubric
875
7. Tools, materials and Modular Read Answer Evaluate 2
equipment needed Self-paced Lesson 5, Tools, Lesson review performance hours
Individualized materials and A page 42 using
equipment needed performance
8. Measurements Modular Read Perform Evaluate 1
needed in sewing Self-paced Lesson 7, Lesson 7.2, performance hour
sleeping garments Individualized Measurements Measurements using
needed in sewing needed in performance
sleeping garments sewing criteria/rubric
pages 46-51 sleeping
garments
page 51
Demonstration Measurements Perform Evaluate 2

needed in sewing Measurements performance hours
sleeping garments needed in using
sewing performance
sleeping criteria/rubric
garments
9. Procedures in drafting Modular Read Perform Evaluate 2

basic/block pattern for Self-paced Lesson 8 and 8.1, Lesson review performance hours
sleeping garments Individualized Procedures in A, Procedures using
drafting basic/block in drafting performance
pattern for sleeping basic/block criteria/rubric
garments pattern for
pages 53-59 sleeping
garments
876
10. Drafting basic/block Demonstration Drafting basic/block Perform Evaluate 6
pattern pattern Drafting performance hours
basic/block using
pattern performance
criteria/rubric
11. Pattern symbols Modular Read Answer Evaluate 1
Self-paced Lesson 6, Pattern Lesson review performance hour
Individualized symbols page 46 using
pages 43-46 performance
criteria/rubric
12. Manipulating Modular Read Perform Evaluate 1
basic/block pattern Self-paced Lesson 9, Manipulating performance hour
Individualized Manipulating basic/block using
basic/block pattern pattern performance
13. Techniques in cutting Modular Read Perform Evaluate 1
final pattern Self-paced Lesson 9, Techniques in performance hour
Individualized Techniques in cutting final using
cutting final pattern pattern performance
page 87 criteria/rubric
LO 2. Prepare and cut materials for sleeping garments

14. Fabric care Modular Read Perform Evaluate 2 TLE_H
Self-paced Lesson 2, Fabric care performance hours EDM9
Individualized Fabric care using SG-Ig-
pages 20-22 performance j-2
criteria/rubric
877
15. Characteristics of Modular Read Answer Compare answer 1
fabrics Self-paced Lesson Lesson review using answer hour
Individualized Characteristics of Page 28 key
fabrics Page 106
Pages 23-25
16. Selection of fabrics Modular Read Perform Evaluate 1
for sleeping garments Self-paced Lesson Selection of performance Hour
design Individualized Selection of fabrics fabrics for using
for sleeping sleeping performance
garments design garments criteria/rubric
pages 26-27 design
17. Marking tools Modular Read Perform Provide model 1
Self-paced Lesson 5.1, Lesson review Hour
Individualized Marking tools B on page 42
pages 40-41
18. Principles of laying Modular Read Perform Evaluate 1
out the fabric Self-paced Lesson 10, Lesson review performance hour
Individualized Principles of laying page 94 using
out the fabrics performance
page 89 criteria/rubric
19. Principles of laying Demonstration Principles of laying Perform Evaluate 2

out patterns out pattern Principles of performance hours
laying out the using
pattern and the performance
pattern pieces criteria/rubric
on the fabric
20. Laying out pattern Demonstration Laying out pattern Perform Evaluate 2
pieces pieces Laying out performance hours
pattern pieces using
878
performance
criteria/rubric
21. Transferring pattern Modular Read Perform Evaluate 2
marks and symbols onto Self-paced Lesson 12, Lesson review performance hours
the fabric Individualized Transferring pattern page 100 using
marks and symbols performance
into the fabric criteria/rubric
page 100
22. Guidelines in cutting Modular Read Answer Compare the 1
fabric Self-paced Lesson 11, Lesson review answer using hour
Individualized Guidelines in page 99 answer key
cutting fabric page 107
pages 95-98
23. Fabric cutting Demonstration Fabric cutting Perform Evaluate 2
Fabric cutting performance hours
using
performance
criteria/rubric
Answer Check Compare 1
Post-Test Post-Test answer using Hour
pages 101-104 answer key
page 105
C. ASSESSMENT PLAN:
3. Written Test
4. Performance Test
879
Sector : Garments
Qualification Title : Dressmaking NC II (Grade 9 Second Quarter)
Unit of Competency : Produce Sleeping Garments
Module Title : Producing Sleeping Garments
Lesson 2: Produce Sleeping Garments
Learning Outcomes
LO3. Assemble sleeping garments parts
3.1 Prepare cut parts
3.2 Sew and assemble sleeping garments parts
LO4. Apply Finishing touches on sleeping garments
4. 1 Apply finishing touches
4. 2 Alter finishing touches
4. 3 Press finishing garment
4. 4 Pack finished garment
A. INTRODUCTION
This session covers the knowledge, skills and attitudes required in producing sleeping garments. It includes assembling
sleeping garments parts and applying finishing touches on sleeping garments.
LO3. Assemble sleeping garments parts
Answer Check Compare LM- 1
Pre-Test Pre-Test answers Dressmaking hour
on pages 132-135 using Grade 9
answer key
1. Pre-assembling for Modular/ self- Read Answer Compare 2 TLE_HED

sleeping garment paced/ Pre-assembling for Self- answers hours M9SG-IIa-
individualized sleeping garment on Check using g-3
880
(see
attach-
ment)
2. Pressing technique Modular/self- Read Answer Compare 2

paced/ techniques in Self- answers hours
individualized pressing on pages Check using
136-140 (see answer key
attach-
ment)
Pressing
Demonstration Pressing techniques Perform Evaluate tools and
Task Performance equipment
Sheet Using
Pressing Performance
technique Criteria/
Rubric
3. Kinds of seams and Modular/self- Read Give Provide 6

seam finishes paced/ Kinds of seams and oral model hours
individualized seam finishes on questionin answer
pages 143-148 g
Evaluate
performance
Demonstration Kinds of seams and using - shear
seam finishes Performance - needle
Criteria
881
Checklist/Ru - pins and
brics pin cushion
- fabric
- thread
4. Preparing parts for Modular/Self- Read Answer Compare 17
sewing paced/ Procedure in Self- answers hours
5. Unit method of Individualized preparing parts for Check using
assembling sewing (see answer key
Unit Method of attachme
assembling nt)
pages 143-150
Demonstration - shear
Preparing parts for Perform Evaluate - needle
sewing Job Performance - pins and
Unit method of Sheet using pin cushion
assembling Preparing performance - fabric
parts for criteria/ - thread
sewing Rubric
Unit
method
of
assembli
ng
Blended View E-Media
Video presentation Give Provide
“Preparing parts for Oral Model
sewing” questioni Answer
ng
LO 4: Apply finishing touches
882
6. Procedure in Modular/self- Read Answer Compare 4 TLE_HED
assembling paced/indivi- Procedure in Self- answer hours M9SG-IIh-j-
6.1 Finishing touches dualized assembling Check using 4
6.2 Hemming stitches Trimming (see answer key
6.3 Attaching fastener techniques for attachme
7. Trimming techniques for sleeping garments nt)
Sleeping garments pages 151-162 Evaluate
Perform performance - shear
Demonstration Job criteria/ - needle
Procedure in Sheet Rubric - pins and
assembling (see pin cushion
Trimming attachme - fabric
techniques for nt) - thread
sleeping garments Provide
Give oral model
questioni answer
ng
Blended E-Media
View
Video presentation
on assembling
procedure
8. Evaluation of finished Modular/self- Read Answer Compare 2

sleeping garments paced/individ Procedure in Self- answers hour
ualized evaluating of Check using
finished garments answer key
on pages 162-163
883
9. Pressing tools, Modular/ Self- Read Give oral Provide E-Media 3
materials and paced/ Pressing tools, questioni model hours
equipment Individualized materials and ng answer
10. Procedure in equipment
pressing sleeping Procedure in
garments pressing sleeping
11. Application of heat garments
and pressure on Application of heat
sleeping garments and pressure on
sleeping garments Answer Compare
pages 136-142 Self- answers
Check using
Demonstration (see answer key Pressing
Pressing sleeping attachme tools and
garment nt) equipment
Perform Evaluate
Job performance
Sheet using
(see performance
attachme criteria/
nt) Rubric
Blended
View
Video presentation
on pressing tools,
materials and
equipment
Procedure in
pressing sleeping
garments
884
Application of heat
and pressure on
sleeping garments
12. Labelling of garments Modular/self- Read Answer Compare 2
13. Kinds of packaging check/ Labelling of Self - answer hours
materials Individualized garments Check using
14. Procedure in packaging Kinds of packaging (see answer key
materials attachme
Procedure in nt)
packaging
pages151-162
Perform Evaluate
Job performance
Demonstration Labelling of Sheet using Packaging
garments performance materials
Kinds of packaging criteria/
materials Give oral rubric
Procedure in questioni Provide
packaging ng model
answer
Blended View E-Media

Video presentation
Labelling of
garments
Kinds of packaging
materials
Procedure in
packaging
885
Post-Test on pages Post-Test answers to Hour
168-171 answer key
B. ASSESSMENT PLAN
1. Written Test
2. Performance Test
C. TEACHER’S SELF- REFLECTION OF THE SESSION
Sector : Garments
Qualification Title : Dressmaking NC II (Grade 9 Third Quarter)
Unit of Competency : Produce Children’s Wear
Module Title : Producing Children’s Wear
Lesson 2: Produce Children’s Wear
Learning Outcomes
LO1. Draft and cut pattern for children’s dress
1.1 Plan garment design
1.2 Take client’s body measurement
1.3 Draft basic/ block pattern
1.4 Manipulate pattern
1.5 Cut final pattern
LO2. Prepare and cut materials for children’s dress
2.1 Prepare materials
2.2 Layout and pin pattern on fabric
2.3 cut fabric
D. INTRODUCTION
This session covers the knowledge, skills and attitudes required in producing children’s wear. It includes drafting and
cutting pattern and preparing and cutting materials for children’s wear.
LO1. Draft and cut pattern for children’s wear
886
Answer Check Compare LM- 1
Pre-Test Pre-Test answers Dressmaking hour
pages using Grade 9
172-174 answer key
1. Designs of children’s Modular/ Self- Read Answer Compare 1 TLE_HED
wear paced/ Designs of Review of answers hour M9CWIIIa-
Individualized Children’s wear Lesson 1 using h-5
pages 175-176 Page 177 answer key
2. Characteristics of a well- Modular/ self- Read Answer Compare 1

fitted children’s wear paced/ Characteristics of Review of answers hour
Individualized a Well-fitted Lesson 2 using
Children’s Wear page 180 answer key
Selection
pages 178-180
3. Types of fabrics suited Modular/ Self- Read Answer Compare 2

for children’s dresses paced/ Types of Fabrics Review of answers hours
Individualized Suited for Lesson 3 using
Children’s Dress page 183 answer key
pages 180-182
Demonstration Show Perform Evaluate Actual

actual sample of Task sheet performanc sample of
fabrics (see e using different
attachment) rubric (see types of
attachment) fabrics
4. Types of sleeves Modular/ Self- Read Answer Compare 2

4.1. Set-in paced/ Types of Self- Check answers hours
4.2. Puff Individualized sleeves, collars,
887
4.3. Bell skirts, facing and ( see using
4.4. Butterfly inter facing and attachment) answer key
4.5. Angel pockets (see
5. Types of collars pages 184-195 attachment)
5.1. Peter pan
5.2. Sports
5.3. Sailors
5.4. Flat
6. Types of skirts
6.1. pencil
6.2. balloon
6.3. pleated
6.4. sheared or gathered
6.5. peplum
6.6. bubble
7. Types of facing and
interfacing
8. Types of pockets
8.1. Patch
8.2. Seam
8.3. Welt Demonstration Types of Pattern 8
sleeves, collars, Perform Evaluate paper, Hours
skirts, facing and Job Sheet performanc scissor,
interfacing and on Types of e using pencil and
pockets sleeves, Performanc tape
collars, e measure
skirts, facing Criteria/Rub
and ric
interfacing (see 2
and pockets attachment) E- Media Hours
(see
View attachment)
888
Blended video Provide
presentation Give Model
Types of Oral answer
sleeves, collars, questioning
skirts, facing and
interfacing and
pockets
9. Project plan for Modular/self- Read Answer Self- Compare 1

children’s wear paced/Individu Project Plan for Check( see answers hour
alized Children’s Wear attachment) using
(see
attachment)
10. Body measurements for Modular/self- Read Answer Compare 1
children’s wear paced/Individu Body 6.1 of lesson answers hour
alized Measurements 6 pages 199- using
for Children’s 200 answer key
Wear
pages 198-199
11. Procedure in taking Modular/self- Read Answer Self Compare 1
body measurement for paced/individu Body check (see answers hour
children’s wear alized Measurement for attachment) using
Children’s Wear answer key
page 200-204 (see
Perform attachment) 2
Demonstration Operational Tape hours
Taking Body Sheet Evaluate measure
measurements Taking Body Performanc
measuremen e using
ts Performanc
889
pages 204- e
205 Criteria/Rub
(see ric
attachment) (see
attachment
12. Procedures in drafting Modular/Self- Read Give Provide 10

basic/block pattern for paced/Individu Procedures in Oral Model hours
children’s wear alized drafting questioning answer
13. Manipulating basic/block
basic/block pattern for pattern for
children’s wear children’s wear
14. Techniques in cutting Manipulating
final pattern basic/block
pattern for
children’s wear
Techniques in Perform Evaluate
cutting final Operational performanc
pattern Sheet e using
Performanc
e Pattern
Demonstration Drafting Criteria/Rub paper, tape
basic/block ric measure, l-
pattern square,
Manipulating pencil,
basic/block french curve
pattern and scissor
Techniques in
cutting final
pattern
890
LO 2. Prepare and cut materials for children’s dress
15. Accessories and Modular/ Self- Read Answer Self- Compare 1 TLE_HED
accents for children’s wear paced/ Accessories and Check answers hour M9CWIIIi-j-
16. Laying out pattern Individualized accents for lesson(see using 6
pieces for children’s wear children’s wear attachment) answer
17. Transferring of marks Laying out keys(see
onto the fabric pattern pieces attachment)
18. Cutting fabrics for children’s
wear
Transferring of
marks onto the
fabric
Cutting fabrics Perform
pages 237-244 Operational Evaluate
Sheet(see performance
attachment) using
Demonstration Laying out performance Fabric, 6
pattern pieces criteria/rubric shear, pins, hours
for children’s (see tailor’s
wear attachment)s chalk, l-
Transferring of square, hip
marks onto the curve,
fabric French
Cutting fabrics curve, tape
measure

Post-Test Post-Test answers hour
pages 245-248
891
using
answer key
C. ASSESSMENT PLAN
Written Test
Performance Test
892
Sector :Garments
Qualification Title :Dressmaking NC II (Grade 9 Fourth Quarter)
Unit of Competency :Produce Children’s Wear
Module Title : Producing Children’s Wear
Lesson 2: Produce Children’s Wear
Learning Outcomes
LO3. Assemble garment parts for children’s wear
3.2 Sew and assemble children’s wear
LO4. Apply Finishing touches on children’s wear
4.1 Apply finishing touches
4.2 Alter completed garment
E. INTRODUCTION
This session covers the knowledge, skills and attitudes required in producing children’s wear. It includes assemble
garment parts for children’s wear and apply finishing touches on children’s wear.
LO3. Assemble garment parts for children’s wear
Answer Pre-Test IV Check Compare LM- 1
on pages 248-250 Pre-Test answer Dressmakin hour
using g Grade 9
Answer Key
7. Pre-assembling for Modular/ self- Read Give oral Provide 6 TLE_HED
children’s wear paced/ Pre-assembling for questioni Model hours M9CWIVa-
individualized children’s wear ng Answer h-7
pages 250-251
Perform Evaluate
Demonstration Points to Remember Points to performance
in Pre-assembling Rememb using
for children’s wear er in Pre- Performance
assembli Criteria
ng for
893
children’s Checklist/Ru
wear bric
8. Techniques in pressing Modular/ self- Read Perform Evaluate 5
children’s wear paced/ Techniques in Review performance hours
individualized pressing children’s of lesson using
wear pages 251-252 2.1 Performance
Criteria
Checklist/Ru
bric
9. Preparing parts for Modular/ self- Read Give oral Provide 8
sewing paced/ Preparing parts for questioni model hours
individualized sewing ng answer
Give Oral Evaluate

questioni performance
Blended
View ng using E-MEDIA
Video presentation Performance
Preparing parts for Criteria
sewing Checklist/Ru
https://www.youtube bric
.com/watch?v=EdJS
Ud71Cdl
10. Unit method of Modular/self- Read Perform Evaluate

assembling paced/individu Unit method of Review performance 6
alized assembling of lesson using hours
pages 253-254 4 Performance
Criteria
Checklist/Ru
bric
894
11. Procedure in Modular/self- Read Perform Evaluate 6
assembling children’s paced/individu Procedure in Review performance hours
dress alized assembling of lesson using
children’s dress 5 Performance
pages 255-260 Criteria
Checklist/Ru
bric
LO 4. Apply finishing touches on children’s wear
1. Finishing touches Modular/self- Read Perform Evaluate 1 TLE_HED
11.1. Hemming paced/individu Finishing touches Review performance hour M9-12CW-
stitches alized pages 261-262 of lesson using IVi-j-8
11.2. Types of 6 Performance
fasteners Criteria
11.3. Buttons Checklist/Ru
11.4. Snap bric
11.5. Hook and eye
11.6. Zipper
11.7. Magnetic type
2. Attaching fasteners Modular/self- Read Perform Evaluate 1
paced/individu Attaching fasteners Review performance hour
alized pages 263-267 of lesson using
7 Performance
Criteria
Checklist/Ru
bric
Perform
Attaching Evaluate
Demonstration Attaching fasteners fasteners performance
using
Performance
Criteria
895
Checklist/Ru
bric
1. Trimming techniques for Modular/self- Read Perform Evaluate 1

children’s wear paced/individu Trimming Review performance hour
alized techniques for of lesson using
children’s wear 8 Performance
pages 267-270 Criteria
Checklist/Ru
bric
2. Procedure in pressing Modular/self- Read Perform Evaluate 1
children’s wear paced/individu Procedure in Review performance hour
alized pressing children’s of lesson using
wear pages 271-272 9 Performance
Criteria
Checklist/Ru
bric
3. Application of heat and Modular/self- Read Perform Evaluate 1
pressure on children’s paced/individu Application of heat Review performance hour
wear alized and pressure on of lesson using
children’s pages 10 Performance
273-274 Criteria
Checklist
4. Characteristics of a well- Modular/self- Read Give oral Provide 1
fitted children’s wear paced/individu Characteristics of a questioni model hour
alized well-fitted children’s ng answer
wear pages 275-276
Perform Evaluate
Review performance
7. Evaluation of finished Read of lesson using
children’s wear 12 Performance
896
Modular/self- Evaluation of Criteria
paced/individu finished children’s Checklist/Ru
alized wear pages.276- bric
277
8. Labelling of garments Blended View Give oral Provide E-MEDIA 1

Video Presentation questioni Model hour
Labelling of ng Answer
garments
https://www.youtube
.com/watch?v=y1Zn
hQH0G90
9. Kinds of Packaging Blended View Answer Provide E-MEDIA 1
materials Video Presentation Review Model hour
Kinds of packaging on lesson Answer
materials 14
https://www.youtube
.com/results?search
_query=kinds+Pack
aging+materials
897
10. Procedure in packing of Modular/self- Read Perform Evaluate 1
children’s wear paced/individu Procedure in Review performance hour
alized packing of children’s lesson 15 using
wear pages 273-274 Performance
Criteria
Checklist/Ru
bric
Compare
Answer Post-Test III Check Answer to
on pages 280-283 Post-Test Answer Key
C. ASSESSMENT PLAN
• Written Test
 Performance Test
898
Sector :Garments
Qualification Title :Dressmaking NC II (Grade 10)
Unit of Competency :Develop and strengthen PECs needed in Dressmaking
Module Title :Developing and strengthen PECs needed in Dressmaking
Learning Outcomes:
LO 1. Develop and strengthen PECs needed in Dressmaking
1. Identify areas for improvement, development and growth
2. Use one’s PECs for a business or career choice
3. Create an action plan to ensure success in the business or career choice
Develop a product/service in Dressmaking
1.1 Explain what makes a product unique and competitive
1.2 Identify what is of “Value” to the customer
1.3 Apply creativity and innovative techniques to develop marketable product
1.4 Employ a Unique Selling Proposition (USP) to the product/service
LO 2. Select a business idea
2.1 Enumerate various criteria and steps in selecting a business idea
2.2 Analyze a business idea based on the criteria/techniques set
2.3 Apply the criteria/steps in selecting a viable business idea
LO 3. Develop a brand for the product
3.1 Identify the benefits of having a good brand
3.2 Enumerate the criteria in developing a brand
3.3 Create a unique product brand
A. INTRODUCTION
This session covers the knowledge, skills and attitudes required in developing and strengthening PECs needed in
dressmaking. It includes developing a product/service in dressmaking, selecting business idea and developing a brand for the
product.
B. Learning Activities
LO 1. Develop and strengthen PECs needed in Dressmaking
899
Introduction Self-paced/ Read Answer Compare LM 2 TLE-
1. Core concepts in Individualized Module 1 on pages Pre- answer Dressmakin hours PECS9-12-
dressmaking /Modular 12-23 Assessm using g Grade 10 IO-1
2. Relevance of the ent Tasks answer key
course 1 - 6 on
3. Career opportunities pages
Personal Entrepreneurial 13-23
Competencies – PECs
1. Assessment of
personal
Competencies and
Skills (PECs vis-a-
vis a practicing
entrepreneur in the
locality.
1.1 Characteristics
1.2 Lifestyle
1.3 Skills
1.4 Traits
2. Analysis of PECs in
relation to a
practitioner
3. Application of PECS
to the chosen
business/career
Develop a product/service in Dressmaking
Environment and Self-paced/ Read Answer Compare LM-
Market(EM) Individualized Module 2 on pages Pre- answer using Dressmakin 1
1. Product /Modular 23-24 Assessm answer key g Grade 10 hour
development ent Task
900
2. Key concepts of 1.2 and 5
developing a product on pages
25-27/34
3. Finding value for the Interview Task 3: Interview, Perform Provide
product page 32 - 33 Task 3 on model
pages 32 answer
- 33
4. Innovation Blended View video Perform Prepare E-Media
4.1 Unique Selling presentation on Task 4 on short
Proposition(USP) https://www.entrepre page 33 narrative
neur.com about the
video
presentation
LO 2. Select a business idea
1. Selecting business Self-paced/ Read Generating Answer Compare LM- 1 TLE_PECS
idea Individualized Ideas for Business Task 6 on answer Dressmakin hour 9-12-IO-2
2. Key concepts of /Modular Key concepts of page 39 using g Grade 10
selecting a business Selecting a Business answer key
idea Idea on pages 35-37
2.1 Criteria
2.2 Techniques
LO 3. Develop a brand for the product

Branding Self-paced/ Read Branding on Perform Provide LM- 1 TLE_PECS
Individualized pages 37-39 Task 9 model Dressmakin hour 9-12-IO-3
/Modular on page answer g Grade 10
41
901
Blended View video Perform Provide E-Media
presentation, Task 7 on model
https://www.entrepre page 40 answer
neur.com
C. Assessment Plan
a. Written Test
b. Oral Questioning
c. Performance Test
Sector : Garments
Qualification Title : Dressmaking NC II (Grade 10 First Quarter)
Unit of Competency : Produce Ladies’ Skirt
Module Title : Producing Ladies’ Skirt
Lesson 1: Produce Ladies Skirts (SK)

Learning Outcomes
LO 1. Draft and cut pattern for ladies skirts
1.1 Plan garment design
902
1.2 Take client’s body measurement
1.3 Draft basic/block pattern
1.4 Manipulate pattern
1.5 Cut final pattern
LO 2. Prepare and cut materials for ladies skirts
1.1 Prepare materials
1.2 Lay-out and mark pattern on material
1.3 Cut materials
LO 3. Assemble garment parts for ladies skirts
3.5 Sew and assemble athletic ladies skirts
3.6 Alter completed garment
LO 4. Apply finishing touches on ladies skirts
4.1 Apply finishing touches on ladies skirts
4.2 Press finished garment
4.3 Pack finished garment
A. INTRODUCTION
This session covers the knowledge, skills and attitudes required in producing ladies skirt. It includes drafting and cutting
pattern, preparing and cutting materials, assembling garment parts and applying finishing touches for ladies skirts.
B. LEARNIG ACTIVITIES
LO 1. Draft and cut pattern for ladies skirts (SK)
Answer Pre-Test Check Pre-Test Compare LM 1
1 A & B, pages answer using Dress hour
43-45 answer key, Making /
page 356 Grade 10
1. Principles and Modular/ Read Give Provide 1 TLE_H
elements of design Self- paced/ Lesson 1, oral model hour EDM9-
Individualized Produce Ladies questioning answer 12SK-
Skirt, Learning Ia-c-1
Outcome 1, Draft
and Cut Pattern
903
for Ladies’ Skirt,
pages 46 – 62
LET’S DO IT! Perform Evaluate 1

Elements of LET’S DO IT! performance hour
Design (Freehand in Elements of using Rubrics
Drawing), page 55 Design (Free- for Art, page
hand Drawing), 55
page 55
LET’S DO IT! Perform Evaluate 1
Draw an original LET’S DO IT! performance hour
version of color in Draw an using Rubrics
wheel and collect original version for Art, page
straps of fabrics of color wheel 58
and paste them in and collect
a color wheel, straps of
page 58 fabrics and
paste them in a
color wheel,
page 58
Review of Answer Review Compare 1
Learning of Learning answer using hour
Outcome 1, page Outcome 1, answer key,
63 – 64 page 63 – 64 Review of
lesson 1,
page 358
2. Types of fabrics Modular/ Read Give Provide 1
suited for ladies Self- paced/ Types and oral model hour
skirt Individualized Properties of questioning answer
3. Fabric properties Fabrics Suited for
904
Ladies Skirt,
pages 65 – 69
ENHANCEMENT Perform Evaluate

ACTIVITY, page ENHANCEME performance
69 NT ACTIVITY, using Rubrics
page 69 for Art, page
70
4. Body Demonstration ENHANCEMENT Perform Provide 1
measurements ACTIVITY, page ENHANCEME model hour
for ladies skirt 77 NT ACTIVITY, answer using
5. Procedure in taking page 77 actual IMC of
body measurement the student
for ladies skirts
6. 6. Types of ladies Modular/ Read Answer Review Compare 1
skirts Self- paced/ Styles of Skirt, of Learning answer using hour
7. 7. Types of facing and Individualized page 70 – 73 Outcome 2 , answer key,
interfacing page 74 Review of
lesson 3,
page 358
8. Procedures in Modular/ Read Answer Compare 1
drafting ladies skirt Self- paced/ Drafting Review of answer using hour
9. Drafting basic/block Individualized basic/block Learning answer
pattern pattern of the Outcome 2, key(provide
10. Manipulating skirt, page 77 – page 78 - 79 answer key)
basic/block pattern 112
11. Techniques in
cutting final pattern
905
Demonstration LET’S DO IT! Perform Evaluate 1
Drafting the Back LET’S DO IT! performance hour
Skirt Pattern and Drafting the using Rubrics
Front Skirt Back Skirt for Pattern
Pattern, page 83 Pattern and Drafting,
– 85 Front Skirt page 112 -
Pattern, page 113
83 – 85
Demonstration ENHANCEMENT Perform Evaluate 2
ACTIVITY, page ENHANCEME performance hours
page 112 for Pattern
Drafting,
page 112 -
113
LO. 2 Prepare and cut materials for ladies skirts
12. Characteristics of Modular/ Read Give Provide 1 TLE_H
fabrics Self- paced/ Learning oral model hour EDM9-
13. Selection of Individualized Outcome 2 questioning answer 12SK-
accessories suited Prepare and Cut Id-2
on fabric types Materials for
and design Ladies Skirt 113-
14. Principles of 126
laying out the
fabric
Demonstration ENHANCEMENT Perform Evaluate
ACTIVITY, page ENHANCEME Performance
page 115 for Art, page
115
906
15. Laying out Demonstration ENHANCEMENT Perform Evaluate 1
pattern pieces ACTIVITY, 119 ENHANCEME Performance hour
16. Transferring of NT ACTIVITY, using Rubrics
marks onto the 119 for Art, page
fabric 120
ACTIVITY, 122 ENHANCEME Performance hour
NT ACTIVITY, using Rubrics
122 for Art, page
122-123
ACTIVITY, 126 ENHANCEME Performance hour
NT ACTIVITY, using Rubrics
126 for Art, page
126-127
LO. 3 Assemble garment parts for ladies skirts
17. Pre – assembling Modular/ Read Give Provide 2 TLE_H
procedure Self- paced/ Procedure in Oral model hours EDM9-
18. Pressing Individualized assembling ladies questioning answer 12SK-
techniques skirts, page 127 - Ie-i-3
19. Procedure in 140
assembling
ladies skirts
20. Preparing parts
for sewing
21. Unit method of
assembling
ladies skirts
Blended View Give Provide Electronic 1
https://so-sew- Oral model Media hour
easy.com questioning answer
907
Demonstration Assemble Perform Evaluate 15
Garment Parts for assembling performance hours
Ladies Skirt , 127- parts of ladies using
140 skirt, pages Checklist of a
127-140 Well-fitted
Garment,
page 140
22. Characteristics of Modular/ Read Give Provide 1
a well – fitted Self- paced/ Characteristics of Oral model hour
ladies skirts Individualized a Well-Fitted Skirt, questioning answer
page 139 - 141
23. Evaluation of Evaluate 1
finished ladies Performance hour
skirts using
Checklist of a
Well-fitted
Garment,
page 140 -
141
LO. 4 Apply finishing touches on ladies skirts
24. Finishing touches Demonstration Finishing Touches, Perform Evaluate 1 TLE_H
a. Hemming pages 141-154 applying performance hour EDM9-
stitches finishing by using 12SK-
b. Attaching touches, 141- evaluation of Ij-4
fastener 154 finished
25. Trimming ladies skirt on
page 155
techniques for
ladies skirts
26. Procedure in Demonstration ENHANCEMENT Perform Evaluate 1
pressing ladies ACTIVITY, 156 ENHANCEME performance hour
skirts by using
908
27. Application of NT ACTIVITY, evaluation of
heat and 156 performance
pressure on of the
ladies skirts students,
page 56
19. Labelling of Modular/ Read labelling of Give Provide 1
garments Self- paced/ garments, page oral model hour
20. Kinds of Individualized 157 – 161 questioning answer
packaging
materials
21. Procedures in
packaging
finished garment
Demonstration ENHANCEMENT Perform Evaluate
ACTIVITY, 161 ENHANCEME performance
NT ACTIVITY, by using
161 evaluation of
performance
of the
students,
page 162
Answer Let’s See Check Post Compare 1
How Much You Test 1 answer to hour
Have Learned KEY TO
Post Test 1, 163- CORRECTIO
167 N, page 356
A. ASSESSMENT PLAN
a. Written Test
b. Oral Questioning
c. Performance Test
909
B. TEACHER’S SELF-REFLECTION OF THE SESSION
910
SESSION PLAN
Sector : TOURISM
Qualification Title : BREAD AND PASTRY PRODUCTION
Unit of Competency : Prepare and produce bakery products
Module : Preparing and producing bakery products
Learning Outcomes:
1. Prepare bakery products.
2. Decorate and present bakery products
3. Store bakery products
A. Introduction
This unit covers the knowledge, skills and attitudes needed to prepare and produce bakery products
LO 1. Prepare bakery products
Learning outcomes:
1. Select, measure and weigh required ingredients according to recipe requirements.
2. Prepare a variety of bakery products according to standard mixing procedures/formulation/recipes, and desired product
characteristics.
3. Use appropriate equipment according to required bakery products and standard operating procedures.
4. Bake bakery products according to techniques and appropriate conditions.
5. Select required oven temperature to bake goods in accordance with the desired characteristics, standards and recipe
specifications.
911
1. Accurate Modular/ The students  The students  Compare  CBLM in 1 hour
measurements Self-Paced will be asked will answer with your BPP
of ingredients. to read Lesson Self-Check answer with  Measuring
Information on 1.1.1 the Answer tools and
1.1.1 page 10 Key equipment
Techniques in page 251
Measuring and
Weighing
Ingredients
used in Baking
page 8-9
Demonstration  The teacher The student will Evaluate  CBLM in 2 hours

will be asked to performance BPP
demonstrate perform Activity using  Measuring
on how to 1.1.1 on how to performance tools and
measure dry measure criteria 1.1.1 equipment
and liquid ingredients for page 10
ingredients brownies
using the page 10
correct
measuring
techniques
2. Baking Modular/  The students  The students  Compare  CBLM in 1 hour
ingredients and Self-Paced will be asked will answer answer with BPP
its substitution. to read the the self-check the answer
lesson 1.1.2 page 16 key
information page 251
1.1.2 on the  Give pointers
Major on how they
912
Ingredients in could easily
Baking page be familiar
11-15 with the
different
baking
ingredients
and its
substitutions
Demonstration  The teacher  The students Evaluate  CBLM 2 hours
will will be asked performance  Measuring
demonstrate to perform using Tools and
how to prepare Activity 1.1.2 performance Equipment
the basic page 16 criteria 1.1.2  Ingredients/
recipe with page 16 Recipe
corresponding
substitution
3. Types, kinds Modular/  The students ***The teacher *** The teacher  CBLM in 1 hour
and Self-Paced will read will prepare will prepare a BPP
classification of lesson separate Self separate
bakery products information Check Answer Key
sheet 1.1.5 on
types kinds
and
classification
of bakery
products
page 25-27
Lecture/  The teacher  The teacher  Teacher Presentation of 1 hour
Discussion will discuss the will show gives materials on types
types, kinds sample feedback on and kinds of
and (realia) of students’ bakery products
classification bakery responses.
913
of bakery products and
products using ask students
video to identify and
presentation clarify the
bakery
products
4. Mixing Modular/  The students  Answer Self-  Compare  CBLM in 1 hour
procedures/ Self-Paced read lesson Check 1.1.5 answer with BPP
formulation/ information page 29 the Answer
recipes, and sheet 1.1.5 on Key 1.1.5
desired product Mixing page 252
characteristics of Techniques
various bakery page 27-28.
products.
Demonstration  The teacher The student  Evaluate  CBLM in 1 /hour

demonstrate will be asked performance BPP
the different to do the using  Baking
mixing return demo performance tools and
methods criteria equipment
5. Baking Film Viewing  The teacher  The teacher  Teacher  CBLM/BPP 2 hours
techniques will show a will provide gives  Video clips
appropriate video guide feedback on  Projector/tv
conditions and presentation questions on students sets
enterprise on different the video responses
requirements techniques in presented *Using
and standards preparing rubrics for
bakery scoring
products
page 26
914
6. Temperature Modular  The students  The teacher  Teacher  CBLM/BPP 1 hour
ranges in bakery Self-paced will be asked will give the gives  Conversion
products. to read the formula and feedback on Table
Discussion lesson sample students
and information problems responses
sheet 1.1.6 on  The students ***The
Board Work temperature will convert teacher will
ranges in the given prepare
bakery oven separate
products page temperature Answer Key
30 as stated in
the problem.
*** The
teacher will
prepare
separate Self-
Check.
Demonstration  The teacher  The students  Teacher  CBLM in BPP 1 hour
will will be tasked gives  Oven and Oven
demonstrate to set up the feedback on Thermometer
how to select oven students’
and set up the according to performance.
oven temperature
temperature to requirement.
bake goods in
accordance
with the
desired
characteristics
and standard
recipe
specification.
915
7. Suggested Modular/Self-  The teacher  Practical  Teacher  CBLM in BPP 10 hours
Projects Paced will asks the Demonstration feedback on  Tools and
a. Dinner Roll student to of students students equipment
b. Pan de sal perform output Ingredients
c. Cinnamon activity 1.1.4 *Using the
roll Standard
d. Ensaymada Score Sheet
e. Pande coco on page 38,
41 and 42
LO 2: Decorate and present bakery products
Learning Outcomes:
1. Prepare a variety of fillings and coating/icing, glazes and decorations for bakery products according to standard recipes,
enterprise standards and/or customer preferences.
2. Fill and decorate bakery products, where required and appropriate, in accordance with standard recipes and/or enterprise
standards and customer preferences.
3. Finish bakery products according to desired product characteristics.
4. Present baked bakery products according to established standard and procedures.
Self-paced/  Read Answer Self- Compare  CBLM/BPP 8 hours

Decorate and Demonstration lesson check 2.2.1 answer with the  Video Clips
present bakery and Video information page 45 answer key  Projector
products presentation sheet 2.2.1 1.2.1 page 253  TV sets
page 43-
45 and
watch video
presentation
Practical  The Students will Teacher gives  CBLM on
Demonstration teacher will perform Activity feedback on BPP
ask the 2.2.2 students output
916
student to Page 45 *Using the  Decorating
do activity rating Rubrics Tools
Think and on  Bakery
Pair page 48 Products
page 48
LO 3: Store bakery products
Learning Outcomes:
1. Store bakery products according to established standards and procedures.
2. Select packaging appropriate for the preservation of product freshness and eating characteristics.
Self-  Read Answer Self- Compare CBLM/BPP 3 hours

Store bakery paced/Lecture Lesson Check .3.1 p 53 answer with the
products Discussion Information answer key
on page 3.3.1 page 253
50-52
C. Assessment Plan
1. Written Exam
- Formative Exam
- Summative Exam
2. Oral Test
3. Performance Test
917
- The students must be able to bake at least one bakery product. (They can select from the products previously
demonstrated.)
 As each of the above activity is completed, the students will document the action performed. (in writing in their respective
record book or journal) for assessment purposes.
D. Teacher’s Self Reflection of the Session
COOKERY School Grade Level GRADE 10

Teacher SECTOR: HOME ECONOMICS
918
SESSION ROTER RON B. OLIVA and SALVADOR A. Learning QUALIFICATION
COOKERY NC II
PLAN CIUDADANO IV Area TITLE:
Class Schedule: (Days
/Hours)
Total No. No. of
Teaching Dates: Quarter FIRST QUARTER
of Students Students
per Class
A. SESSION DESCRIPTION
UNIT OF COMPETENCY: PREPARE EGG DISHES
MODULE TITLE: PREPARING EGG DISHES
CONTENT STANDARDS: The learners demonstrate an understanding preparing and cooking egg dishes
PERFORMANCE The learners independently prepares and cook egg dishes
STANDARDS
At the end of the lesson, 100% of the learners shall be able to achieve 80% PL of the following:
LO1: PERFORM MISE EN PLACE TLE_HECK9-12ED-Ia-1
1.1 Clean, sanitize and prepare tools, utensils and equipment needed in preparing egg
dished
1.2 Identify an egg’s components and its nutritive value
1.3 Identify and prepare ingredients according to standard recipes
LO2: PREPARE AND COOK EGG DISHES TLE_HECK9-12ED-Ib-d-2
LEARNING COMPETENCIES
2.1 Identify the market forms of eggs
AND
2.2 Explain the uses of eggs in culinary arts
CONTENT:
2.3 Cook egg dishes in accordance with the prescribed salad
LO3: PRESENT EGG DISHES TLE_HECK9-12ED-Ie-3
3.1 Select suitable plates according to standards
3.2 Present egg dishes hygienically and attractively using suitable garnishing and side
dishes sequentially within the required time frame.
LO4: EVALUATE THE FINISHED PRODUCT TLE_HECK9-12ED-Ie-4
4.1 Rate the finished product using the rubrics
919
DURATION: Week 1-5 / 20 Hours
Reflect
- INTRODUCTI your
ON Formative Let’s See What You
Diagnostic answer be Learning Module-Cookery 10 30
Test able to pp. 8-12 minute
Assessment Know
proceed to Test paper s
the next
task
LO1: PERFORM MISE EN PLACE
1. Tools, utensils, Group Discussion Identifying the Tools, Perform Evaluate Learning Module-Cookery 10 pp. 39- 1 hour
and equipment utensils and equipment Task Sheet performan 43
needed in egg needed in egg 1.1-1 ce using Tools, utensils and equipment,
preparation preparation Identifying Scoring
the name of rubrics
the tools, Tools, utensils and equipment,
utensils and Cleaning materials and sanitizing
equipment solution
needed in
egg
preparation
2. Cleaning and Demonstration/ Cleaning and sanitizing Perform Job Evaluate
sanitizing tools Application the tools, utensils and Sheet 1.1-2 performan
and equipment equipment needed in on p.43 ce using
preparing egg dishes Cleaning Scoring
and rubrics
920
sanitizing
the tools,
utensils and
equipment
needed in
preparing
egg dishes
3. Nutritional Self-paced or Read Information Sheet Answer Compare Learning Module-Cookery 10 1 hour
value and Modular 1.1-3 Physical Structure Self-Check answers pp. 46-49
components of and Composition of 1.1-3 with the Egg
eggs Eggs and its nutritive Answer Paper
value Key Pen
Perform Evaluate
Task Sheet performan
1.1-3 ce using
“Minute to scoring
Write It” rubrics
4. Characteristics Self-paced or Read Information Sheet Answer Compare Learning Module-Cookery 10 1 hour
of quality fresh modular 1.1-4 Self-Check answers pp. 46-49
eggs Egg Quality 1.1-4 with the Bond paper, colored paer, coloring
Answer materials, pen, paste, pair of scissor
Key & cut out pictures
Perform Evaluate
1.1-4 ce using
“Pictorial scoring
Report” rubrics
p. 49
(Note:
materials
were given
as
921
assignment
during the
previous
discussion)
5. Ingredients for Self-paced or Read Information Sheet Compare Learning Module-Cookery 10 30
egg dishes modular 1.1-5 Ingredients Used Answer answers pp. 46-49 minute
for Egg Dishes Self-Check with the LCD, s
1.1-5 Answer Projector,
Key Laptop
Video Presentation View Video presentation Oral Evaluate https://www.youtube.com/watch?v=zglsDda
About different Bf4g
questioning answers
ingredients to be used in https://www.youtube.com/watch?v=VP0Tu9x
about the using Y3hU
egg dishes video clip scoring https://www.youtube.com/watch?v=XJ_pEjU
presented rubrics for XgIM
recitation
LO 2: PREPARE AND COOK EGG DISHES
1. Market forms Self-paced or Read Information Sheet Answer Self- Compare Learning Module-Cookery 10 pp. 50 1 hour
of egg Modular 1.2-1 Check 1.2-1 answers
Identifying Market with the
Forms of Egg Answer
Key
2. Uses of eggs in Self-paced or Read Information Sheet Answer Compare Learning Module-Cookery 10 pp. 51- 1 hour
culinary arts Modular instruction 1.2-2 Self-Check answers 52
Uses of egg in culinary 1.2-2 with the
arts Answer
Key
Perform Evaluate
Group sharing on the
1.2-2 Group ce using
Group Discussion Uses of egg in culinary
presentatio scoring
arts
n of the rubrics
output
922
3. Varieties of egg Self-paced or Read Information Sheet Answer Compare Learning Module-Cookery 10 1 hour
dishes Modular 1.2-3 Self-Check answers pp. 53-67
Varieties of Egg dish 1.2-3 with the
/“Review of Answer
Learning Key
Outcome 2”
(pp. 66-67)
Perform Evaluate
1.2-3 ce using
Reporting of scoring
Peer sharing of their
the rubrics
Group Discussion personal ideas about
gathered
varieties of egg dishes
ideas from
peer
sharing
activity
4. Suggested Demonstration/ Perform Job Evaluate Learning Module-Cookery 10 9
projects: Application Sheet 1.2-4 performan pp.61-65 hours
Various egg Cooking ce using
dishes various egg scoring
dishes rubrics
-Scrambled
Preparing and cooking
eggs
egg dishes
-Plain
Rolled
Omelette
-Ham and
Cheese
Frittata
LO3: PRESENT EGG DISHES
923
1. Factors for Lecture/Discussion Discuss the following Learning Module- Cookery 10 30
consideration Information Sheet: Pp. 69-73 minute
in presenting - 1.3-1 on s
egg dishes: Factors for
1.3-1.1 Plating consideration
1.3-1.2 in presenting Trainee will Compare
Garnishi egg dishes. answer answers
ng - 1.3-1.1 – Self-Check with the
1.3-1.3 Side Plating 1.3-1 Answer Key
dishes - 1.3-1.2 –
Garnishing
- 1.3-1.3 – Side
dishes
 Video/Pictur View Video Oral Evaluate Laptop, projector, projector 30

e presentation using the questioning answers screen/white screen, television, minute
Presentation suggested URL’s
https://youtu.be/kcbRpLX-mqs 30 ways on
on the using photos or actual tools and materials s
how to plate food like a chef ideas scoring
https://youtu.be/lLhykGxHLaM Plating 01 -
Eggs and Potatoes presented rubrics in
https://youtu.be/2FkYKrtuQ1o Food Art
Garnishing Made Easy : Chef Techniques in the recitation
https://youtu.be/JTFCOcBVaic?list=PL5nN
XoB_-uh3ZQPXBMJqMueZDZSOfxaQg
video/pictu
HOW TO MAKE CUCUMBER DESIGN
- VEGETABLE CARVING &
re
CUCUMBER GARNISH - ART IN
CUCUMBER
2. Occupational Self-paced/Modular Read Information Sheet Answer Learning Module- Cookery 10 30

Health and 1.3-2.1 on Occupational Self-Check pp.74-75 minute
Compare
Safety (OHS) Health and Safety 1.3-2.1
answers
s
“Review of
with the Pen and Paper
Learning
Answer Key
Outcome
(pp. 320)
3”(pp. 76-
77)
924
Lecture/Discussion Discuss Information Answer Learning Module- Cookery 10 30
Compare
Sheet 1.3-2.2 on Storing Self-Check
answers
pp. 80-81 minute
Egg Dishes “Review of s
with the
Learning
Answer Key Pen and Paper
Outcome 4”
(pp. 320)
(pp.81)
LO4: EVALUATE THE FINISHED PRODUCT
1. Evaluation of  Demonstrati Prepare, Cook and Learning Module- Cookery 10 2
the finished on Present egg dish. pp. 77-79 hours
product using  Application Evaluate
Perform the
rubrics Performanc Refer to recipe collected/chosen for
Job Sheet
e using the tools and materials needed
 Observation Teacher will ask 1.4-1
questions and observe Performanc
French
the students while e Criteria
Omelette
performing the activity Checklist
C. ASSESSMENT PLAN
 Written Test: The written test for this unit of competency will include the following:
 Pre - Test and Post - Test
 Self-Check 1.1-3
 Self-Check 1.3-2.1
 Self-Check 1.3-2.2
 Performance Test: The performance test for this unit of competency will include the demonstration of the following:
925
 Task Sheet 1.1-1 Identifying the name of the tools, utensils & equipment needed in egg
preparation
 Job Sheet 1.1-2 Clean and sanitize tools and equipment needed in egg preparation
 Task Sheet 1.1-2 “Minute to Write it”
 Task Sheet 1.1-3 “Pictorial Report”
 Task Sheet 1.2-1 Oral Report on the Uses of Egg in Cooking
 Task Sheet 1.2-2 Group Presentation on the result of Peer Sharing
 Job Sheet 1.2-4 Preparing and Cooking Various Egg Dishes
 Job Sheet 1.4-1 Prepare, Cook and Present Egg Dishes
D. TEACHER’S SELF – REFLECTION ON THE SESSION
School Grade Level GRADE 10

COOKERY
SESSION SECTOR: HOME ECONOMICS
MILACEL M. BELTRAN/SALVACION M. Learning
Teacher QUALIFICATION
PLAN DANAO Area
TITLE:
COOKERY NC II
/Hours)
Total No. No. of Teaching Dates: Quarter FIRST QUARTER
per Class
926
UNIT OF COMPETENCY: PREPARE CEREALS AND STARCH DISHES (CD)
MODULE TITLE: PREPARING CEREALS AND STARCH DISHES (CD)
CONTENT STANDARDS: The learners demonstrates an understanding preparing and cooking cereals and starch dishes
PERFORMANCE
The learners independently prepare and cook cereals and starch dishes
STANDARDS
At the end of the lesson, 100% of the students shall be able to achieve 80% of preparing and cooking cereals and starch
dishes.
LO1. PERFORM MISE EN PLACE TLE_HECK9-12CD-If-5
1.1 Prepare the tools, equipment, and ingredients based on prescribed standards
1.2 Determine the kinds of starch and cereals
1.3 Identify the ingredients in the preparation of various types of starch and cereal dishes
1.4 Ingredients for starch and cereal dishes
LO2. PREPARE STARCH AND CEREAL DISHES TLE_HECK9-12CD-Ig-i-6
LEARNING COMPETENCIES 2.1 Cook various types of starch and cereal dishes
AND 2.2 Prepare sauces and accomplishments of selected starch and cereal products
CONTENT: 2.3 Follow safety and hygienic practices while working in the kitchen
Suggested projects: Cereal and Starch dishes
LO3. PRESENT STARCH AND CEREAL DISHES TLE_HECK9-12CD-IJ-7
3.1. Present starch dishes with suitable plating and garnishing according to standards
LO4. STORING STARCH AND CEREAL DISHES TLE_HECK9-12CD-IJ-8
4.1. Store starch and cereal at appropriate temperature
4.2. Maintain optimum freshness and quality of starch and cereal dishes according to
standards
4.3. Store starch and cereal according to standard operating procedures
927
1. Tools and Read Information Sheet Learner’s Material
45
equipment Modular/Self-paced 2.1-1 on Tools and in Cookery 10
minutes
needed equipment needed Pages 103 -104
Laptop, projector,
Answer Self- Compare answers projector
Trainee will view the
Check 2.1-1 with the Answer Key screen/white
PowerPoint PowerPoint 15
screen, photos or
Presentation presentation on Tools minutes
actual tools and
and equipment needed
materials
2. Quality of cereals Discuss Information

and starch Lecture/Discussion
Sheet 2.1-2 on Quality Answer Self- Compare answers Internet
dishes of cereals and starch Check 2.1-2 with the Answer Key (www.google.com)
dishes
3. Nutritional value Read Information Sheet
Learner’s Material
and components 2.1-3 on Nutritional Answer Self- Compare answers
Modular/Self-paced in Cookery10 Page 2 hours
of cereals and value and components Check 2.1-3 with the Answer Key
109
starch of cereals and starch
4. Food Sources Read Information Sheet
and kinds of 2.1-4 on Food Sources Answer Self- Compare answers
Modular/Self-paced in Cookery10
starch and and kinds of starch and Check 2.1-4 with the Answer Key
Page 104
cereals cereals
5. Ingredients for Discuss Information
Trainee will
starch and cereal Lecture/Discussion
Sheet 2.1-5 on
answer Self-
Compare answers Internet
1 hour
dishes Ingredients for starch
Check 2.1-5
with the Answer Key (www.google.com)
and cereal dishes
LO 2: Prepare starch and cereal dishes
CBLM II Food
Read Information Sheet Answer Self- Compare answers 45
Lecture/Discussion Trades. Module VI.
2.2-1 on Methods of Check 2.2-1 with the Answer Key minutes
Lesson II.
928
1. Methods of cooking starch and Learner’s Material
cooking starch cereal dishes in Cookery 10
and cereal dishes Page 117 - 119
Laptop, projector
View presentation on
and projector 15
Video Presentation Methods of cooking
screen/white minutes
starch and cereal dishes
screen
Demonstration Trainer will perform the Perform Task Evaluate Performance
task sheet 2.2-1 on Sheet 2.2-1.1 - using Performance Learner’s Material
Methods of cooking Cooking Cereal Criteria Checklist 2.2- in Cookery
starch and cereal dishes Task Sheet 2.2- 1.1 and 2.2-1.2 Materials needed:
1.2 - Cooking  500g pasta
Pasta  Salt
Task Sheet 2.2- Evaluate output using  Water
3 hours
1.3 – Scoring Rubric (Page Tools/equipment
Compilation of 121) needed:
20 different  Burner
recipes of  Kettle
starch and  Ladle
cereal dishes  Colander
2. Preparation of Discuss Information 15
sauces and Sheet 2.2-2 on
minutes
accompaniments Lecture
Preparation of sauces
in Cookery 10
for starch and and accompaniments
Pages 271 - 277
30
cereal dishes for starch and cereal minutes
Answer Self- Compare answers
dishes
Check 2.2-2 with the Answer Key
View presentation on
Laptop, projector
Preparation of sauces
and projector 15
Video Presentation and accompaniments
for starch and cereal
screen
dishes
929
Demonstrate the Perform: Evaluate Performance CBLM II
process of making the Task sheet 2.2- using Performance Food Trades.
following: 2.1, Criteria Checklist: Module VI.
Observation with oral
- Alfredo sauce Task sheet 2.2- 2.2-2.1, 2.2-2.2 & 2.2- Lesson II 2 hours
questioning/interview
- Pesto sauce 2.2, & 2.3
- Marinara Task sheet 2.2- Internet
2.3 (www.google.com)
3. Safety and Trainee will be asked to
hygienic read Information Sheet
Answer Self- Compare answers Internet
practices in the Modular/Self-paced 2.2-3 on Safety ad
Check 2.2-3 with the Answer Key (www.google.com)
1 hour
kitchen hygienic practices in the
kitchen
4. Suggested Learner’s Material
projects: Cereal Perform Job
in Cookery 10
and starch Perform the Job sheet Sheet 2.2-4 on Evaluate Performance
Refer to recipe
dishes Observation with oral 2.2-4 on Prepare and Prepare and using Performance
collected/chosen
for the tools and 4 hours
questioning present Fettuccine present Criteria Checklist 2.2-
materials needed
Alfredo Fettuccine 4
in preparing and
Alfredo
presenting
Fettuccine Alfredo
LO3. Present starch and cereal dishes
1. Factors to Discuss the following
consider in Information Sheet:
presenting starch 2.3-1 on
and cereal dishes Factors to
consider in Answer Self- Compare answers Internet 30
1. Plating Lecture/Discussion
presenting starch Check 2.3-1 with the Answer Key (www.google.com) minutes
2. Garnishing
3. Sauces and cereal dishes
4. Accompaniments - 2.3-1.1 –
Plating
930
- 2.3-1.2 –
Garnishing
- 2.3-1.3 –
Sauces
- 2.3-1.4
Accompaniments
Task Sheet 2.3-

Perform Task Sheet 2.3-
1 Make an
1 on Making an album
album on 20 Learners Material
about the 20 different Evaluate output using
different kinds in Cookery 10
kinds of starch and Scoring Rubric
of starch and Page 100
cereal dish
cereal dish
presentations
presentations
Learners Material
in Cookery 10
Job Sheet 2.3- Page 101-102 1 hour &
Perform Job Sheet 2.3-1 Evaluate product and
Observation with Oral 1 Prepare and Please refer to 30
on prepare and present performance using
Questioning Present Baked page 101 for the minutes
Baked Lasagna score sheet 2.3-1
Lasagna tools, materials &
ingredients
needed
LO4. Storing starch and cereal dishes
1. Techniques for Learners Material
storing starch and Read Information Sheet in Cookery 10
cereal dishes 2.4-1on Techniques for Answer Self- Compare answers Page105 - 108 15
Modular/ Self-Paced CBLM II minutes
storing starch and Check 2.4-1 with the Answer Key
Food Trades.
cereal dishes Module VI.
Lesson IV.
931
2. FIFO
Read Information Sheet Answer Self- Compare answers Learners Material 15

Modular/ Self-Paced
2.4-2 on FIFO Check 2.4-2 with the Answer Key in Cookery 10 minutes
Task Sheet 2.4-

Perform Task Sheet 2.4- 2 Create a
2 on Creating a slogan Slogan Learners Material 30
Evaluate output using
Demonstration showing the showing the in Cookery 10 minutes
scoring rubric
importance of proper importance of Page 108
storing of food proper storing
of food
Perform Job Sheet 2.4-2
on Preparing and Job Sheet 2-4- Evaluate Performance
Observation with Oral Cooking any Cereal Dish 2 Prepare and using Performance Learners Material 1 hour
Questioning among recipes Cook Cereal Criteria Checklist 2.4- in Cookery
compiled in the Dish 2
previous activity
C. ASSESSMENT PLAN
Written Test: The written test for this unit of competency will include the following:
932

Performance Test: The performance test for this unit of competency will include the demonstration of the following:
 Task Sheet 2.2-1.1 Cooking Cereal
 Task Sheet 2.2-1.2 Cooking Pasta
 Task Sheet 2.2-1.3 Compilation of 20 different recipes of starch and cereal dishes
 Task sheet 2.2-2.1 Alfredo Sauce
 Task sheet 2.2-2.2 Pesto Sauce
 Task sheet 2.2-2.3 Marinara
 Job sheet 2.2-4 Prepare and Present Fettuccine Alfredo
 Task sheet 2.3-1 Album on 20 different kinds of starch and cereal dish presentations
 Job sheet 2.3-1 Prepare and present Baked Lasagna
 Task sheet 2.4-2 Slogan making on the importance of proper storing of food
 Job sheet 2.4-2 Prepare and cook cereal dish
933
COOKERY
Learning
Teacher MARY GRACE B. DANTES QUALIFICATION
PLAN Area
TITLE:
COOKERY NC II
/Hours)
Total No. No. of
Teaching Dates: Quarter SECOND QUARTER
per Class
UNIT OF COMPETENCY: PREPARE VEGETABLE DISHES
MODULE TITLE: PREPARING VEGETABLE DISHES
CONTENT STANDARDS: The learners demonstrates an understanding preparing and cooking cereals and starch dishes
PERFORMANCE
The learners independently prepare and cook cereals and starch dishes
STANDARDS
LO1: PERFORM MISE EN PLACE TLE_HECK9-12VD-IIa-9
1.4 Identify ingredients according to standard recipe
1.5 Prepare ingredients according to a given recipe, required form, and timeframe
1.6 Thaw frozen ingredients and wash raw vegetables following standard procedures
LO2: PREPARE VEGETABLE DISHES TLE_HECK9-12VD-IIb-c-10
2.1 Identify market forms of vegetables
AND
2.2 Select various kinds of vegetables according to a given menu
CONTENT:
2.3 Cook variety of vegetable dishes following appropriate cooking methods to preserve
optimum quality and nutrition
2.4 Prepare suitable sauces and accompaniments in serving vegetable dishes
LO3: PRESENT VEGETABLE DISHES TLE_HECK9-12VD-d-11
3.1 Present vegetable recipes with appropriate sauces and accompaniments
LO4: STORE VEGETABLES TLE_HECK9-12VD-IId-12
934
4.1 Store vegetables based on prescribed location and temperature
4.2 Demonstrate vegetable storage in accordance with FIFO operating procedures
4.3 Follow standard safety and hygiene procedures
LO5: EVALAUTE THE FINISHED PRODUCT TLE_HECK9-12VD-IId-13
5.1. Rate the finished product using the rubrics
Compare Learning Module-
Formative answers Cookery 10
Assessment with the pg.321 30
INTRODUCTION Let’s See What You Know Diagnostic Test
Answer Key minutes
Test paper & pen

1. Principles of
preparing Read Information Sheet 3.1.- Learning Module-
Lecture/Discussion
vegetables 1.1 on Classification of Cookery 10
Vegetables Compare pages 124 -132 &
Answer “Review of
answers page 135
Learning Outcome 1” 1 hour
with the
Active lecture on Information on page 133 -135
Modular / self- Answer Key Learning Module-
Sheet 3.1-1.2 on Preparing
paced Cookery 10 pages
Vegetables
121-122
2. Characteristics
Read Information Sheet 3.1-2 Compare
of quality Learning Module-
Modular / self- on the Factors to Consider in Answer Self-Check answers 30
vegetables Cookery 10 pages
paced Choosing Good Quality 3.1-2 with the minutes
121-122
Vegetables Answer Key
935
3. Thawing of Modular / self-
Read Information Sheet 3.1-3 Oral questioning Internet 30
frozen paced
on Thawing of Frozen using “Hand Signal” (www.google.com minutes
vegetables Vegetables
Students will display
)
Video View video on Thawing of hand signals to Laptop, projector, 1 hour
presentation/pictur frozen vegetables using indicate their projector and 30
e presentation suggested URL understanding as the screen/white minutes
Compare
https://youtu.be/M1NpVOp5xz
teacher presents the screen/television
M - Simple, Fast Way to Thaw answers
Frozen Vegetables statement on with the
https://youtu.be/T5C335jleZA - thawing vegetable: Answer Key
How to Thaw Foods Properly Thumbs up – (I
https://youtu.be/va2u1m4KoLE understand… explain)
- 7 Tips for Cleaning Fruits, Thumbs down – (I do not
Vegetables understand yet)
Wave hand – (I am not
completely sure about it
LO2: PREPARE VEGETABLE DISHES

1. Market forms Lecture/Discussion Discuss Information Sheet 3.2- Compare Internet 30
of vegetables 1 on Market Forms of Answer Self-Check answers (www.google.com minute
Vegetables 3.2-1 with the ) s
Answer Key
Learning Module-
Cookery 10
Perform Task Sheet pg.137-139
2. Factors in the 3.2-2 Compilation of Evaluate
selection of Read Information 3.2-2 on Technical Words performanc Internet
Modular / self- Commonly Used in 1 hour
vegetables Factors in the Selection of e using
paced the World of Culinary
used for Vegetables scoring Bond paper,
culinary arts for Vegetable rubrics colored paper,
Cookery glue, pair of
scissors, pen, cut
outs
936
3. Methods of Modular / self- Read Information Sheet 3.2-3 Perform the
Learning Module-
cooking paced on Methods of Cooking following Task
Cookery 10 pg.
vegetables Vegetables Dishes Sheets:
140
dishes 3.2-3.1
Video View video regarding Methods Cooking Vegetable by Laptop, projector,
presentation/pictur of cooking vegetables dishes Boiling and Steaming projector
e presentation using suggested URL screen/white
https://youtu.be/Qi_G367LVco - 3.2-3.2 Evaluate screen, television
How to cook vegetables the
proper way
Cooking Vegetable by performanc
https://youtu.be/zu8FS3-MIAs - Sautéing and Frying e using 2 hours
Beginners Guide to Cooking scoring
Vegetables 3.2-3.3 rubrics Stove, pots and
https://youtu.be/kbZiZgYZ5TI - pan, chopping
Methods of Cooking Cooking Vegetable by
https://youtu.be/rgceGEuCI5w - Braising board, knife,
methods of cooking strainer, ladle,
3.2-3.4 spatula, fryer,
Cooking Vegetable by oven
Baking and Deep
Frying
4. Preparation of Perform Task Sheet
sauces and 3.2-4 Make a
accompanimen research on the
Internet
t for serving appropriate recipes,
Evaluate
sauces and (www.google.com
vegetable Read Information Sheet 3.2-4 Performanc
accompaniments in )
dishes on Preparation of sauces and e using
Lecture/Discussion serving the following 30
accompaniment for serving
vegetables:
Performanc  School minutes
vegetable dishes e Criteria supplies
a. Malungga Checklist  Internet
y leaves 3.2-4
b. Bell
pepper
c. Sayote
937
5. Suggested Observation with Perform Job Sheet 3.2-5 on Perform Job Sheet Evaluate Refer to the tools, 4 hours
Projects Oral Questioning Preparing and cooking 3.2-5 on Preparing Performanc materials &
vegetable and cooking e using equipment
vegetable: scoring needed in the
rubrics page recipe
Job Sheet 3.2-5.1
145 - 149
Vegetable Tagliatelle
Job Sheet 3.2-5.2
Sautéed Mushroom
Job Sheet 3.2-5.3
Braised Celerery
Job Sheet 3.2-5.4
Sweet Glazed
Potatoes
LO3: PRESENT VEGETABLE DISHES
1. Presentation of Modular / self- Read Information Sheet 3.3-1 Compare Learning Module- 15
prepared paced Presentation of prepared Answer Self-Check answers Cookery 10 pg. minutes
vegetables vegetables dishes 3.3-1 with the 150
dishes Answer Key
 Video View video regarding Oral questioning on Evaluate Laptop, projector, 30
/Picture Presentation of prepared the ideas presented answers projector minutes
presentatio vegetables dishes using in the video/picture using screen/white
n suggested URL scoring screen/ television
https://youtu.be/9YBnczqciHI - rubrics in
Plating & Food Presentation
https://youtu.be/J4glWZ3EzIs -
recitation
How to make Vegetable Garnish -
Food Decoration - Plating
Garnishes - Food Presentation -
Food Art
https://youtu.be/7krwoypPIKg -
101 Food Plating - Vegetable
Plate Presentation #5 - Picture
Ideas
https://youtu.be/Px20s9deeJA -
938
Ideas
https://youtu.be/kNpH1hnSbIk -
Ideas
https://youtu.be/QmThQUWdu-M -
Ideas
2. Factors of Lecture/Discussion Discuss Information Sheet 3.3- Compare Learning Module- 15
plating 2 on Factors of plating Answer Self-Check answers Cookery 10 page minutes
vegetable vegetable dishes 3.3-2 with the 151 -153
dishes Answer Key
Perform Task Sheet Evaluate Bond paper,
3.3-2 on Photo performanc colored paper,
Collection e using scissor, glue, cut
scoring out pictures
rubrics
Observation with Perform Job Sheet 3.2-5 on Perform Job Sheet Evaluate Learning Module-
Oral Questioning Preparing and presenting a 3.2-5 Preparing and Performanc Cookery 10 page
creative Stir Fried Mixed presenting a creative e using 155
Vegetable Stir Fried Mixed Performanc
1 hour
Vegetable e scoring Pan, mixing bowl,
rubrics ladle, chopping
board, knife, plate
for serving
LO4: STORE VEGETABLES
1. Techniques for Modular / self- Read Information Sheet 3.4-1 Compare Learning Module- 30
storing paced Techniques for storing answers Cookery 10 minutes
vegetable vegetable dishes and FIFO Answer Self-Check 3.4-1 with the pg.155
dishes and methods Answer
FIFO methods Key
939
2. Safety and Read Information Sheet 3.4-2 Compare 30
hygienic Safety and Hygienic Practices answers Internet minutes
practices in Lecture/Discussion in the Laboratory Kitchen Answer Self-Check 3.4-2 with the (www.google.com
the laboratory Answer )
kitchen Key
1. Evaluation of  Application Perform Job Sheet 3.5-1 on Perform Job Sheet 3.5-1 Evaluate Tools and
the finished Preparing and cooking on cooking vegetable Performa Equipment
product using vegetable: dishes nce using needed:
rubrics Lumpiang Ubod with Egg
scoring Wok, colander,
rubrics turner, measuring 1 hour
Wrapper
spoon, knife,
measuring cups,
chopping board &
casserole
C. ASSESSMENT PLAN
 Pre - Test and Post – Test
 Review of the Learning Outcome 1

940
 Task Sheet 3.2-2 Compilation of Technical Words Commonly Used in the World of Culinary for
Vegetable Cookery
 Task Sheet 3.2-3.1 Cooking Vegetable by Boiling and Steaming
 Task Sheet 3.2-3.2 Cooking Vegetable by Sautéing and Frying
 Task Sheet 3.2-3.1 Cooking Vegetable by Braising
 Task Sheet 3.2-3.1 Cooking Vegetable by Baking and Deep Frying
 Task Sheet 3.2-4 Research on the appropriate recipes, sauces and accompaniments in serving
vegetable
 Job Sheet 3.2-5.1 Vegable Tagliatelle
 Job Sheet 3.2-5.2 Sauteed Mushroom
 Job Sheet 3.2-5.3 Braised Celery
 Job Sheet 3.2-5.4 Sweet Glazed Poatoes
 Task Sheet 3.3-2 Photo Collection
 Job Sheet 3.2-5 Preparing and presenting a creative stir fried mixed vegetable
 Job Sheet 3.5-1 Cooking vegetable dishes: Limpiang Ubod with Egg Wrapper

COOKERY
Learning
Teacher SALVACION M. DANAO QUALIFICATION
PLAN Area
TITLE:
COOKERY NC II
Teaching Dates: Quarter SECOND QUARTER
/Hours)
941
Total No. No. of
per Class
UNIT OF COMPETENCY: PREPARE AND COOK SEAFOOD DISHES
MODULE TITLE: PREPARING AND COOKING SEAFOOD DISHES
CONTENT STANDARDS: The learners demonstrates an understanding preparing and cooking seafood dishes
PERFORMANCE
The learners independently prepares and cooks seafood dishes
STANDARDS
At the end of the lesson, 100% of the students shall be able to achieve 80% of preparing and cooking seafood dishes.
LO1. PERFORM MISE EN PLACE TLE_HECK9-12PC-IIe-14
1.5 Prepare the kitchen tools, equipment, and ingredients based on required standards
1.6 Identify types, varieties, market forms, nutritive value, and composition of fish and seafood
1.7 Assemble ingredients according to recipes, recipe card, or enterprise standard
1.8 Identify steps in processing fish
LO2. HANDLE FISH AND SEAFOOD TLE_HECK9-12PC-11f-15
2.4 Handle seafood hygienically
2.5 Thaw frozen seafood correctly to ensure maximum quality and maintain nutritional value
LO3. COOK FISH AND SHELLFISH TLE_HECK9-12PC-IIg-i-16
3.2. Clean, cut and fillet seafood
AND 3.2 Prepare ingredients according to given recipe
CONTENT: 3.3 Demonstrate various methods of cooking fish and shellfish
LO4. PLATE/ PRESENT FISH AND SEAFOOD TLE_HECK9-12PC-IIj-17
4.4. Prepare and present fish and seafood dishes
4.5. Perform guidelines in serving fish and seafood dishes
LO5. STORE FISH AND SEAFOOD TLE_HECH9-12PC-IIj-18
5.1 Ensure that trimmings, fish and seafood are stored hygienically
5.2 Check date stamps and codes where applicable to ensure quality control
5.3 Store seafood in accordance with FIFO operating procedures and standard storage requirements
LO6. EVALUATE THE FINISHED PRODUCT TLE_HECK9-12PC-IIj-19
6.1 Rate the finished product
DURATION: Week 1 – 6 / 24 hours
942
1. Tools and Discuss Information Sheet Answer Self- Internet
Compare answers with 30
Equipment Lecture/Discussion 4.1-1 on Tools and Check (www.google.com)
Answer Key minutes
Needed Equipment Needed 4.1-1
2. Types of Read Information Sheet
seafood Modular/Self- 4.1-2 on
in Cookery
10
a. Shellfish paced Types/Classification of
Pages 158
minutes
b. Fin fish Seafood
Answer Self-
c. Others Compare answers with Laptop, projector,
Check
View the PowerPoint the Answer Key projector
4.1-2
PowerPoint presentation on screen/white 10
Presentation Types/Classification of screen, photos of minutes
Seafood type/classification
of seafood
3. Varieties of
Fish Modular/Self- Read Information Sheet Learner’s Material
a. Structure paced 4.1-3 on Varieties of Fish in Cookery
20
b. Body shape Page 159
minutes
c. Fat
contents Answer Self-
d. Water Compare answers with
Check
source the Answer Key
View PowerPoint 4.1-3
e. Processed PowerPoint
presentation on Varieties Internet 10
fish Presentation
of Fish (www.google.com) minutes
f. Others
943
4. Market forms Read Information Sheet Answer Self-
of fish and Modular/Self-
4.1-4 On Market Forms of Check
Compare answers with in Cookery 15
fish products paced
Fish and Fish Products 4.1-4
the Answer Key Page 159 - 161 minutes
Perform Task
Sheet 4.1-4 on
Creating
in Cookery;
Leaflets/flyers-Making on leaflets/flyers
Collaborative Evaluate Performance Pictures of Fish 45
Market Forms of Fish and on Market
Group Activity using scoring rubric and Other Seafood minutes
Other Seafood Products Forms of fish
Products
and Other
Seafood
Products
5. Composition
and nutritive Learner’s Material
value of fish Modular/Self-
Discuss Information Sheet Answer Self-
in Cookery
paced Compare answers with 30
4.1-5 on Composition and Check
the Answer Key 4.1-5 minutes
Nutritive Value of Fish 4.1-5
Internet
(www.google.com)
6. Processing Answer Self- Learner’s Material

fish Modular/Self- Read Information Sheet Compare answers with 10
Check in Cookery
a. Scaling paced 4.1-6 On Processing Fish the Answer Key minutes
4.1-6 Pages 169 -178
b. Cutting of Perform Task Sheet:
tails and 4.1-6.1 Scaling Evaluate Performance
fins 4.1-6.2Cutting of tails and
Perform Task
Using Performance Learner’s Material
c. Eviscerating Observation with
fins
Sheet 4.1-6.1,
Criteria Checklist 4.1- in Cookery 1 hour
d. Cleansing Oral Questioning 4.1-6.2, 4.1-6.3,
4.1-6.3 Eviscerating 6.1, 4.1-6.2, 4.1-6.3, Pages 169 -178
e. Canning 4.1-6.4 & 4.1-6.5
4.1-6.4 Cleansing 4.1-6.4 & 4.1-6.5
4.1-6.5 Canning
LO 2: Handle fish and seafood
944
1. Methods in
thawing View video presentation Answer Self- Learner’s Material
frozen Video Compare answers with
on Methods in Thawing Check in Cookery 2 hours
ingredients Presentation the Answer Key
Frozen Ingredients 4.2-1 Page 165
2. OHS Discuss Information Sheet Answer Self-

Compare answers with Internet
Lecture/Discussion 4.2-2 on Occupational Check 2 hours
the Answer Key 4.2-2 (www.google.com)
Health and Safety 4.2-2
LO3. Cook fish and shellfish
Read Information Sheet

Modular/ Self- 4.3-1 on Principles of
2 hours
Paced Cooking Fish and Seafood
Dishes
View Video Presentation

on Cooking Techniques
for Fish and Shellfish
1. Principles of Fish:
A. Scaling Answer Self- Learners Material
cooking fish Compare answers with
Whole Fish Check in Cookery
and seafood the Answer Key
4.3-1 Pages 179 -
dishes B. Filleting Fish
Video C. Skinning
Presentation Fish
D. Deboning
Fish
Shellfish:
A. Opening
Oysters
B. Opening
Clams
945
C. Cleaning a
Squid
D. Splitting a
Lobster
View PowerPoint
2. Variety of Answer Self-
PowerPoint presentation on Variety Compare answers with Internet
shellfish and Check 2 hours
Presentation of Shellfish and Fish the Answer Key (www.google.com)
fish dishes Dishes
4.3-2
Answer Self-
Discuss Information Sheet Compare answers with Internet
Lecture/Discussion Check 1 hour
4.3-3 on Dry-heat method the Answer Key (www.google.com)
4.3-3
Learners Material
in Cookery
Page 168;
3. Dry-heat
Tools &
method
Equipment
Perform Job
Evaluate Performance needed:
Observation with Perform Job Sheet 4.3-3 Sheet
using scoring rubrics (p. Oven, baking 3 hours
Oral Questioning on Broiled Fish Steaks 4.3-3 Broiled
184) sheet, brush, fork
Fish Steaks
& plate
Ingredients:
Fish steaks, salt,
pepper, lemon
juice & butter
946
Discuss Information Sheet Answer Self-
Compare answers with Internet
Lecture/Discussion 4.3-4 on Moist-heat Check 1 hour
the Answer Key (www.google.com)
Method 4.3-4
Learners Material
in Cookery (p.
189);
Tools &
4. Moist-heat
Equipment
method Perform Job
needed:
Sheet
Perform Job Sheet 4.3-4 Pan, baking dish,
Observation with 4.3-4 Poached Evaluate Performance
on Poached Fillet of Sole food tongs, spoon, 3 hours
Oral Questioning Fillet of Sole in using scoring rubrics
in White Wine Sauce broiler or oven
White Wine
Ingredients:
Sauce
Sole fillet, spinach,
white wine, fish
stock, butter,
flour, cheese,
pepper
LO4. Plate/Present fish and seafood
1. Presentation
of fish and Read Information Sheet Answer Self- Learners Material
seafood Modular/ Self-
4.4-1 on Presentation of Check
Compare answers with
in Cookery Pages
15
dishes Paced
fish and seafood dishes 4.4-1
the Answer Key
184 -185
minutes
 Plating
947
 Garnishing Laptop, projector,
projector
View PowerPoint
screen/white
PowerPoint presentation on 30
screen, photos of
Presentation Presentation of fish and minutes
garnishes or
seafood dishes
accompaniments
for plating
2. Guidelines in
serving fish Read Information Sheet
Answer Self- Learners Material
and seafood Modular/ Self- 4.4-2 on Guidelines in
Check
in Cookery Pages
15
dishes Paced serving fish and seafood
4.4-2
the Answer Key
185 -187
minutes
dishes
LO5. Store fish and seafood

1. Factors in
storing and Read Information Sheet Answer Self- Learners Material
handling Modular/ Self-
4.5-1 on Factors in storing Check
in Cookery
15
seafood Paced
and handling seafood 4.5-1
the Answer Key
Page 190
minutes
2. Storage
requirements Read Information Sheet Answer Self- Learners Material
for fish Modular/ Self-
4.5-2 on Storage Check
in Cookery
15
Paced the Answer Key minutes
Requirements for Fish 4.5-2 Page 190
3. Minimization
techniques in Read Information Sheet Answer Self-
relation to Modular/ Self- 4.5-3 on Minimization Check Compare answers with
Learners Material
15
seafood Paced Techniques in Relation to 4.5-3 the Answer Key
in Cookery
minutes
Page 190
Seafood
948
Learners Material
in Cookery
Page 191
Perform Job
Perform Job Sheet 4.5-3 Note: Please refer
Sheet 1 hour
Observation with On Prepare, Cook, Evaluate Performance to your own recipe
4.5-3 on and 30
Oral Questioning Present and Store Using scoring rubrics for the tools,
Experimental minutes
Seafood materials,
Fish Cookery
equipment and
ingredients
needed
LO6. Evaluate the finished product

1. Evaluation
of the Learners Material
finished Observation with
Evaluate finished products
Evaluate finished
in Cookery: 45 minutes
product Oral Questioning products using rubrics
Finished Products
C. ASSESSMENT PLAN
949
 Creating Leaflets/Flyers-Making on Market Forms of fish and Other Seafood Products
 4.1-6.1 Scaling
 4.1-6.2 Cutting of tails and fins
 4.1-6.3 Eviscerating
 4.1-6.4 Cleansing
 4.1-6.5 Canning
 4.3-3 Broiled Fish Steaks
 4.3-4 Poached Fillet of Sole in White Wine Sauce
 4.5-3 Experimental Fish Cookery
950
COOKERY
Learning
Teacher SALVADOR A. CIUDADANO IV QUALIFICATION
PLAN Area
TITLE:
COOKERY NC II
/Hours)
Total No. No. of
Teaching Dates: Quarter THIRD QUARTER
per Class
UNIT OF COMPETENCY: PREPARE STOCKS, SAUCES AND SOUPS
MODULE TITLE: PREPARING STOCKS, SAUCES AND SOUPS
The learners demonstrate an understanding basic concepts and underlying theories in preparing stocks, sauces
CONTENT STANDARDS:
and soups
951
PERFORMANCE The learners prepare a variety of stocks, sauces and soups used in different cultures.
STANDARDS
LO1: PREPARE STOCKS FOR MENU ITEMS TLE_HECK9-12SSS-IIIa-20
1.1 Use ingredients and flavouring according to enterprise
1.2 Produce variety of stocks according to enterprise standards
LO2: PREPARE SOUPS REQUIRED FOR MENU ITEMS TLE_HECK9-12SSS-IIIb-21
2.1 Select and assemble correct ingredients in preparing soups, including stocks ad
garnishes
2.2 Prepare variety of soup recipes according to enterprise standards
2.3 Present and evaluate soups recipes in accordance with the criteria
LO3: PREPARE SAUCES REQUIRED FOR MENU ITEMS TLE_HECK9-12SSS-IIIc-22
3.1 Classify various types of sauces and their corresponding
AND
3.2 Prepare variety of cold and hot sauces based on the required menu items
CONTENT:
3.3 Identify the types of thickening agents and convenience products used in preparing
sauces
3.4 Use thickening agents and convenience products appropriately
3.5 Evaluate sauces for flavour, color and consistency
3.6 Identify and deal with problems in the preparation of sauces
LO4: STORE AND RECONSTITUTE STOCKS, SAUCES AND SOUPS TLE_HECK9-12SSS-IIId-23
4.1 Maintain optimum quality and freshness of stocks, sauces and soups
4.2 Reconstitute stocks, sauces and soups
LO5: EVALAUTE THE FINISHED PRODUCT TLE_HECK9-12SSS-IIId-24
5.1. Rate the finished product using the rubrics
Compare answers  Learning
30
INTRODUCTION Formative Let’s See What You Know Diagnostic Test with the answer Module- minutes
Assessment key pg.321 Cookery 10
952
 Test paper
& Pen
LO1: PREPARE STOCKS FOR MENU ITEMS

1. Principles, Read Information Sheet 5.1-1 on
classifications, Modular / self- Principles, Classifications, 15
ingredients in paced Ingredients in Preparing Stocks minutes
Answer Self- Compare answers Learners Material
preparing
Check with the Answer in Cookery 10
stocks 5.1-1 Key Pages 198 - 202
View PowerPoint presentation 15
PowerPoint on Principles, Classifications, minutes
Presentation Ingredients in Preparing Stocks
2. Types and Discuss Information Sheet 5.1-2
uses of Lecture/Discussion
on Types And Uses of Internet 45
convenience Convenience Products and (www.google.com) minutes
products and Methods in Preparing Stocks
methods in Video View video presentation
preparing Presentation/Picture regarding methods in preparing
stocks Presentation stock using the suggested URL
https://youtu.be/yLqm1DLduuA - Answer
Four Stocks, Four Ways: How-to “Review of Compare answers
Make a Homemade Stock Laptop, projector,
Learning with the Answer
https://youtu.be/ojZIgseX7Xo - projector
Outcome 1” Key
knife skills for stocks, sauces and screen/white 45
soups Page 207
screen, television minutes
https://youtu.be/q2aH-SKIlO4 -
Stocks, Soups and Sauces
https://youtu.be/c-XHHazUHHo -
Stocks, Soups and Sauces
presentation
https://youtu.be/A8t9aVF-dZY -
8 simple plating techniques for
sauces
953
3. Suggested Learners Material
projects: Perform Task in Cookery
a. White Perform Task Sheet
Sheet
Evaluate
Page 203 - 206
stocks 5.3-3.1 on Preparing Basic White
5.3-3.1 on
Performance
Tools and
b. Brown Observation with Preparing Basic Equipment:
Stock Using scoring 2 hours
stocks Oral Questioning White Stock Stove, stock pot,
5.3-3.2 on Preparing Basic rubrics
5.3-3.2 on chopping board,
Brown Stock (Page 203 – 206)
Preparing Basic knife,
Brown Stock skimmer/strainer,
ladle, container
LO2: PREPARE SOUPS REQUIRED IN MENU ITEMS
1. Classifications Read Information Sheet 5.2-1 on
of soups, Classifications of soups,
ingredients in ingredients in preparing, Answer
Modular / self-
“Review of
preparing, paced techniques in presenting and Compare answers Learners Material 1
evaluating soups Learning
techniques in with the Answer in Cookery hour
Outcome 2”
presenting Key Pages 207-211
and Page 220
evaluating
soups.
2. Garnishes for View a video presentation on Internet
presentation, Garnishes for presentation, (www.google.com)
techniques in techniques in presenting and
presenting evaluating soups and its criteria Evaluate  Magazine
Video Perform Task Performance
and using the suggested URL  Newspaper 1
Presentation/Picture Sheet 5.2-2 using
evaluating https://youtu.be/uV-011oWQ9A -  Colored hour
presentation Soup Presentation “Photo Gallery” Performance
soups and its https://youtu.be/1wRYmHMTzSA
paper
Criteria Checklist
criteria. -Easy soup garnish  Internet
https://youtu.be/vGSj4lWI8TY -  Pen and
Soup Decoration Ideas Paper
954
https://youtu.be/elwOtPah1vs- Laptop, projector,
Cooking Demo: Soup Garnishing projector
screen/white
screen, television

soup recipes in Cookery
Page 212 – 213
Tools and
Perform Job Equipment:
Evaluate
Sheet Casserole,
Perform Job Sheet Performance
Observation with 5.2-3 on gas/electric stove,
5.2-3 on Preparing Cream of Using scoring 2 hours
Oral Questioning Prepare Cream knife, chopping
Potato Soup rubrics
of Potato Soup board, strainer,
sauce pot,
measuring cup,
measuring spoon,
wooden spoon,
soup ladle
LO3: PREPARE SAUCES REQUIRED FOR MENU ITEMS
1. Classification Modular / self-
Read Information Sheet 5.3-1
30
of sauces and paced
Classification of soups and
minutes
Answer Self- Compare answers Learners Material
ingredients in ingredients in preparing sauces.
Check with the Answer in Cookery
preparing Discuss Information Sheet
5.3-1 Key Page 221 – 223 30
sauces. Lecture/Discussion 5.3-1 Classification of soups and
minutes
ingredients in preparing sauces.
2. Methods, Modular / self- Read Information Sheet 5.3-2 Answer
Types of paced on Methods, Types of thickening “Review of Compare answers Learners Material
30
thickening agent, its role, criteria in Learning with the Answer in Cookery
minutes
agent, its role, evaluating sauces and common Outcome 3” Key Page 223 – 225
problems
955
criteria in Lecture/Discussion Discuss Information Sheet 5.3-2 Page 230
evaluating on Methods, Types of thickening
sauces and agent, its role, criteria in 30
common evaluating sauces and common minutes
problems. problems

Projects Evaluate in Cookery
Performance Page 226 – 229
Perform Task Sheet
Using scoring Tools and
5.3-3.1 on Preparing Pan Gravy Perform Job
rubrics Equipment:
Observation with 5.3-3.2 on Preparing Béchamel Sheet
5.3-3.2 – Page 226 Roasting pan, 2 hours
Oral Questioning Sauce 5.3-3.1, 5.3-3.2
- 227 sauce pan,
5.3-3.3 on Preparing Hollandaise & 5.3-3.2
5.3-3.3 – Page 227 strainer, ladle,
Sauce
5.3-3.3 – Page 228 cheesecloth,
- 229 spoon, beater,
mixing bowl
LO4: STORE AND RECONSTITUTE STOCKS, SAUCES AND SOUPS

1. Methods of Read Information Learners Material
storing, and Sheet 5.4-1 on in Cookery
reheating Modular / self- Methods of storing, Answer Self-Check Compare answers Page 231 – 232 30
stocks, sauces paced and reheating stocks, 5.4-1 with the Answer Key minutes
sauces and soups and
OHS
956
and soups and  Magazine
OHS Discuss Information Perform Task Sheet  Newspaper
Sheet 5.4-1 on 5.4-1 Evaluate
 Colored
Methods of storing, Performance using 30
Lecture/Discussion
and reheating stocks,
“Photo Grid of
Performance Criteria
paper minutes
sauces and soups and
Different Stock,
Checklist  Internet
Sauces and Soups”  Pen and
OHS
Paper
1. Evaluation of Learners Material
the finished in Cookery
product using Perform Job Sheet
Page 215 – 220
rubrics 5.5-1.1 on Preparing Evaluate
Tools and
Equipment:
Consommé A La Performance Using
Casserole, electric
Madrilene scoring rubrics
stove, knife,
5.5-1.2 on Preparing Perform Job Sheet 5.5-1.1 – Page 215
Observation with chopping board,
Egg Drop Soup 5.5-1.1, 5.5-1.2, 5.5- 5.5-1.2 – Page 216 - 3 hours
Oral Questioning measuring cup,
5.5-1.3 on Preparing 1.3 & 5.5-1.4 217
measuring spoon,
Creamy Carrot Soup 5.5-1.3 – Page 218
wooden spoon,
5.5-1.4 on Preparing 5.5-1.4 – Page 219 -
soup ladle, stock
Chicken and Corn 220
pot with cover,
Chowder
mortar and
pestle, strainer,
saucepan
C. ASSESSMENT PLAN
 Diagnostic Test
 Review of Learning Outcome 1
957
 Task Sheet 5.3-3.1 Preparing Basic White Stock
 Task Sheet 5.3-3.2 Preparing Basic Brown Stock
 Task Sheet 5.2-2 Photo Gallery
 Job Sheet 5.2-3 Prepare Cream of Potato Soup
 Task Sheet 5.3-3.1 Preparing Pan Gravy
 Task Sheet 5.3-3.2 Preparing Béchamel Sauce
 Task Sheet 5.3-3.3 Preparing Hollandaise Sauce
 Task Sheet 5.4-1 “Photo Grid of Different Stock, Sauces and Soups”
 Job Sheet 5.5-1.1 on Preparing Consommé A La Madrilene
 Job Sheet 5.5-1.2 on Preparing Egg Drop Soup
 Job Sheet 5.5-1.3 on Preparing Creamy Carrot Soup
 Job Sheet 5.5-1.4 on Preparing Chicken and Corn Chowder
958
COOKERY
Learning
Teacher ROTER RON B. OLIVA QUALIFICATION
PLAN Area
TITLE:
COOKERY NC II
/Hours)
Total No. No. of
Teaching Dates: Quarter THIRD QUARTER
per Class
A. LEARNING ACTIVITIES
959
UNIT OF COMPETENCY: PREPARE POULTRY AND GAME DISHES
MODULE TITLE: PREPARING POULTRY AND GAME DISHES
The learners demonstrate an understanding basic concepts and underlying theories in preparing poultry and
CONTENT STANDARDS:
game dishes
PERFORMANCE The learners prepare a variety of poultry and game dishes found in different culture
STANDARDS
LO1: PERFORM MISE EN PLACE TLE_HECK9-12PGD-IIIe-25
1.1. prepare the tools, equipment, and ingredients based on standards
1.2. identify the market forms of poultry
1.3. determine poultry cuts in accordance with prescribed dish
LO2: COOK POULTRY AND GAME BIRD DISHES TLE_HECK9-12PGD-IIIf-h-26
2.1 Prepare poultry and game birds hygienically to minimize risk of food spoilage and cross contamination
LEARNING COMPETENCIES 2.2 Cook various poultry and game bird dishes appropriately
AND LO3: PLATE/PRESENT POULTRY AND GAME BIRD DISHES TLE_HECK9-12PGD-IIIi-27
CONTENT: 3.1 Identify the type of service ware to be utilized in serving poultry and game bird dishes
3.2 Present plated and game bird dishes with appropriate sauces, garnishes and
accompaniments
LO4: STORE POULTRY AND GAME BIRD TLE_HECK9-12PGD-IIIj-28
4.1 Store and maintain poultry and game bird according to standards
LO5: EVALUATE THE FINISHED PRODUCT TLE_HECK9-12PGD-IIIj-29
5.1 Rate the finished products using rubrics
5.2 Evaluation of the finished product using rubrics
960
1. Preparation of poultry for Discuss Information
cooking Sheet 6.1-1 on
 Slaughter and Lecture/Discussion Preparing the tools,
bleeding equipment and
 Scalding ingredients
 Defeathering View video clips in
Preparing of poultry Compare
 Evisceration Answer Self-
answers with Internet 30
for cooking:
 Deboning Check
the Answer (www.google.com) minutes
 Slaughter 6.1-1
and Key
Video
presentation bleeding
 Scalding
 Defeathering
 Evisceration
 Deboning
Perform Task
Perform Task Sheet Evaluate
Sheet
Observation with 6.1-1 on Fabricating Performance Learners Material in Cookery
6.1-1 Fabricate 2 hours
Oral Questioning and Deboning Using scoring Page 249
and Debone
Chicken rubrics
Chicken
Read Information Compare
Modular / self- Sheet 6.1-2 on Answer Self- answers with Learners Material in Cookery 30
2. Market forms of poultry
paced Market Forms of Check 6.1-2 the Answer Page 235 minutes
Poultry Key
Compare
Read Information
Modular / self- Answer Self- answers with Learners Material in Cookery
Sheet 6.1-3 Different
paced Check 6.1-3 the Answer Pages 236-239
Cuts of Poultry
Key
3. Poultry cuts 1 hour
View PowerPoint Evaluate
Perform Task Laptop, projector, projector
PowerPoint presentation on performance
Sheet 6.1-3 on screen/white screen,
Presentation Different Cuts of using scoring
Pictorial Report television
Poultry Meat rubrics
961
on Different Cuts
of Poultry
LO2: COOK POULTRY AND GAME DISHES

1. Types and causes Read Information
Compare
of food spoilage Modular / self-
Sheet 6.2-1 Answer Self-
answers with Learners Material in Cookery
and cross- paced
Types and causes of Check 6.2-1
the Answer Page 241
1 hour
contamination food spoilage and
Key
cross- contamination
2. Methods of Read Information
cooking poultry Sheet 6.2-2 Methods Compare
Learners Material in Cookery
and game birds Modular / self- of Cooking Poultry Answer Self- answers with
Pages 241 -242
 Dry-heat paced and game birds Check 6.2-2 the Answer
cookery -dry heat method Key
- moist-heat method
 Moist-heat
Perform Job
cookery
Sheet
6.5-1.1 on
Perform Job Sheet
Prepare and Cook
6.5-1.1 on Preparing
Chicken Evaluate
and Cooking Chicken
Galantina/Relleno Performance Learners Material in Cookery
Galantina/Relleno
6.5-1.2 on Using scoring Pages 251 & 253
Prepare and Cook rubrics Tools & Equipment needed:
and Cooking Italian
Observation with Italian Chicken 6.5-1.1 – Knife, chopping board, 10
Chicken Roll-Ups
Oral Questioning Roll-Ups Page 251 measuring cup, measuring hours
6.5-1.3 on 6.5-1.2 – spoon, oven, wooden spoon,
and Cooking Moist
Prepare and Cook Page 253 casserole, electric stove &
Garlic Chicken
Moist Garlic 6.5-1.3 frying pan
Chicken 6.5-1.3
and Cooking Chicken
6.5-1.3 on
Festive
Prepare and
CooChicken
Festive
962
3. Nutritional value Modular / self- Read Information
Compare
Learners Material in Cookery
of poultry and paced Sheet 6.2-3
Answer self-check answers with
Page 242
game bird dishes Nutritional Value of
6.2-3 the Answer
1 hour
Lecture/Discussion poultry and game
Key
birds
LO3: PLATE/PRESENT POULTRY AND GAME BIRD DISHES
PowerPoint View PowerPoint Learners Material in Cookery
1. Factors in Compare
Presentation Presentation on Page 255
presenting/plating Answer self-check answers with
Factors in 1 hour
poultry and game- 6.3-1 the answer
presenting/plating
bird dishes poultry and game bird
key
Discuss information
sheet 6.3-2 on Types
Compare
of Service Ware in
2. Types of service Answer self-check answers with Internet
Lecture/Discussion Presenting/Plating 1 hour
ware Poultry and Game
6.3-2 the answer (www.google.com)
key
Dishes
Answer self-check
View PowerPoint Learners Material in Cookery
6.3-3,
presentation on Page 255-257
3. Plating Answer self-check Compare
Presenting Plated and
4. Garnishing PowerPoint 6.3-4, answers with
Game Dishes with 2 hours
5. Sauces presentation Answer self-check the answer
Appropriate Sauces, Laptop, projector, projector
6. Accompaniments 6.3-5 key
Garnishes and screen/white screen,
Answer self-check
Accompaniments television
6.3-6
LO4: STORE POULTRY AND GAME BIRD
1. Techniques in Read Information Compare
storing poultry Modular / self- Sheet 6.4-1 on Answer Self-Check answers Learners Material in Cookery
2 hours
and game bird paced Techniques in storing 6.4-1 with the Pages 259-263
poultry and game bird answer key
963
View video Laptop, projector, projector
Video presentation on screen/white screen,
Presentation Techniques in storing television https://www.you
poultry and game bird tube.com/Watch/v=7XeE9cdiv8c
1. Evaluation of the
finished product Evaluate
using rubrics Observation with Evaluate finished finished Learners Material in Cookery:
1 hour
Oral Questioning products products Finished Products
using rubrics
Compare
Answer Let’s See
Post Test/ answers Learners Material in Cookery
Post Evaluation How Much You 1 hour
Assessment with the Pages 264-266
Learned
answer key
C. ASSESSMENT PLAN
964
 Post Test
 Task Sheet 6.1-1 Fabricate and Debone Chicken
 Task Sheet 6.1-3 Pictorial Report on Different Cuts of Poultry
 Job Sheet 6.5-1.1 Chicken Galantina/Relleno
 Job Sheet 6.5-1.2 Italian Chicken Roll-Ups
 Job Sheet 6.5-1.3 Moist Garlic Chicken
 Job Sheet 6.5-1.4 Chicken Festive
965
School BAYOMBON HIGH SCHOOL Grade Level GRADE 10
COOKERY
Learning
Teacher MILACEL M. BELTRAN QUALIFICATION
PLAN Area
TITLE:
COOKERY NC II
/Hours)
Total No. No. of
Teaching Dates: Quarter FOURTH QUARTER
per Class
UNIT OF COMPETENCY: PREPARE AND COOK MEAT (PCM)
MODULE TITLE: PREPARING AND COOKING MEAT (PCM)
CONTENT STANDARDS: The learners demonstrates an understanding preparing and cooking meat dishes
PERFORMANCE
The learners independently prepare and cook meat dishes
STANDARDS
LEARNING COMPETENCIES At the end of the lesson, 100% of the ___ students shall be able to achieve 80% of preparing and cooking cereals and starch dishes.
LO1. PERFORM MISE EN PLACE TLE_HECK9-12PCM-IVa-30
AND
1.9 Prepare the tools, equipment, ingredients and other supplies based on the given recipe
CONTENT: 1.10 Techniques in meat tenderizing
966
LO2. COOK MEAT CUTS TLE_HECK9-12PCM-IVb-g-31
2.1. Identify the market forms and cuts of meat
2.2. Prepare meat cuts according to the given recipe
2.3. Prepare and use suitable marinades for a variety of meat cuts
2.4. Identify appropriate cooking methods for meat cuts
2.5. Apply the different techniques in meat preparation
2.6. Cook meat-cut dishes according to the given recipe
LO3. PRESENT MEAT DISHES TLE_HECK9-12PCM-IVh-32
3.1. Present meat dishes aesthetically, based on classical and cultural standards
3.2. Select suitable plate according to standard in serving meat dishes
3.3. Present meat dishes hygienically and sequentially within the required timeframe
LO4. STORE MEAT TLE_HECK9-12PCM-IVi-33
4.1. Utilize quality trimmings and garnishes, and leftovers in storing meat
4.2. Store fresh and cryovac-packed meat according to health regulations
4.3. Use required containers and store meat in proper temperature to maintain quality and freshness
4.4. Store meat in accordance with FIFO operating procedures and meat storage requirements
LO5. EVALUATE THE FINISHED PRODUCT TLE_HECK9-12PCM-IVj-34
5.1. Rate the finished products using rubrics
DURATION: Week 1 –Week 10 (40 hours)
Test paper
Overview Answer sheet
Discuss the Overview and Compare Ball pen
Answer Pre- 15
distribute the test paper answers with
Test minutes
afterwards. the answer key Learner’s Material
Pre-Test in Cookery
Pages 329 -331
1. Principles in meat Read Information Sheet Answer Compare Learner’s Material
30
preparation Modular/Self-paced 7.1-1 on Principles in meat Self-Check answers with in Cookery
minutes
preparation 7.1-1 the answer key Pages 273 - 274
967
Discuss Information Sheet
Lecture 7.1-1 on Principles in meat
preparation
2. Market forms of meat Read Information Sheet
Modular/Self-paced 7.1-2 on Market forms of
Answer Compare Learner’s Material
meat 45
Self-Check answers with in Cookery
View PowerPoint minutes
PowerPoint 7.1-2 the answer key Page 277
presentation on Market
Presentation
forms of meat
3. Different kinds of meat
a. Beef Answer Compare Learner’s Material
7.1-3 on Different kinds of 45
b. Pork Lecture/Discussion Self-Check answers with in Cookery
meat: Beef, Pork, Carabeef minutes
c. Carabeef and others
7.1-3 the answer key Page 337 - 339
d. Others
4. Different types of meat Learner’s Material
cuts in Cookery
View the PowerPoint Answer Compare Pages 342 - 343
PowerPoint 15
presentation on Different Self-Check answers with Laptop, projector,
Presentation minutes
types of meat cuts 7.1-4 the answer key projector
screen/white
screen, photos
5. Tools, utensils, and Read Information Sheet
equipment for meat Modular/Self-paced
7.1-5 on Tools, utensils,
in Cookery
30
preparation and equipment for meat
Page 271
minutes
preparation
Answer Compare
Internet
Self-Check answers with
View the PowerPoint (www.google.com)
7.1-5 the answer key
PowerPoint presentation on Tools, Laptop, projector, 10
Presentation utensils, and equipment projector minutes
for meat preparation screen/white
screen, photos or
968
actual tools and
materials
6. Techniques in meat Learner’s Material
tenderizing Discuss Information Sheet in Cookery
35
Lecture/Discussion 7.1-6 on Techniques in Page 279 -280
minutes
meat tenderizing Answer Compare Internet
Self-Check answers with (www.google.com)
7.1-6 the answer key Laptop, projector
View video presentation
and projector 15
Video Presentation on Techniques in meat
tenderizing
screen
LO 2: Cook meat cuts
1. Variety of meat dishes Laptop, projector
View video presentation Compare
Answer Self- and projector
Video Presentation on Variety of meat dishes answers with 1 hour
Check 7.2-1 screen/white
using different cuts the answer key
screen
2. Methods of cooking Read Information Sheet
meat 7.2-2 on Methods of
a. Dry-heat cooking cooking meat
b. Moist-heat cooking Modular/Self-paced a. Dry-heat 1 hour
cooking
b. Moist-heat
Compare Learner’s Material
cooking Answer Self-
answers with in Cookery
Discuss Information Sheet Check 7.2-2
the answer key Page 281 - 285
7.2-2 on Methods of
cooking meat
Lecture a. Dry-heat 1 hour
cooking
b. Moist-heat
cooking
969
View video presentation
on Methods of cooking
meat Laptop, projector,
projector
Video Presentation a. Dry-heat 1 hour
screen/white
cooking
screen
b. Moist-heat
cooking
3. Cooking specialty cuts Discuss Information Sheet
Internet
Lecture/Discussion 7.2-3 on Cooking specialty 1 hour
(www.google.com)
cuts Compare
Answer Self-
answers with Laptop, projector,
Check 7.2-3
View video presentation the answer key projector
Video Presentation 1 hour
on Cooking specialty cuts screen/white
screen
4. Cooking frozen meat Discuss Information Sheet
Internet
Lecture/Discussion 7.2-4 on Cooking frozen 1 hour
(www.google.com)
meat Compare
Answer Self-
Check 7.2-4
View video presentation the answer key projector
Video Presentation 1 hour
on Cooking frozen meat screen/white
screen
Evaluate
in Cookery
Finished
Pages 287 – 291
Perform the Job Sheet: Products and
Perform Job Tools & Materials
7.2-2.1 - Roasted Meat Performance
Sheet 7.2- Needed:
Observation with 7.2-2.2 - Braised Short Ribs using Score 15
2.1, 7.2-2.2, Knife, chopping
Oral Questioning 7.2-2.3 - Broiling/Grilling Sheet hours
7.2-2.3 & board, roasting pan,
Meats 7.2-2.1 – Page
7.2-2.4 rack, oven, pan,
7.2-2.4 – Morcon 286
serving plate, string
7.2-2.2 – Page
for tying, ladle,
287-288
strainer, broiler,
970
7.2-2.3 – Page brush for meat,
289 fork, tongs,
7.2-2.4 – Page measuring spoon,
291 measuring cup,
weighing scale,
pressure cooker
5. Types of marinades Discuss Information Sheet Learner’s Material
30
Lecture/Discussion 7.2-5 on Types of in Cookery
minutes
marinades Compare Pages 279 – 280
Answer Self-
Check 7.2-5
View video presentation the answer key projector 30
Video Presentation
on Types of marinades screen/white minutes
screen
LO 3: Present meat dishes
1. Methods of presenting Discuss Information Sheet
45
meat dishes Lecture/Discussion 7.3-1 on Methods of
Compare Learner’s Material minutes
presenting meat dishes Answer Self-
answers with in Cookery
View PowerPoint Check 7.3-1
PowerPoint the answer key Page 292 15
presentation on Methods
Presentation minutes
of presenting meat dishes
2. Plating Discuss Information Sheet
45
Lecture/Discussion in Cookery
7.3-2 on Plating minutes
Compare Page 297
Answer Self-
Check 7.3-2
PowerPoint View PowerPoint the answer key projector 15
Presentation presentation on Plating screen/white minutes
screen
3. Garnishing Learner’s Material
Discuss Information Sheet 45
Lecture/Discussion Compare in Cookery
7.3-3 on Garnishing Answer Self- minutes
answers with Pages 293 -294
Check 7.3-3
View video presentation the answer key Laptop, projector, 15
Video Presentation
on Garnishing projector minutes
971
screen/white
screen
4. Portion control for Discuss Information Sheet Compare Learner’s Material
Answer Self-
cooked meat Lecture/Discussion 7.3-4 on Portion control
Check 7.3-4
answers with in Cookery 1 hour
for cooked meat the answer key Pages 295-296
LO 4: Store Meat
1. Techniques in storing Read Information Sheet
meat 7.4-1 on Techniques in
1.1 Types of storing meat
containers  Types of
1.2 Temperature containers
Modular/Self-paced 1 hour
1.3 FIFO  Temperature
requirements  FIFO
requirements
in Cookery
Pages 298 - 302
7.4-1 on Techniques in Compare
storing meat Answer Self-
answers with
Check 7.4-1
 Types of the answer key
Lecture/Discussion 2 hours
containers
 Temperature
 FIFO
requirements
View PowerPoint
presentation on
Techniques in storing Laptop, projector,
PowerPoint meat projector
1 hour
Presentation screen/white
 Types of
screen
containers
 Temperature
972
 FIFO
requirements
LO 5: Evaluate the finished product
1. Evaluation of the Observation with oral Perform Job Sheet 7.5-1 Perform Job Evaluate Tools & 2 hours
finished product questioning/interview on Preparing Pork Sheet 7.5-1 on Performance using Equipment:
using rubrics Tocino Prepare Pork Performance Criteria Knife, chopping
Tocino Checklist board mortar
and pestle,
strainer,
measuring cup
measuring
spoon, wooden
spoon, mixing
bowl
Test paper
Post-Test Answer sheet 1 hour
Answer Post- Ball pen
Distribute the test Test & Compare answers
paper Summative with the answer key Learner’s
Summative Assessment Assessment Material in 1 hour
Cookery
Pages 304 - 310
C. ASSESSMENT PLAN
 Pre-test
973
 Post Test
 Summative Assessment
 Job Sheet 7.2-2.1 Roasted Meat
 Job Sheet 7.2-2.2 Braised Short Ribs
 Job Sheet 7.2-2.3 Broiling/Grilling Meats
 Job Sheet 7.2-2.4 Morcon
 Job Sheet 7.5-1 on Prepare Pork Tocino
974
COOKERY
SESSION PLAN HOME
SECTOR:
ECONOMICS
Teacher MARY GRACE B. DANTES Learning Area
QUALIFICATION
COOKERY NC II
TITLE:
/Hours)
Teaching
Total No. No. of Students Quarter FIRST QUARTER
Dates:
of per Class
Students
E. SESSION DESCRIPTION
UNIT OF COMPETENCY: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)
MODULE TITLE: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)
CONTENT STANDARDS: The learners demonstrate an understanding one’s PECS in cookery.
The learners independently creates a paln of action that strengthens/further develops one’s PECS in
PERFORMANCE STANDARDS
cookery
LEARNING COMPETENCIES AND LO1: DEVELOP AND STRENTHEN PECs IN COOKERY TLE_EM9-12-00-1
CONTENT: 1.7 identify areas for improvement, development and growth
1.8 align one’s PECs according to his/her business/career choice
975
1.9 create a plan of action that ensures success of his/her business/career choice
DURATION: Week 0 / 4 Hours
F. LEARNING ACTIVITIES
LO1: Develop a product/service in Cookery
1. Assessment of Read Information Sheet
Personal 1.1-2 on Assessment of
Competencies Personal
Answer Self-Check Learning Module
and Skills Entrepreneurial
Self- 0.1-1 30
(PECs) vis-à-vis Competencies (PECs) Compare answers with the Cookery 10
paced/Modular (Matching Type and minutes
a practicing and Skills a vis-à-vis a Answer Key Page 11
Guide Questions)
entrepreneur/ Practicing Entrepreneur
employee or Employee in a
2. Analysis of Province
PECs in relation Learning Module
to a practitioner Collaborative Perform Task Sheet 0.1- Perform Task Sheet Cookery 10
3. Application of 1.1
Evaluate answers using
Activity 0.1-1.1 Page 12 -13 1 hour
PECs to the “Group Activity” “Group Activity” scoring rubrics for recitation
Manila paper,
chosen
business/career
pentel pen
Learning Module
Perform Task Sheet 0.1- Perform Task Sheet
Individual Evaluate answers using Cookery 10 15
1.2 0.1-1.2
Activity scoring rubrics Page 15 minutes
“PECs Checklist” “PECs Checklist”
Paper and pen
Evaluate performance in the LM-Cookery

Perform Task Sheet Interview using scoring Grade10
Perform Task Sheet 0.1- 0.1-1.3 pp.22– 24
Interview rubrics 1 hour
1.3 “Interview” Recorder
“Interview” Speaker,
Laptop,
LCD Projector
976
Perform Task Sheet Learning Module
Perform Task Sheet 0.1-
0.1-1.4 “Preparation Cookery 10
1.4 “Preparation of a
of a Plan of Action” Pages 22– 24
Plan of Action” Evaluate performance using
Practice
1 hour
scoring rubrics
Perform Task Sheet 0.1- Perform Task Sheet Learning Module
1.5 “Essential 0.1-1.5 “Essential Cookery 10
Questions” Questions” Pages 26
G. ASSESSMENT PLAN
 Self-Check 0.1-1 (Matching Type and Guide Questions)
 Task Sheet 0.1-1.1 “Group Activity”
 Task Sheet 0.1-1.2 “PECs Checklist”
 Task Sheet 0.1-1.3 “Interview”
 Task Sheet 0.1-1.4 “Preparation of a Plan of Action”
 Task Sheet 0.1-1.5 “Essential Questions”
H. TEACHER’S SELF – REFLECTION ON THE SESSION
977
SESSION PLAN
Sector : HEALTH, SOCIAL AND OTHER COMMUNITY DEVELOPMENT SERVICES
Qualification Title : WELLNESS MASSAGE NC II
Unit of Competency : PLAN THE HILOT WELLNESS PROGRAM OF CLIENT/S
Module Title : Planning the Hilot Wellness Program of Client/s
978
Learning Outcomes:
1. Discuss the concept of wellness.
2. Discuss health and healing concept of wellness massage.
3. Explain wellness massage services and products.
A. INTRODUCTION
This session plan covers understanding the skills and knowledge required to consult with client/s and select
and sequence a range of wellness massage techniques as a program.
Learning Ti
Methods Presentation Practice Feedback Resources
Content me
LO 1. Assess/Interview client
The
students
will
Check
prepare
accuracy of
The students will read Lesson client’s CBLM in WM
Information on the data
1.Vital data
inform Modular/Self report using the
Vital Information of the Chart on client’s data report
-paced client’s data
ation Client. on 1hr
of the p. 65-66 Vital report
client Informati sample.
on of the p.66
Client.
p.66
The teacher will discuss vital The Teacher’s 3

Lecture/Disc information of the client. feedback CBLM in WM
students hrs
ussion
will on
979
The teacher will invite resource explain students’ Refer to other references e.g.
person in medical field. the answer. medical references
importan
ce of
getting
the vital
informati
on of the
client.
Checking
the
accuracy of
The teacher will demonstrate the
how to take the following vital
The
students students’
signs: performanc Refer to other references e.g. 5
Demonstrati will do
on a. Body temperature return e using medical references hrs
b. Pulse rate demonst score
c. Respiratory rate ration. sheet.
d. Blood pressure
(Teacher-
made).
The
Rate your
2.Rele students
own
vant The students will read Lesson will
performanc
inform perform CBLM in WM
Information e using
ation Modular/Self Task 1hr
Health History. Performanc
of the -paced Sheet
p.67 e Criteria
clients 1.1-1
2.1 Health History Checklist
Health (Teacher-made). 1.1-1
History
980
(Teacher-
made).
Teacher’s
The
feedback
students
The teacher will present medical on the CBLM in WM
Lecture will
history of known personality. accuracy of 1hr
Group share
Discussion family the
health students’
history. answer.
The
students
will
perform Teacher’s
enhance feedback
2.2 The students will read Lesson ment on the CBLM in WM
Contra Information on
Modular/Self activity accuracy of 1hr
- -paced Contra-indications. p.68-69 on the
indicati
Contra- students’
ons
indicatio answer.
ns.
p. 70
The Teacher’s
students feedback Pictures of different contra-
The teacher will discuss contra- indications 1
Lecture/Disc will on
ussion indications for massage. hr
describe students’
and answer.
explain
981
contra-
indicatio
ns for
massage
.
The
students
will
2.3 answer Compare
Inter/In Self- answer key
tra Check 1.1-1 on
Perso The students will read Lesson 1.1-1 on Inter/Intra
nal Information on Inter/Intr Personal CBLM in WM
Modular/Self
Relatio Inter/Intra Personal Relationship
a Relationshi 1hr
-paced
nship Personal p and
Information Gathering. p.70
2.4 Relation Information
Inform ship and Gathering.
ation Informati (Teacher-
Gather on made).
ing Gatherin
g.
(Teacher
-made).
The
The teacher will discuss students
Teacher’s
inter/intra personal relationship. will
feedback CBLM in WM
answer a 2
Lecture/Disc on
simple hrs
ussion The teacher will invite resource students’
inter/intr
person with expertise in answer.
a
intra/inter personal relationship.
personali
ty test.
982
The
students
will
identify
Teacher’s
the Video presentation
The teacher will show video feedback
inter/intr
presentation on inter/intra on https://www.youtube.com/watch
Blended a
personal relationship. personali students’ ?v=q-Su2ecYJnc
ty responses.
practices
shown in
the
video.
The
students
will Compare
2.5 answer Answer Key
Stand The students will read Lesson Self- 1.1-2 on
ard Information on Check Standard CBLM in WM
Modular/Self
Operat Standard Operating Procedure
1.1-2 on Operating 1hr
-paced
ing Standard Procedure
(SOP).
Proce Operatin (SOP)
p. 71
dure g (Teacher-
(SOP) Procedur made).
e (SOP)
(Teacher
-made).
The Teacher’s
students feedback CBLM in WM
Lecture/Disc The teacher will discuss 5S
on 1hr
ussion will
Methodologies.
explain accuracy of
the 5S the
983
methodo students’
logies answer.
applied
on
different
househol
d
chores.
The
students
will
3.
answer
Wellne
the
ss The students will read Lesson Compare
enhance
Massa Information on answer key
ment
ge TG in CBLM in WM
Modular/Self 3.Wellness Massage activity
3.1 Wellness 1hr
-paced 3.1 History and on
History Massage. TG in WM
Development. History
and
p.56-61 and
Develo p. 44
Develop
pment
ment in
Wellness
Massage
.
p.62
The
3.2 The students will read students Compare
Modular/Self Answer Key
Massa Information Sheet 1.2-2 will https://www.academia.edu/3786
-paced 1.2-2 1hr
ge on answer 6832/Cblm_core
p.23
Frame Massage Framework Self-
work (Philosophy and Check
(Philos Science); 1.2-2 on
984
ophy Philosophy of Wellness Massage
and Massage; Framew
Scienc Universal Laws and ork
e) Natural Laws. (Philoso
3.3 p. 17-21 phy and
Philos Science)
ophy ;
of Philosop
Wellne hy of
ss Wellness
Massa Massage
ge ;
3.4 Universa
Univer l Laws
sal and
Laws Natural
and Laws.
Natura p.22
l Laws
The
students Teacher’s
will feedback
The teacher will discuss relate on the
Lecture/Disc https://www.academia.edu/3786 1
massage framework massage accuracy of
ussion 6832/Cblm_core hr
and philosophy of framewo the
wellness massage. rk on students’
wellness answer.
massage
.
985
4.
Health
Conce
pts
4.1
Harmo Compare
The Answer Key
ny of The students will read Lesson students 1.1-3 on
the Information p.63-65 will
three (CBLM in WM); answer Hea
faculti Information Sheet p.24-26 Self- lth
es CBLM in WM
Modular/Self (https://www.academia.edu/3786 Check Con
(mind, 1
-paced 6832/Cblm_core) 1.1-3 on cept https://www.academia.edu/3786
body, hr
4. Health Concepts Health s
emotio 6832/Cblm_core
4.1 Harmony of the Concept (Te
n)
three faculties (mind, s ach
4.2
body, emotion) er-
Balanc
4.2 Balance of Four Elements (Teacher ma
e of
(fire, water, air, earth). -made). de).
Four
Eleme
nts(fire
,
water,
air,
earth)
The CBLM in WM
students Teacher’s
Lecture/Disc The teacher will discuss four will feedback https://www.academia.edu/3786 1
ussion elements of balance on wellness relate on 6832/Cblm_core hr
massage. connecti accuracy of
on of the the
four
986
elements students’
of answer.
balance
to
wellness
massage
.
The
5. Healing students
Concepts The students will read will Compare https://www.academia.edu/3786
5.1 valuing Modular/Self answer
-paced Information Sheet Answer Key 6832/Cblm_core 1hr
process Self-
1.2-3 on Healing Concept.
“pagpapahalag Check 1.2-3.
a” p. 27-29
1.2-3 on
Healing
Concept.
The
students
will
relate Teachers’
healing
Lecture/Disc The teacher will discuss the feedback https://www.academia.edu/3786
concept;
ussion healing concepts: valuing on the 6832/Cblm_core 1
valuing
process “pagpapahalaga” accuracy of hr
process
(Teacher-made). “pagpap students’
ahalaga” answer.
on
wellness
massage
.
987
The
students
will
relate
balancin
g four
elements
The teacher will discuss
thru
Lesson Information 1.1-
healing Teacher’s
5.2 Balancing 1 on balancing four
modalitie feedback
of the four elements thru herbal
s on on
elements thru Lecture/Disc and traditional massage
wellness students’ https://pinoy-
the following ussion (Teacher-made).
massage responses, culture.tumblr.com/post/285214 2
healing p.10-18
. accuracy of 95834/hilot-traditional- hrs
modalities
a. Herbal The teacher will instruct students’ massagehealing-practice-from
Massage The answer
the students to conduct
b. Traditional students
environmental scanning
Massage will
on herbal and
present
traditional massage.
the
result of
the
survey in
the
locality
to the
class.
The Teacher’s
The teacher will show feedback
students 1
Blended/ video presentation on on Video Presentation
will hr
balancing of the four
answer student’s
elements thru the
the responses,
988
Project- following healing guide accuracy of Refer to a project-based film
Based modalities: question students’ related to herbal and traditional
Learning a. Herbal Massage s on answers. massage.
b. Traditional Massage herbal
and
tradition
al
massage
prepared
by the
teacher.
The
6. students
Wellne will do Rubrics CBLM in WM
ss The teacher will show return (Teacher- Video presentation 2
massa Blended video presentation on demo made) hrs
ge wellness massage based https://www.youtube.com/watch
Techni techniques. from the ?v=SAUI34ZZ-7M
ques video
presente
d.
7.1 The Teacher’s

Wellne students feedback
The students will read Lesson
ss will on
Modular/Self Information on CBLM in WM
massa answer students’
-paced Wellness Massage 1hr
ge activity responses
Services and Products.
servic 1-2. and
p.72-75.
es and p. 74 & performanc
produc 76 e.
ts
989
The
students
will
perform
enhance
ment
activity
on
Wellness
Massage
Services
and
Products
.
p. 76
7.2 The Teacher’s
Pre- students feedback
The students will read Lesson
wellne will on
ss Information on answer students’
massa Pre-wellness massage services activity 1 answer.
ge and and products. on
post p. 36-38 (quarter III of CBLM on Pre- Co CBLM in WM
wellne Modular/Self WM). wellness mp
Actual sample of wellness 1hr
ss -paced massage are
massa The students will read Lesson services Ans massage products.
ge Information on and wer
servic Post wellness massage services products Key
es and and products. . 1.1-
produc p. 197-199(quarter IV of CBLM p.41 4
ts on WM). Afte
The r
students car
990
will e
answer serv
Self- ices
Check (Teacher-
1.1-4 on made).
After
Care
Services
.
(Teacher
-made).
The
8.
students
Wellne Rate your
will
ss own
perform
progra performanc
The students will read Lesson Task
m e using
Information on
Sheet
8.1 Performanc CBLM in WM
Modular/Self 1.1-2 on 1
Wellne Wellness massage e Criteria
-paced Wellness hr
ss program variations. Checklist
massage
massa p. 76-77. 1.1-2.
program
ge
s
progra (Teacher-
variation
ms made).
s.
variati
(Teacher
ons
-made).
The Teacher’s CBLM in WM
Lecture/Disc The teacher will discuss wellness 1
students feedback
ussion massage program variations. hr
will
on
relate
991
the students’
wellness response.
massage
program
variation
s with
the
massage
services
offered
in
massage
spa
salon.
The
students
will
answer Compare
8.2 The students will read Lesson Self- Answer Key
Client’ Modular/Self Information on Client’s Need Check CBLM in WM 1
Assessment. 1.1-5.
s need -paced 1.1-5 on hr
assess p.77 and 187 Client’s (Teacher-
ment need made).
assessm
ent.
(Teacher
-made).
8.3 Lecture/Disc The teacher will show and The
Client’ ussion discuss sample client’s record students Teacher’s 2hr
feedback CBLM in WM
s will s
and documents.
record explain on
(Teacher-made)
s and the
992
docum importan students’
ents ce of answer.
prepar client’s
ation informati
on on
the
conduct
of
wellness
massage
.
The
students
will
prepare The teacher
client’s will check
The students will read Lesson card and the
Information on Client’s Data 1
Self-paced accompli accuracy of CBLM in WM
Report sample on hr
sh the data
page 66. sample accomplish
client’s ed.
data
report.
p. 66
8.4 The
Workpl students Compare
The students will read Lesson answer key
ace Modular/Self Information on Workplace will 1
on TG. CBLM in WM
policie -paced answer hr
Policies and Procedures.
s and activity
p. 113-116. p.40
proced on
ures Workpla
993
ce Teacher’s
Policies feedback
and on
Procedur students’
es. answer.
p.110
(CBLM
in WM).
The
students
will
answer
enhance
ment
activity
on
pages
40-41
(TG in
WM).
The
students
will list Compare
Lecture/Disc The teacher will discuss down answer on
workplace policies and CBLM in WM 1hr
ussion guideline pages 110-
procedures. s to 111.
guarante
e safety
in the
994
workplac
e.
C. ASSESSMENT PLAN
Written Test
Performance Test
Oral Presentation
995
COOKERY
SESSION PLAN HOME
SECTOR:
ECONOMICS
Teacher MARY GRACE B. DANTES Learning Area
QUALIFICATION
COOKERY NC II
TITLE:
/Hours)
Teaching
Total No. No. of Students Quarter FIRST QUARTER
Dates:
of per Class
Students
I. SESSION DESCRIPTION
UNIT OF COMPETENCY: ENVIRONMENT AND MARKET (EM)
MODULE TITLE: ENVIRONMENT AND MARKET (EM)
The learners demonstrate an understanding the environment and market in cookery in one’s
CONTENT STANDARDS:
town/municipality.
The learners independently create a business vicinity map reflective of a potential cookery market in the
PERFORMANCE STANDARDS
locality/town.
LO1: DEVELOP A PRODUCT/ SERVICE IN COOKERY TLE_ 9-12EM-00-1
LEARNING COMPETENCIES AND
1.10 identify what is of “value” to the customer
CONTENT:
1.11 identify the customer
1.12 explain what makes a product unique and competitive
996
1.13 apply creativity and innovative techniques to develop marketable product
1.14 employ a Unique Selling Proposition (USP) to the product/service
LO2: SELECT A BUSINESS IDEA BASED ON THE CRITERIA AND TECHNIQUES SET TLE_HECG9-12EM-I0-2
2.1. enumerate various criteria and steps in selecting a business idea
2.2. apply the criteria/steps in selecting a viable business idea
2.3. determine a business idea based on the criteria/techniques set
LO3: DEVELOP A BRAND FOR THE PRODUCT TLE_HECG9-12EM-I0-3
3.1. identify the benefits of having a good brand
3.2. enumerate recognizable brands in the town/province
3.3. enumerate the criteria for developing a brand
3.4. generate a clear and appealing product brand
DURATION: Week 0 / 4 Hours
J. LEARNING ACTIVITIES
LO1: Develop a product/ service in Cookery

4. Environment Learning
and Market Module
Read Information Sheet 0.1-1 Answer Pre-Assessment Compare answers 30
Modular/Self-paced Cookery 10
on Environment and Market Page 29 - 31 with the Answer minutes
Key Pages 27 -
31
5. Product Learning
Development Compare answers Module
Modular/Self-paced Answer Self-Check 0.1-2 with the Answer Cookery 10
on Product Development
Key Pages 32 -
33
Perform Task Sheet 0.1-2 on Learning
Evaluate
picture identification of one
Brainstorming best product to sell in a
Perform Task Sheet 0.1-2 performance using Module
scoring rubrics Cookery 10
certain place
997
Pages 32 –
33, pictures
of products
6. Key Concepts Read Information Sheet 0.1-3
in product Modular/Self-paced on Concepts of Developing a Learning
development Product Compare answers Module
Answer Self-Check 0.1-3 with the Answer
Discuss Key Concepts of Key Cookery 10
Lecture/Discussion Product Development Pages 33 –
35
Learning
Compare answers
Read Information Sheet 0.1-4 Module
7. Finding value Modular/Self-paced Answer Self-Check 0.1-4 with the Answer
on Finding Value Cookery 10
Key
Page 36
Learning
Compare answers Module
Modular/Self-paced Answer Self-Check 0.1-5 with the Answer Cookery 10
on Innovation
Key Pages 36 –
37
Learning
Perform Task Sheet 0.1-5 Evaluate Module
8. Innovation Conduct an Interview of a performance using Cookery 10
Demonstration Perform Task Sheet 0.1-5
 Unique Successful Entrepreneur or rubrics for interview (Questions)
Selling Practitioner activity Interview
Proposition Sheet
(USP) Perform Task Sheet 0.1-6: Prepare 2 Narrative
 View video on topics Report about
related to: aforementioned Learning
- Customers’ needs & topics highlighting
Module
Video Presentation wants Perform Task Sheet 0.1-6 aspects that
- techniques in increases Cookery 10
identifying knowledge of Page 39
customer’s needs & product
wants development
998
- Creativity or
innovations in
products & services
- USP
- Product
Development
Learning
Evaluate Module
Perform Task Sheet 0.1-7 on
Demonstration Perform Task Sheet 0.1-7 performance using Cookery 10
Product Conceptualization
rubrics Activity
Sheets
Learning
Read Information Sheet 0.2-1 Compare answers
9. Selecting a Module
Modular/Self-paced on Generating Ideas for Answer Self-Check 0.2-1 with the Answer
Business Idea
Business Key Cookery 10
Pages 41-43
Learning
10. Key Concepts Read Information Sheet 0.2-2 Compare answers Module
in Selecting a Modular/Self-paced on Key Concepts in Selecting Answer Self-Check 0.2-2 with the Answer
Business Idea a Business Idea Key Cookery 10
Page 43
Read Information Sheet 0.3-1 Learning
Modular/Self-paced Compare answers
on Branding Module
Answer Self-Check 0.3-1 with the Answer
Discuss Rules for a Key Cookery 10
Lecture/Discussion
Successful SWOT Analysis Pages 44-45
Evaluate
Perform Task Sheet 0.3-1.1: Perform Task Sheet 0.3-
Demonstration performance using
SWOT Analysis 1.1
rubrics
11. Branding
Make a Narrative Learning
Report of the Module
aforementioned
Perform Task Sheet 0.3-1.2:
Perform Task Sheet 0.3- topics Cookery 10
Demonstration Extra Readings and Video Page 48
1.2
Viewing
Evaluate Narrative
Report using
rubrics
999
Evaluate
Perform Task Sheet 0.3-1.3: Perform Task Sheet 0.3-
Demonstration performance using
Making My Own Logo 1.3
rubrics
K. ASSESSMENT PLAN
 Task Sheet 0.1-2 “Picture Identification of the Best Product to sell in a certain place”
 Task Sheet 0.1-5 “Interview”
 Task Sheet 0.1-6 “Video viewing to aforementioned topics”
 Task Sheet 0.1-7 “Product Conceptualization”
 Task Sheet 0.3-1.1 “SWOT Analysis”
 Task Sheet 0.3-1.2 “Extra Readings and Video viewing”
 Task Sheet 0.3-1.3 “Making My Own Logo”
1000
L. TEACHER’S SELF – REFLECTION ON THE SESSION
1001
SESSION PLANS
INDUSTRIAL ARTS
1002
SESSION PLAN
Sector : Industrial Arts

Qualification Title : Carpentry NC II
Unit of Competency : Prepare Stakeout Building Lines
Module Title : Preparing tools, materials and equipment for staking out building lines
Learning Outcomes:
1. Identify tools and materials for staking out building lines

2. Prepare tools and materials for staking out building lines
3. Select appropriate Personal Protective Equipment (PPE)
FIRST QUARTER
WEEK ONE
INTRODUCTION
This session plan is for first quarter, week one for a specialized course which leads to a Carpentry National Certificate Level
II (NCII). The unit of competency “Prepare Stake-out Building Lines” contains the knowledge, skills and attitudes required for a
Carpentry NC II TLE Grade 9 course. The students required to go through a series of learning activities in order to complete each of
the learning outcomes.
1003
LO1. Prepare tools, equipment and materials for staking out building lines
TLE_IACP9BL-Ia-h-1 (40 hours)
1. Tools, materials and  Lecture-  The trainee  The trainee will  Compare  K-12 CG (TLE- 5 hours
equipment for Discussion will be answer Pre- answers CARPENTRY)
staking out building asked to Test. with
lines. answer Pre- answer
test. key 1.1
 Modular/  The trainee  The trainee will  LM -TLE –

Self-pace will be answer self- CARPENTRY
asked to check 1.1. GRADE 9
read (Specialization)
information
sheet 1.1.
C. ASSESSMENT PLAN
Written Test: Written test on the knowledge content on tools and materials in staking out building lines.
Performance Test: Identifying the tools and materials in staking out building lines in carpentry based on construction
standards.
1004
Interview: Explain the importance of knowledge on the uses of tools and materials in staking out building lines
D. TEACHER ‘S SELF – REFLECTION OF THE SESSION
When the plan was used without the actual tools and materials the students has a lot of questions. Therefore, real tools is a
necessity to back-up the method and make learning more concrete.
FIRST QUARTER
WEEK TWO
Learning Outcomes: Preparing/staking out building lines.
A. INTRODUCTION
This session plan is for first quarter, week two for a specialized course which leads to a Carpentry National Certificate Level
1005
1. Tools, materials and  Lecture –  Trainee will  The trainee  Compare  K-12 CG (TLE- 5 hours
equipment for Demons- be asked to will answer answers CARPENTRY)
staking out building tration read self-check 1.2 with
lines. information (Types of answer  LM -TLE –
sheet 1.1 Personal key 1.2. CARPENTRY
and 1.2. Protective
Equipment)
 Modular/  The trainer  The trainee  GRADE 9

Self-pace will will return (Specializa-
demonstrat demonstrate tion)
e the proper the proper
handling handling and
and function function of
of each tool. tools in
staking out
building lines.
C. ASSESSMENT PLAN
Written Test: Written test on the knowledge and content on tools and materials in staking out building lines
Performance Test: Preparing and demonstrating the functions of tools in staking out building lines.
1006
Interview: Explain the importance of knowledge on the uses of tools and materials in Personal Protective Equipment
(PPE) in staking out building lines.
To demonstrate the proper handling of tools is very important to increase the learner’s understanding of the topic. Everyone
must be given the opportunity to experience handling the tools to improve their manipulative skills.
FIRST QUARTER
WEEK THREE
1007
A. INTRODUCTION
This session plan is for first quarter, week three for a specialized course which leads to a Carpentry National Certificate Level
2. Materials Estimate  Lecture-  The  The trainee  Compare  K-12 CG 5 hours

Discuss trainee will will read answers (TLE-
Ion be asked information with CARPEN-
to read sheet 1.3. answer TRY)
 Modular/ informatio key 1.3.
Self-pace n sheet
1.3.
 Problem  The  The trainee  LM -TLE –
solving trainee will will answer CARPENTRY
present self-check 1.3. GRADE 9
sample
1008
problem (Specializa-
and tion)
explain the
process.
C. ASSESSMENT PLAN
Written Test: Written test on materials estimate for batter board, pegs and diagonal braces.
Performance Test: Estimating the materials needed for batter boards, pegs and diagonal braces in staking out building
lines.
Interview: Recite and explain the formula and step by step procedure to estimate materials for batter boards, pegs,
and diagonal braces
The method was effective but doing it in the actual makes it more fun. By applying the outcome in the actual staking out, the
students was given a chance to prove the result of their computation. It gives the learner an idea how it could be used in their daily
living.
FIRST QUARTER
WEEK FOUR
1009
A. INTRODUCTION
This session plan is for first quarter, week six for a specialized course which leads to a Carpentry National Certificate Level II
(NCII). The unit of competency “Prepare Stake-out Building Lines” contains the knowledge, skills and attitudes required for a
Carpentry NC II TLE Grade 9 course. The students required to go through a series of learning activities in order to complete each
of the learning outcomes.
3. Computing Board Foot  Lecture-  The trainer  The trainee  Compare  K-12 CG 5 hours
of a Lumber. Discus- will will recite the answers (TLE-
sion discuss two formulas with CARPEN-
about in computing answer TRY)
 Modular/ board foot board foot of a key 1.4.
Self-pace and the lumber.
two
 Oral formulas.
Recitation
 Problem  The  The trainee  LM -TLE –

Solving trainee will will CARPENTR
be asked demonstrate Y GRADE 9
1010
to read how to use the (Specializa-
informatio formula by tion)
n sheet answering
1.4. self-check 1.4. .
C. ASSESSMENT PLAN
Written Test: Written test on computing board foot of lumber.
Performance Test: Computing board foot of sample lumbers in the carpentry shop.
Interview: Explain the step by step procedure in computing board foot of a lumber.
Even though the topic was clearly discussed in the module and explained by the teacher, there are students who could not
do it perfectly. The problem about their foundation on numeracy skills is the factor. Therefore, more exercises must be given to
these students.
FIRST QUARTER
WEEK FIVE
1011
A. INTRODUCTION
This session plan is for first quarter, week five for a specialized course which leads to a Carpentry National Certificate Level
TLE_ IACP9BL-Ia-h-1 (40 hours)
4. Economic use of  Lecture-  The  The trainee  Compare  K-12 CG 5 hours

materials. Discus- trainee will will read answers (TLE-
ssion be asked information with CARPEN-
to read sheet 1.5. answer TRY)
informa- key 1.5.
tion sheet
1.5.
 The trainer
 Modular/ will explain  The trainee  LM -TLE –
Self-pace further the will answer CARPEN-
importanc self-check 1.5. TRY GRADE
e of
1012
economic 9 (Specializa-
use of tion)
materials.
C. ASSESSMENT PLAN
Written Test: Written test on economic use of materials.
Performance Test: Demonstration in avoiding wastes of construction materials.
Interview: Explain how to avoid wastes in using construction materials.
The explanation given was complete but still it could be more effective if there are actual construction materials to be used
for the demonstration. However, it is an additional burden for the learners since construction materials are expensive.
FIRST QUARTER
WEEK SIX

1013
A. INTRODUCTION
This session plan is for first quarter, week six for a specialized course which leads to a Carpentry National Certificate Level II
(NCII). The unit of competency “Prepare Stake-out Building Lines” contains the knowledge, skills and attitudes required for a
5. Properties of wood for  Lecture-  The trainer  The trainee  Compare  K-12 CG 5 hours
staking out building Discus- will will answer answers (TLE-
lines. sion discuss self-check 1.6. with CARPEN-
important answer TRY)
points key 1.6.
about  LM -TLE –
properties CARPEN-
of wood. TRY GRADE
 The 9 (Specializa-
 Modular/ trainee will tion)
Self-pace be asked
to read  Simplified
informatio Method on
n sheet Building
1.6 Construction
1014
by Max
Fajardo Jr.
C. ASSESSMENT PLAN
Written Test: Written test on properties of wood as building materials.
Performance Test: Identifying wood properties and defects from actual sample of woods.
Interview: Explain the factors that affect the physical properties of wood as building materials.
The pictures of wood defects and explanation of wood properties are not enough to suffice the understanding required for the
students. This topic would be very effective if all the defects has actual example. Some properties maybe subjected to test by the
students but it should be announced prior to the activity to give them time to prepare the needed lumbers.
FIRST QUARTER
WEEK SEVEN
1015
A. INTRODUCTION
This session plan is for first quarter, week seven for a specialized course which leads to a Carpentry National Certificate Level
6. Basic geometrical  Modular/  The trainee  The trainee  Compare  K-12 CG 5 hours
figures and Self-pace will be will answer answers (TLE-
construction. asked to self-check 1.7. with CARPEN-
read answer TRY)
information key 1.7.
1.7 and 1.8.
 Lecture –  The trainer  The trainee  Evaluate

Demons- will will perform perfor-
tration demonstrat activity sheet mance  LM -TLE –
e how to 1.8. based CARPENTRY
construct from the GRADE 9
geometrical rubric (Specializa-
figures. given. tion)
1016
C. ASSESSMENT PLAN
Written Test: Written test on basic geometrical figures and shapes.
Performance Test: Constructing basic geometrical figures.
Interview: Identify different geometrical shapes and figures.
The demonstration and students’ interaction were good, but the performance test has encountered problem such as: limited
space, limited number of drawing table and limited drawing instruments which causes the students not to finish their work on time. It
could be better if there is one is to one tool to students’ ratio and ample space.
FIRST QUARTER
WEEK EIGHT
A. INTRODUCTION
1017
This session plan is for first quarter, week eight for a specialized course which leads to a Carpentry National Certificate Level
7. Job documentation  Lecture-  The  The trainee  Compare  K-12 CG (TLE- 5 hours
and preparation Discus- trainee will will answer answers CARPENTRY)
sion be asked self-check 1.9. with
to read answer
informatio key 1.9
n sheet
1.9
 Modular/  The trainer
Self-pace will explain  LM -TLE –
different CARPENTRY
permits GRADE 9
necessary (Specializa-
to secure tion).
building
permit.
1018
C. ASSESSMENT PLAN
Written Test: Written test on the requirements for application of building permit.
Performance Test: Showing the process of applying building permit by making a flow chart.
Interview: Explain why it is important to prepare the necessary permit before conducting activities in the
construction site.
The session was good. The sample building permit that was presented was complete but it could be more effective if a
sample building permit with complete data was presented to give students an idea on how to fill in with the correct data.
1019
SESSION PLAN IN TECHNOLOGY AND LIVELIHOOD EDUCATION
GRADE 10 – CARPENTRY (Specialization)
FIRST QUARTER
WEEK ONE
Learning Outcomes:
1. Install Formwork Components/Form Panels
A. INTRODUCTION
This session plan is for first quarter, week three for a specialized course which leads to a Carpentry National Certificate Level II (NCII).
The unit of competency “Install Formwork Components/Form Panels” contains the knowledge, skills and attitudes required for a Carpentry
NC II TLE Grade 10 course. The students required to go through a series of learning activities in order to complete each of the learning
outcomes.
Lesson 1: Install Formwork Components/Form Panels
LO1. Prepare tools, equipment and materials for installing formwork components/form panels.
TLE_IACP10IF-Ia-j-1
1020
1. Material  Modular/Self-  Pre-test  Answer pre-test  Compare  K-12 CG 8

s, power and pace answers t (TLE- hour
hand tools o CARPENTRY) s
uses and informatio
specifications.  Read  Identify tools n sheet 1.1  CBLM -TLE –
information and materials for CARPENTRY
sheet 1.1 installing GRADE 10
formwork (Specializatio
components/for n)
m panels
 Projector and
laptop (if
available)
 Lecture/Discussio  Discussion and  Answer self-  Compare  K-12 CG

n, Demonstration demonstration of check 1.1 your (TLE-
proper handling answer CARPENTRY)
and using
manipulation of  Perform the answer key  CBLM -TLE –
tools and task sheet 1.1 CARPENTRY
equipment used number 1.1 on  Self- GRADE 10
in installing proper evaluation (Specializatio
formwork handling and using n)
components/for manipulation rubric.
m panels of tools and  Projector and
equipment laptop (if
available)
1021
C- ASSESSMENT PLAN:
Written Test:
Written test on the knowledge content on tools and materials in installing formwork components/from panels.
Performance Test:
The learners independently prepare and demonstrates the function of tools and materials in installing formwork component/form panels in carpentry
based on construction standards. Students must perform the task sheet 1.1 and rate their performance using the rubric.
Interview:
Explain the importance of knowledge on the uses of tools and materials in installing formwork components/form panels.
D: TEACHER ‘S SELF – REFLECTION OF THE SESSION
All students must undergo the written and performance test in order to evaluate the learner’s knowledge, skills and attitude. All students must
perform the task sheet 1.1 to assess themselves whether they are skillfully ready to undergo performance assessment.
1022
FIRST QUARTER
WEEK TWO
Learning Outcomes:
A. INTRODUCTION
This session plan is for first quarter, week two for a specialized course which leads to a Carpentry National Certificate Level II (NCII).
outcomes.
1023
TLE_IACP10IF-Ia-j-1
1. Materials,  Institutional  The students will  Perform the  The student’s  K-12 CG (TLE- 8 hours
power and assessment undergo task sheet performance will CARPENTRY)
hand tools performance number 1.1 be rated using
uses and assessment on on proper the rubric on  CBLM -TLE –
specifications. proper handling handling and proper handling CARPENTRY
and manipulation manipulation and manipulation GRADE 10
of tools and of tools and oaf tools and (Specialization)
equipment used equipment equipment used
in installing in installing  Projector and
formwork formwork laptop (if
components/form components/form available)
panels. panels
C- ASSESSMENT PLAN:
Performance Test:
The learner will have to perform the task sheet 1.1 and rate themselves using the rubric.
1024
Interview:
Explain the importance of knowledge on the uses of tools and materials in installing formwork components/form panels.
All students must undergo performance assessment on proper handling and manipulation of tools and equipment used in installing formwork
components/form panels based from construction standards in order for the students to proceed to the next lesson.

FIRST QUARTER
WEEK THREE
Learning Outcomes:
A. INTRODUCTION
This session plan is for first quarter, week two for a specialized course which leads to a Carpentry National Certificate Level II (NCII).
outcomes.
1025
TLE_IACP10IF-Ia-j-1
B. Materials,  Group  The students will   Students  K-12 CG (TLE- 8 hours

power and Activity be divided into Identifying will have to CARPENTRY)
hand tools groups and will the possible present to
uses and have to perform hazards if the class  CBLM -TLE –
specifications. an activity on the PPEs were their CARPENTRY
importance of not used output in GRADE 10
PPEs used in properly in order to be (Specialization)
installing performing assessed.  Projector and
formwork the laptop (if
components/form installation available)
panels. of formwork
components
thru group
activity.
C- ASSESSMENT PLAN:
1026
Output Presentation:
The students will have to present their output in front of the class to identify whether they were able to distinguish the importance using PPEs in
installing formwork components/form panels.
All students must participate to the activity in order for the students to proceed to the next lesson.
1027
FIRST QUARTER
WEEK FOUR
Learning Outcomes:
A. Install Formwork Components/Form Panels
B. INTRODUCTION
1028
This session plan is for first quarter, week two for a specialized course which leads to a Carpentry National Certificate Level II
(NCII). The unit of competency “Install Formwork Components/Form Panels” contains the knowledge, skills and attitudes required for
a Carpentry NC II TLE Grade 10 course. The students required to go through a series of learning activities in order to complete each of
the learning outcomes
LO2. Properties of wood and other materials
TLE_IACP10IF-Ia-j-1

Content
B. Properties  Modular/Self-  Read  Answer self-  Compare  K-12 CG (TLE- 8 hours

of wood pace information check 1.2 your CARPENTRY)
and other sheet 1.2 answer
materials using  CBLM -TLE –
answer key CARPENTRY
1.2 GRADE 10
(Specialization)
1029
C- ASSESSMENT PLAN:
Written Test:
Written test on properties of wood as building materials.
Interview:
The reporters will be asked by the students and teachers several questions in order assess the knowledge of the reporters regarding
the topic and to make the discussion much clearer for the audiences.
Wood properties is an essential factor for the carpenters to be knowledgeable about because the quality of work a carpenter
does greatly relies on the materials being used aside from the skills of the carpenter.
All students must participate to the activity in order for the students to proceed to the next lesson.

FIRST QUARTER
WEEK FIVE
Learning Outcomes:
1030
A. INTRODUCTION
This session plan is for first quarter, week two for a specialized course which leads to a Carpentry National Certificate Level II
(NCII). The unit of competency “Install Formwork Components/Form Panels” contains the knowledge, skills and attitudes required for
a Carpentry NC II TLE Grade 10 course. The students required to go through a series of learning activities in order to complete each of
the learning outcomes
LO2. Properties of wood and other materials
TLE_IACP10IF-Ia-j-1

Content
B. Properties  Oral Test  The teacher  The students  The  K-12 CG (TLE- 8 hours
of wood will print out will discuss to students CARPENTRY)
and other on a strips of the class the will be
materials paper certain topic they rated using
1031
topics have picked a scoring  CBLM -TLE –
related to to assess rubric. CARPENTRY
proper their learning GRADE 10
handling and throughout (Specialization)
manipulation lesson 1.
of tools and
equipment,
PPEs and
properties of
wood and
other
materials for
building
construction.
The strips
will be drop
to a box of
which the
students will
have to pick.
C- ASSESSMENT PLAN:
Graded Oral Assessment:
The students who will be able to clearly discuss the topic they have picked will be rated 98% for their oral examination. The students who
does not clearly discussed the topic but was able to point out important matters related to the topic will be rated 95%. The students who wasn’t
able to point out important matters related to the topic but was able to make few statements will be rated 90%. The students who wasn’t able to
make even a single statement related to the topic will not be given grades until they were able to discuss the topic they have picked for their next
try.
1032
All students will have to participate to the oral assessment in order to assess their learning all throughout the lesson 1 on
installing formwork components/form panels.
SESSION PLAN
Sector : Metals and Engineering

Qualification Title : Shielded Metal Arc Welding (SMAW) NC I
Unit of Competency : Set up Welding Equipment (SW)
Module Title : Set up Welding Equipment (SW)
Learning Outcomes:
LO1. Set-up Welding Machine

LO2. Set-up Welding Accessories
LO3. Set-up Welding Positioners, Jigs and Fixtures
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes required in preparing weld materials.
1033
LO 1: Set-up Welding Machine
• Parts and Modular Self / Trainee will be asked Trainee will Compare CBLM on Set Day 26
function of Self pace to read Information answer Self- answers with up Welding
welding machine the answer key Equipment
Sheet 2.1-1 on Parts check 2.1-1
(SMAW) 2.1-1 (SW)
and function of
Lecture/
welding machine
discussion
(SMAW)
Presentation
Modular Self / Trainee will be asked Trainee will Compare CBLM on Set Day 27
Selfpace to read Information answer Self- answers with up Welding
Sheet 2.1-2 on check 2.1-2 the answer key Equipment
Procedures in setting 2.1-2 (SW)
–up of welding
 Procedures machines
in setting –
up of Lecture/ The trainer will Trainee will Refer to Presentation Day 53
welding discussions discuss the perform Task Performance material on
machines procedures in Criteria procedures
Sheet 2.1-1
Procedures in setting in
Checklist 2.1-1
Presentation –up of welding Procedures in
machines setting –up of
welding
Demonstration machines
1034
Modular / Self- Trainee will be asked Trainee will Compare CBLM on Set
pace to read Information answer Self- answers with up Welding
check 1.1-3 the answer key Equipment
Sheet 2.1-3 2.1-3 (SW)
Procedure in checking
 Procedure in welding machine
checking functionality. Day 28-30
welding
machine Presentation The trainer will Trainee will Refer to Presentation
functionality. discuss the Procedure perform Task Performance material on
in checking welding Sheet 1.1-2 Criteria Procedure in
Demonstration machine functionality. Checklist 2.1-2 checking
welding
machine
functionality.
LO 2: SET UP WELDING ACCESSORIES

 Parts and Modular / Self- Trainee will be asked Trainee will Compare CBLM on Set
function of pace to read Information answer Self- answers with up Welding
welding the answer key Equipment
check 2.2-1
machine Sheet 2.2-1 Parts 2.2-1 (SW)
accessories and function of
and welding machine
consumables accessories and
consumables
1035
Modular / Self- Trainee will be asked Trainee will Compare CBLM on Set Day 31
Sheet 2.2-2 Parts check 2.2-2 the answer key Equipment
and function of 2.2-2 (SW)
welding machine
accessories and
consumables
 Procedures in Lecture / The trainer will Trainee will Refer to Presentation Day 32
setting-up of discussion discuss Procedures in perform Task Performance on Procedures
welding setting-up of welding Sheet 2.2-1 Criteria in setting-up of
accessories accessories Checklist 2.2-1 welding
Presentation
accessories
Demonstration
 Procedure in Lecture / The trainer will Trainee will Refer to Presentation Day 33-
checking discussion discuss on Procedure perform Task Performance on Procedure 35
welding in checking welding Sheet 2.2-1 Criteria in checking
machine machine functionality. Checklist 2.2-1 welding
functionality. Presentation machine
functionality.
Demonstration
1036
LO 3: SET UP WELDING POSITIONER, JIGS AND FIXTURES
Modular / Self- Trainee will be asked Trainee will Compare CBLM on Set Day 36
 Types of
welding the answer key
Sheet 2.3-1 Types of check 2.3-1 Equipment
positioner, 2.3-1
welding positioner, (SW)
jigs and
jigs and fixture
fixture
pace to read Information answer answers with up Welding
 Different Sheet 2.3-2 on the answer key Day 37
Self- Equipment
kind of jigs 2.3-2 (SW)
and fixture check 2.3-2
Different kind of jigs
and fixture
 Uses and to read Information answers with
pace answer Self- up Welding
function of Sheet 2.3-3 on Uses the answer key Day 38-
check 2.3-3 Equipment
welding and function of 2.3-3 40
(SW)
positioner, welding positioner,
jigs and jigs and fixture
fixture
1037
Performance Test: Using Basic Hand Tools and Equipment
Interview: To follow-up demonstration and the dimensions of competency
D. TEACHER’S SELF - REFLECTION OF THE SESSION
When the session plan was first used, it was observed that peer observation and peer mentoring is a very effective method because trainees
learned faster when learning from those who just discovered how the skill is to be done. The trainees discussed their experiences as they observe others.
In the process they learned from each other.
More activities for self-discovery maybe planned for trainees ages 18 to 21 but they also need an experienced peer because they tend to destroy more
materials
1038
Session Plan
Sector : Metal and engineering

Qualification Title : Shielded Metal Arc Welding
Unit of Competency : Weld Carbon Steel Plates using SMAW
Module Title : Welding Carbon steel plates using SMAW
Learning Outcomes
Intoduction
A. Introduction
Learning Time
Method Presentation Practice Feedback Resources
Content
1. Core  Self-Paced  Read  Answer Pre  Compare to  Info
concepts Instruction Informatio Test 1.2.1 answer key Sheet
and  Modular  Answer Self 1.2-1  Answer
n Sheet 1.1-
principles of  Lecture Check 1.2-1 Sheet/An
Shielded  Computer 1 Core swer Key
Metal Arc Based concepts  e-
Welding Learning and learning
(SMAW) principles software
of Shielded
Metal Arc
Welding
(SMAW)
2. Employment  Self-Paced  Read  Answer Pre  Compare to  Info

and business Instruction Test 1.2.2 answer key Sheet
opportunities  Informatio
Modular  Answer Self 1.2-2  Answer
n Sheet 1.1-
 Lecture Check 1.2-2 Sheet/An
1 swer Key
Employme
1039
nt and  e-
business learning
software
opportuniti
es
L.O. 1 PERFORM FILLET W ELD ON CARBON STEEL PLATES (FW) 3F
Learning Time
Method Presentation Practice Feedback Resources
Content
1. Essentials  Self-Paced  Read  Answer Pre  Compare to  Info Sheet
of Welding Instruction Information Test 1.6.1 answer key 1.6-  Answer
 Modular  Answer Self 1 Sheet/Answer
Sheet 1.1-1
 Lecture Check 1.6-1 Key
 Computer on  e-learning
Based Essentials software
Learning of welding
2. Internationa  Self-Paced  Read  Answer Pre  Compare to  Info Sheet

l Welding Instruction Information Test 1.6.2 answer key  Answer
Codes and  Modular  Answer Self 1.6-2 Sheet/Answer
Sheet 1.1-2
Standard  Lecture Check 1.6-2 Key
 Computer on  e-learning
Based Internation software
Learning al Welding
Codes and
Standard
1040
3. Acceptable  Modular  Read  Answer Pre  Compare to  Info Sheet
weld  Self-Paced Information Test 1.6.3 answer key 1.6-  Answer
profiles Instruction  Answer Self 3 Sheet/Answer
Sheet 1.1-
 Computer 3on  e-learning
Based acceptable software
Learning weld
profiles
4. Weld  Modular  Read  Answer Pre  Compare to  Info Sheet
defects,  Self-Paced Information Test 1.6.4 answer key  Answer
causes and Instruction  Answer Self 1.6-4  Sheet/Answer
Sheet 1.1-4
remedies  Lecture Check 1.6-4 Key
 Computer on Weld  e-learning
Based defects, software
Learning causes and
remedies
5. Welding  Modular  Read  Answer Pre  Compare to  Info Sheet

procedure  Self-Paced Information Test 1.6.5 answer key  Answer
specificatio Instruction  Answer Self 1.6-5  Sheet/Answer
Sheet
n  Lecture Check 1.6-5 Key
 Computer 1.1-5 on  e-learning
Based Welding software
Learning procedure
specificatio
n
Techniques  Self-Paced Information Test 1.6.6 answer key  Answer
and Instruction  Answer Self 1.1-6 Sheet/Answer
Sheet 1.1-6 
procedure  Lecture Check 1.6-6 Performanc Key
 Computer on Welding  Task sheet 1 e Creteria  e-learning
Based Techniques  Job sheet 1 for Perform software
Learning
1041
 demonstratio and fillet weld in  Mild Steel
n procedure 3F Plate(6 “x 3/8” x
 demonstratio 2”)
n of welding  Electrode
techniques (E6013/7018)
and  Electrode(E601
procedure 1)
 Chipping
Hammer
 Steel Brush
 Welding
machine
 Personal
Protective
Equipment
(PPE)
 Grinding Disc
 Cutting Disc
L.O. 2 PERFORM FILLET WELD ON CARBON STEEL PLATES (FW) 4F

procedure  Self-Paced Information Test 1.2-1 answer key  Answer
specification Instruction  Answer Self 1.2-1  Sheet/Answer
Sheet
 Computer 1.2-1 on  e-learning
Based Welding software
Learning procedure
specificatio
n
Techniques  Self-Paced Information Test 1.2.2 answer key
and procedure Instruction 1.2-2
Sheet 1.2-2
1042
 Lecture on Welding  Answer Self  Performanc  Answer
 Computer Techniques Check 1.2-2 e Creteria Sheet/Answer
Based  Task sheet 2 for Perform Key
and
Learning  Job sheet 2 fillet weld in  e-learning
 demonstratio procedure 4F software
n  demonstratio  Mild Steel
n of welding Plate(6 “x 3/8” x
techniques 2”)
and  Electrode
procedure (E6013/7018)
 Electrode(E601
1)
 Chipping
Hammer
 Steel Brush
 Welding
machine
 Personal
Protective
Equipment
(PPE)
 Grinding Disc
 Cutting Disc
c. Assessment Plan
Written Test on:

1. Essentials of Welding
2. International Welding Codes and Standard
3. Acceptable weld profiles
Performance Test:
Based on Welding procedure Specification and Performance Creteria
1043
C. Teacher’s Self-Reflection of the Session
If the students pass on the written and practical exam, the students can move to the next task, however if he did not pass the written
and practical exam the students will undergo a make-up classes and re test.
If the students still not pass after make-up classes and retest for many times, until he pass.
SESSION PLAN
Sector : ELECTRICAL
Qualification Title : ELECTRICAL INSTALLATION AND MAINTENANCE NCII
Unit of Competency : INSTALL WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
Module Title : INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
Learning Outcomes:
1. Select the wiring devices used for floor and ground fault current interrupter install wiring devices.
2. Install the wiring devices for floor and ground fault current interrupter based on PEC standards.
A. Introduction
This module covers the outcomes required in selecting, installing and documenting floor outlets and ground fault current interrupting
outlet.
LO 1: Select the wiring devices used for floor and ground fault current interrupter install wiring devices. TLE_IAEI9-12WDIa-IIj-1
1044
Interpret plan/drawings Discussion Read Information Sheet Answer Self Compare PP 4
for the selection of wiring 3.1-1a on DEFINITION: Check 3.1-1a answers with Presentation HRS
devices based on the job ELECTRICAL OUTLET answer key 3.1- computer and
requirement Audio/Visual film SYMBOLS IN 1a its peripherals
showing ELECTRICAL PLANS
CBLM on
View slides, films, film Installing wiring
Modular (Self- strips on ELECTRICAL devices for floor
paced) OUTLET SYMBOLS IN and ground
ELECTRICAL PLANS fault interrupting
outlets
Board marker &
Eraser
CD or USB for
video
presentation
Discussion Read Information Sheet Answer Self Compare PP 4

3.1-1b on SYMBOLS: Check 3.1-1b answers with Presentation HRS
ELECTRICAL OUTLET answer key 3.1-
computer and
Audio/Visual film SYMBOLS IN 1b
its peripherals
CBLM on
View slides, films, film
Installing wiring
Modular (Self- strips on ELECTRICAL
devices for floor
paced) OUTLET SYMBOLS IN
and ground
ELECTRICAL PLANS
fault interrupting
Discuss the Types of outlets
ELECTRICAL OUTLET
Board marker &
SYMBOLS IN
ELECTRICAL PLANS Eraser
1045
CD or USB for
video
presentation

3.1-1c on GROUND- Check 3.1-1c answers with Presentation HRS
FAULT CIRCUIT- answer key 3.1- computer and
Audio/Visual film INTERRUPTERS 1c its peripherals
showing :ELECTRICAL OUTLET
CBLM on
SYMBOLS IN
Installing wiring
ELECTRICAL PLANS
Modular (Self- devices for floor
paced) View slides, films, film and ground
strips on the types fault interrupting
GROUND-FAULT outlets
CIRCUIT-
Board marker &
INTERRUPTERS
Eraser
Discuss the Types of
GROUND-FAULT CD or USB for
CIRCUIT- video
INTERRUPTERS presentation

3.1-1d on FLOOR Check 3.1-1d answers with Presentation HRS
OUTLET: ELECTRICAL answer key 3.1- computer and
Audio/Visual film OUTLET SYMBOLS IN 1d its peripherals
CBLM on
View slides, films, film Installing wiring
Modular (Self- strips on FLOOR OUTLET devices for floor
paced) IN ELECTRICAL PLANS and ground
fault interrupting
Define floor outlet in
outlets
electrical plans
Board marker &
1046
Eraser
CD or USB for
video
presentation

3.1-1e on Floor Outlets Check 3.1-1e answers with Presentation HRS
Choices : answer key 3.1- computer and
Audio/Visual film 1e its peripherals
ELECTRICAL OUTLET
showing
SYMBOLS IN CBLM on
ELECTRICAL PLANS Installing wiring
paced) and ground
strips on the types FLOOR
fault interrupting
OUTLET
outlets
Board marker &
FLOOR OUTLET
Eraser
CD or USB for
video
presentation
Identify the correct Discussion Read Information Sheet Answer Self Compare PP 4
quantity of wiring 3.1-2a on DETERMINING Check 3.1-2a answers with Presentation HRS
materials and devices to THE REQUIRED answer key 3.1- computer and
be used based on job Audio/Visual film NUMBER OF 2a its peripherals
requirement showing RECEPTACLE OUTLETS,
CBLM on
AND SMALL-APPLIANCE
Installing wiring
BRANCH CIRCUITS
paced) View slides using PPT and and ground
film strips/Videos on fault interrupting
Determining the Required outlets
Number of Receptacle
1047
Outlets, and Small-
Board marker &
Appliance Branch Circuits
Eraser
CD or USB for
video
presentation
Discussion Answer Self Compare PP 4
3.1-2b on TYPES OF
Check 3.1-2b answers with Presentation HRS
WIRING DEVICES
answer key 3.1- computer and
Audio/Visual film 2b its peripherals
showing
View slides using PPT and CBLM on
film strips/Videos on Types Installing wiring
Modular (Self- of Wiring Devices devices for floor
paced) and ground
fault interrupting
outlets
Board marker &
Eraser
CD or USB for
video
presentation
3.1-2c on RECEPTACLES: Check 3.1-2c answers with Presentation HRS
TYPES OF WIRING answer key 3.1- computer and
Audio/Visual film DEVICES 2c its peripherals
showing
View slides, films, film Different Types
strips on the types of of Wiring
Modular (Self- Wiring Devices Devices
paced) Discuss the Types of Different Types
Wiring Devices of GFCI
1048
CBLM on
Installing wiring
devices for floor
and ground
fault interrupting
outlets
3.1-2d on GROUND Check 3.1-2d answers with Presentation HRS
FAULT CIRCUIT answer key 3.1- computer and
Audio/Visual film INTERRUPTER (GFCI) 2d its peripherals
showing
View slides, films, film Different Types
strips on the types of of Ground Fault
Modular (Self- Ground Fault Circuit Circuit
paced) Interrupter (GFCI) Interrupter
(GFCI)
Ground Fault Circuit CBLM on
Interrupter (GFCI) Installing wiring
devices for floor
and ground
fault interrupting
outlets
Practical Perform Task Refer to Portable GFCI 4
Laboratory Sheet 3.1-2 on Performance HRS
Circuit Breaker
Select Wiring Criteria
Type GFCI
Devices Checklist 3.1-2
Receptacle
Type GFCI
PPE
Multitester
(VOM)
Tools
1049
TOTAL 40
HRS
C. Assessment Plan
 Written Test: Written Test on Different Wiring Devices and GFCI
 Performance Test: Performance Test on The Selection of Wiring Devices
D. Trainer’s Self-Reflection of the Session

If the students pass both the written and performance test, they can proceed to the next module or unit of competency; however, if they fail
the given assessment plan, they will have to repeat the task. No student shall be allowed to move on to the next module, if he/she fails to
perform the task.
SESSION PLAN
Sector : ELECTRICAL
Qualification Title : ELECTRICAL INSTALLATION AND MAINTENANCE NCII
Unit of Competency : INSTALL WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
Module Title : INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
Learning Outcomes:
1050
1. Select the wiring devices used for floor and ground fault current interrupter install wiring devices.
2. Install the wiring devices for floor and ground fault current interrupter based on PEC standards.
C. Introduction
This module covers the outcomes required in selecting, installing and documenting floor outlets and ground fault current
interrupting outlet.
D. Learning Activities
LO 1: Select the wiring devices used for floor and ground fault current interrupter install wiring devices. TLE_IAEI9-
12WDIa-IIj-1
Interpret plan/drawings Discussion Read Information Sheet Answer Self Compare PP 4
for the selection of 3.1-1a on DEFINITION: Check 3.1-1a answers with Presentation HRS
wiring devices based on ELECTRICAL OUTLET answer key computer and
the job requirement Audio/Visual film SYMBOLS IN 3.1-1a its peripherals
CBLM on
View slides, films, film Installing
Modular (Self- strips on ELECTRICAL wiring devices
paced) OUTLET SYMBOLS IN for floor and
ELECTRICAL PLANS ground fault
interrupting
outlets
Board marker
&
Eraser
CD or USB for
video
presentation

3.1-1b on SYMBOLS: Check 3.1-1b answers with Presentation HRS
ELECTRICAL OUTLET answer key
computer and
Audio/Visual film SYMBOLS IN 3.1-1b
its peripherals
1051
View slides, films, film CBLM on
strips on ELECTRICAL Installing
Modular (Self-
OUTLET SYMBOLS IN wiring devices
paced)
ELECTRICAL PLANS for floor and
ground fault
interrupting
ELECTRICAL OUTLET
outlets
SYMBOLS IN
ELECTRICAL PLANS Board marker
&
Eraser
CD or USB for
video
presentation

3.1-1c on GROUND- Check 3.1-1c answers with Presentation HRS
FAULT CIRCUIT- answer key computer and
Audio/Visual film INTERRUPTERS 3.1-1c its peripherals
showing :ELECTRICAL OUTLET
CBLM on
SYMBOLS IN
Installing
ELECTRICAL PLANS
Modular (Self- wiring devices
paced) View slides, films, film for floor and
strips on the types ground fault
GROUND-FAULT interrupting
CIRCUIT- outlets
INTERRUPTERS
Board marker
Discuss the Types of &
GROUND-FAULT
Eraser
CIRCUIT-
INTERRUPTERS CD or USB for
video
presentation
1052
3.1-1d on FLOOR Check 3.1-1d answers with Presentation HRS
OUTLET: ELECTRICAL answer key computer and
Audio/Visual film OUTLET SYMBOLS IN 3.1-1d its peripherals
CBLM on
View slides, films, film Installing
Modular (Self- strips on FLOOR wiring devices
paced) OUTLET IN for floor and
ELECTRICAL PLANS ground fault
interrupting
Define floor outlet in
outlets
electrical plans
Board marker
&
Eraser
CD or USB for
video
presentation

3.1-1e on Floor Outlets Check 3.1-1e answers with Presentation HRS
Choices : answer key computer and
Audio/Visual film 3.1-1e its peripherals
ELECTRICAL OUTLET
showing
SYMBOLS IN CBLM on
ELECTRICAL PLANS Installing
paced) for floor and
strips on the types
ground fault
FLOOR OUTLET
interrupting
Discuss the Types of outlets
FLOOR OUTLET
Board marker
&
1053
Eraser
CD or USB for
video
presentation
Identify the correct Discussion Read Information Sheet Answer Self Compare PP 4
quantity of wiring 3.1-2a on Check 3.1-2a answers with Presentation HRS
materials and devices to DETERMINING THE answer key computer and
be used based on job Audio/Visual film REQUIRED NUMBER 3.1-2a its peripherals
requirement showing OF RECEPTACLE
CBLM on
OUTLETS, AND SMALL-
Installing
APPLIANCE BRANCH
CIRCUITS
View slides using PPT ground fault
and film strips/Videos on interrupting
Determining the Required outlets
Number of Receptacle
Board marker
Outlets, and Small-
&
Appliance Branch
Circuits Eraser
CD or USB for
video
presentation
Discussion Answer Self Compare PP 4
3.1-2b on TYPES OF
Check 3.1-2b answers with Presentation HRS
WIRING DEVICES
answer key computer and
Audio/Visual film 3.1-2b its peripherals
showing
View slides using PPT CBLM on
and film strips/Videos on Installing
Modular (Self- Types of Wiring Devices wiring devices
ground fault
1054
interrupting
outlets
Board marker
&
Eraser
CD or USB for
video
presentation
3.1-2c on Check 3.1-2c answers with Presentation HRS
RECEPTACLES: TYPES answer key computer and
Audio/Visual film OF WIRING DEVICES 3.1-2c its peripherals
showing
View slides, films, film Different
strips on the types of Types of
Modular (Self- Wiring Devices Wiring
paced) Devices
Wiring Devices Different
Types of GFCI
CBLM on
Installing
wiring devices
for floor and
ground fault
interrupting
outlets
3.1-2d on GROUND Check 3.1-2d answers with Presentation HRS
FAULT CIRCUIT answer key computer and
Audio/Visual film INTERRUPTER (GFCI) 3.1-2d its peripherals
showing
View slides, films, film Different
strips on the types of Types of
1055
Ground Fault Circuit Ground Fault
Modular (Self-
Interrupter (GFCI) Circuit
paced)
Interrupter
(GFCI)
Ground Fault Circuit
Interrupter (GFCI) CBLM on
Installing
wiring devices
for floor and
ground fault
interrupting
outlets
Practical Perform Task Refer to Portable GFCI 4
Laboratory Sheet 3.1-2 on Performance HRS
Circuit Breaker
Select Wiring Criteria
Type GFCI
Devices Checklist 3.1-2
Receptacle
Type GFCI
PPE
Multitester
(VOM)
Tools
TOTAL 40
HRS
C. Assessment Plan
 Written Test: Written Test on Different Wiring Devices and GFCI
 Performance Test: Performance Test on The Selection of Wiring Devices
D. Trainer’s Self-Reflection of the Session

If the students pass both the written and performance test, they can proceed to the next module or unit of competency; however, if
they fail the given assessment plan, they will have to repeat the task. No student shall be allowed to move on to the next module, if
he/she fails to perform the task.
1056
SESSION PLAN
Sector : CONSTRUCTION / ELECTRONIC / ELECTRICAL SECTOR
Qualification Title : ELECTRICAL INSTALLATION AND MAINTENANCE
Unit of Competency : PERSONAL ENTREPRENEURIAL COMPETENCIES
Module Title : ASSESSMENT OF PERSONAL COMPETENCIES AND SKILLS
Nominal Duration : 4 HOURS
Learning Outcomes:
1. Recognize Personal Entrepreneurial Competencies and Skills (PeCS) needed in Electrical Installation and Maintenance.
2. Recognize and understand the market in Electrical Installation and Maintenance.
A. INTRODUCTION
This session plan covers knowledge, skills and attitudes of assessing one’s PeCS and aligning them with the PeCS of a practitioner/entrepreneur
in Electrical Installation & Maintenance.
1057
Personal Entrepreneurial Competencies (PeCS) TLE_PECS9-
12-I0-1
* EIM LM:
* Lecture
* Assess one’s PeCS: Assessing of Personal Recognize one’s Personal Feedback on Module 1
* Modular 1
Characteristics, attributes, Competencies and Skills Entrepreneurial students
* Self-paced hour
lifestyle, skills and traits. (PeCS) Competencies responses * Video /
* Video / Media
Media
Students will be asked to
* EIM LM:
* Lecture read about the Important What are the
* Assess practitioner’s PeCS: * Perform activity on page Module 1
* Modular Entrepreneurial Traits on PeCS that need 1
Characteristics, attributes, 4:
* Self-paced PERSONAL to be further hour
lifestyle, skills and traits. My PeCS * Video /
* Video / Media ENTREPRENEURIAL improved?
Media
COMPETENCIES
* Compare one’s PeCS with * Lecture
those of a * Answer aligning one’s * EIM LM:
practitioner/entrepreneur. * Modular PeCS on page 3. Feedback on Module 1
* Discuss the different 1
students
important entrepreneurial hour
* Align one’s PeCS with * Self-paced * Answer Preperation of responses * Video /
traits on page 1.
those of a Electrician’s Action Plan. Media
practitioner/entrepreneur * Demonstration
* Personal * Answer Matching Type Compare
Written EIM LM:
Entrepreneurial Post-assessment and Multiple Choice Test answers with
Assessment Module 1
Competencies on page 7. the answer key.
LO 1. Recognize and understand the market in electrical installation and maintenance TLE_EM9-
12-I0-1
* Lecture * Identify the different * Name all existing * EIM LM:

* Identify the player Feedback on Module 1
* Modular existing businesses related businesses related to
/competitor within the students 30 min
* Self-paced to Electrical Installation & Electrical Installation and
town. responses * Video /
* Video / Media Maintenance in the area. Maintenance
Media
* Identify different products * Lecture * Identify the different * Name the different Feedback on * EIM LM:
and services available in the * Modular product and services products and services students Module 1 30 min
market. * Self-paced available in the locality. related to Electrical responses
1058
* Video / Media Installation and * Video /
Maintenance available in Media
the area.
Compare
Written * Answer Post- EIM LM:
* Environment and Market Post-assessment answers with
Assessment assessment on page 15 Module 1
the answer key.
4
hours
C. ASSESSMENT PLAN
1. Written Test: Written test in Preparing Electric and Hydraulic Tools.
2. Performance Test: Performance Test on the Requisition, Preparing, Storing and Maintenance of Electric and Hydraulic Tools.
D. REFLECTIONS
the given assessment plan, they will have to repeat the task.
No student shall be allowed to move on to the next module, if he/she fails to perform the task.
1059
SESSION PLAN
Sector : CONSTRUCTION / ELECTRONIC / ELECTRICAL SECTOR
Qualification Title : ELECTRICAL INSTALLATION AND MAINTENANCE
Unit of Competency : PREPARE ELECTRIC AND HYDRAULIC TOOLS
Module Title : PREPARING ELECTRIC AND HYDRAULIC TOOLS
Nominal Duration : 20 HOURS
Learning Outcomes:
3. Request tools, equipment and materials for the task.

4. Identify electric and hydraulic tools for the task.
A. INTRODUCTION
This session plan covers knowledge, skills and attitudes on identifying of electric power and hydraulic tools.

LO 1: Select electric and hydraulic tools TLE_IAEI9-
12ET-Ia-e-1
* PREPARE
Compare answers
ELECTRIC AND Written Students will answer the EIM LM:
Pre/Diagnostic Assessment with the answer
HYDRAULIC Assessment Pre/Diagnostic Assessment Module 1
key.
TOOLS
1060
* EIM LM:
Module 1
* Read Information Sheet 1.1 2
on page 18 *Compare hours
* Lecture * Answer Self Check 1.1 on answers with * Video /
ELECTRICAL TOOLS AND
page 40 Media
MATERIALS answer key 1.1
* Modular
EQUIPMENT 2
* Video and Power Point * Evaluate
* Self-paced Presentation on performance hours
ELECTRICAL TOOLS AND using
* EIM LM:
* Request tools, * Video / Media MATERIALS. performance
Module 1
equipment and criteria checklist
materials for the * Read Information Sheet 1.2 1.1
on page 26 *Perform Activity Sheet 1.1 *Requisition
task * Lecture on page 27
REQUISITION SLIP FORM Slip Form
PREPARING 2
* Modular REQUISITION SLIP FORM
* Demonstrate on filling of * Evaluate hours
* Self-paced REQUISITION SLIP FORM. performance
using
* Demonstrate on * Inventory
* Demonstration * Perform Activity Sheet 1.2 performance
PREPARING AN Form
on page 28,
criteria checklist
INVENTORY FORM 1.2
PREPARING AN
INVENTORY FORM
* Read Information Sheet 1.3 * Perform Activity Sheet * Evaluate * EIM LM:
on page 29 1.4 performance Module 1 1 hour
* Lecture INDETIFYING ELECTRICAL PREPARE ELECTRICAL using
POWER TOOLS POWER TOOLS performance
* Modular
criteria checklist * Video /
* Identifying electric a. Portable electric drill
1.4 Media
and hydraulic tools * Self-paced
for the task. b. Portable Grinder
* Evaluate 1 hour
* Video / Media
c. Hammer drill * Perform Activity Sheet 1.5 performance
USING ELECTRICAL POWER using * Portable
* Blended
d. Power drill TOOLS performance electric drill
1061
e. Portable power threader criteria Checklist
1.5
* Portable 1 hour
* Compare grinder
* Answer Self Check 1.1 answers with
answer key 1.1
EQUIPMENT
* Compare * Hammer 1 hour
* Answer Self Check 1.2 answers with drill
PROPER TOOL STORAGE answer key 1.2
1 hour
* Compare
*Answer Self Check 1.3 answers with * Power drill
MAITENANCE PROCEDURE answer key 1.3
* Compare 1 hour
*Answer Self Check 1.4 answers with * Portable
PORTABLE ELECTRIC DRILL answer key 1.4 power 1 hour
* Compare threader
* Answer Self Check 1.5
answers with
PORTABLE ELECTRIC DRILL
SAFETY AND PROCEDURE answer key 1.5
TEST 1 hour
* Compare
*Answer Self Check 1.6 answers with
PORTABLE DISC GRINDER answer key 1.6
SAFETY PROCEDURE TEST
* Read Information Sheet 2.1 * Perform Activity Sheet * Evaluate
* Lecture * EIM LM:
on page 46 2.1on page 48 performance 2
Module 1
PREPARE HYDRAULIC BENDING 90O STUB USING using hours
* Inspect tools * Modular HYDRAULIC PIPE BENDER
TOOLS performance
equipment for * Video /
damage prior to its * Self-paced criteria checklist Media
use. 2.1
* Video / Media * Perform Activity Sheet 2.2 * Hydraulic
on page 54 Pipe Bender
1062
* Blended * Read Information Sheet 2.2 CLEANING AND * Evaluate 2
on page 50 LUBRICATING PLIER performance * Pair of hours
STORE ELECTRICAL using Pliers
POWER HYDRAULIC performance
* Report damage TOOLS criteria checklist * Cleaning
tools. 2.2 materials
* Perform Activity Sheet 2.3
on page 55 * Evaluate * Metallic
MAINTAINING TOOLS performance Tubing 2
* Read Information Sheet 2.3 AND EQUIPMENT using hours
on page 52 performance
MAINTENANCE criteria checklist
PROCEDURE 2.3
* PREPARE
Compare answers
ELECTRIC AND Written Students will answer the EIM LM:
Post-assessment with the answer
HYDRAULIC Assessment post-assessment Module 1
key.
TOOLS
20
Hours
C. ASSESSMENT PLAN
1. Written Test: Written test on Preparing Electric and Hydraulic Tools.
2. Performance Test: Performance Test on the Requisition, Preparing, Storing and Maintenance of Electric and Hydraulic Tools.
D. REFLECTIONS
the given assessment plan, they will have to repeat the task.
No student shall be allowed to move on to the next module, if he/she fails to perform the task.
1063
SESSION PLAN
Sector : Information Communication Technology
Qualification Title : Animation NC-II
Unit of Competency : Recognize PECs needed in animation
Module Title : Recognizing PECs needed in animation
Grade : Grade 9
Quarter : First Quarter
Learning Outcome:
1. Recognize PECs needed in animation
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to recognize PECs needed in animation.
LO1: Recognize PECs needed in Animation.
Learning Content Methods Presentation Practice Feedback Resources CODE Time
1064
1.Assessment of Modular/ Self- Trainee will be asked The trainee will Compare Information Sheet TLE_PECS9- 1
Personal pace to read Information answer Self-check answers with the 1.1-1 12-Ia-1 hr./
Competencies and Sheet 1.1-1 on 1.1-1 answer key 1.1-1 1
Skills (PECs) Personal Self-Check 1.1-1
Day
 Characteristics Entrepreneurial Answer Key 1.1-1
 Attributes Characteristics (PECs)
 Lifestyle Lecture/Discussion The trainer will The trainee will Power point
 Skills discuss the PECs be asked to Presentation
Power point
 Traits Characteristics using reflect and
Presentation prepare an Action
2.Analysis of PECs in power point
relation to a presentation. Plan to
practitioner’s strengthen their
3.Align, strengthen own PECs
and one’s PECs based Computer-based The trainee will be The trainee will Computer auto- Computer and the
on the results learning asked to use the answer self-check feedback e-learning
computer-based with auto- material
learning material on feedback.
Personal
Entrepreneurial
Characteristics (PECs)
SESSION PLAN
Unit of Competency : Recognize and understand the market in animation
1065
Module Title : Recognizing and understanding the market in animation
Grade : Grade 9
Learning Outcomes:
1. Recognize and understand the market in animation

2. Recognize the potential customer / market in animation
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to recognize and understand the market in animation.
LO1: Recognize and understand the market in Animation.
1.Market Modular/ Self- Trainee will be asked The trainee will Compare answers Information Sheet TLE_EM9- 1
(locality/town) pace to read Information answer Self-check with the answer 1.1-1 12-Ia-1 hr./
2.Key concepts of Sheet 1.1-1 on Key 1.1-1 key 1.1-1 1
market Self-Check 1.1-1
Concepts of Market in Day
3.Players in the Animation Answer Key 1.1-1
market
4.Products and Lecture/Discussion The trainer will The trainee will be Power point
services discuss the Key asked to conduct Presentation
Power point
Concepts of market in a mini survey and
Presentation
animation reflection
1066
Computer-based The trainee will be The trainee will Computer auto- Computer and the
learning asked to use the answer self-check feedback e-learning material
computer-based with auto-
Key Concepts of
market in Animation
LO2: Recognize the potential customer / market in Animation.

1.Market Modular/Self-pace The trainee will be asked The trainee will Compare answers Information Sheet TLE_ EM9-
(customers) to read Information answer Self-check with the answer key 1.2-1 12-Ia-2
2.Key Concepts in 2 hrs.
Sheet 1.2-1 on key 1.2-1 1.2-1
identifying and Self-Check 1.2-1 / 2
concepts in identifying
understanding the Days
and understanding the Answer Key 1.2-1
consumer customer in animation.
3.Consumer Analysis
through: Lecture/Discussion The trainer will discuss The trainee will be Power point
 Observation the Key Concepts in asked to conduct a Presentation
Power point
 Interviews identifying and mini survey and
Presentation
 Focus Group understanding the reflection
Discussion market in animation
 Survey
1067
Computer-based The trainee will be asked The trainee will Computer auto- Computer and the
learning to use the computer- answer self-check feedback
e-learning material
based learning material with auto-feedback.
on Key Concepts of
market in Animation
1068
SESSION PLAN
Unit of Competency : Use of hand tools and equipment
Module Title : Using of hand tools and equipment
Grade : Grade 9
Learning Outcomes:
1. Prepare hand tools and equipment in animation

2. Inspect hand tools and equipment received in animation
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to use and inspect hand tools and equipment received in animation.
1069
LO1: Prepare hand tools and equipment in animation.
1.Hand tools for Modular/ Self-pace The trainee will be The trainee will Compare answers Information TLE_ICTAN9- 2
animation asked to read answer Self- with the answer Sheet 1.1-1 12UT-Ib-1 hrs./
Information Sheet check 1.1-1 key 1.1-1 2
Self-Check 1.1-1
1.1-1 on hand tools Days
for animation. Answer Key 1.1-1
Viewing Multimedia The trainees will be Video

asked to view a video
on hand tools for
Demonstration/Hands- animation. The trainee will Evaluate Task Sheet 1.1-1
on perform Task performance
The trainer will
Sheet 1.1-1 based on
demonstrate the
Performance
proper use and
Criteria Checklist
manipulation of
1.1-1
hand tools.
Computer-based The trainee will be The trainee will Computer auto- Computer and
learning asked to use the answer self- feedback the
computer-based check with auto-
e-learning
material
hand tools in
Animation
2.Equipment for Modular/ Self-pace The trainee will be The trainee will Compare answers Information 2
animation asked to read answer Self- with the answer Sheet 1.1-2 hrs./
Information Sheet check 1.1-2 key 1.1-2
Self-Check 1.1-2
1070
1.1-2 on Equipment Answer Key 1.1-2 2
for animation. Days

on Equipment for
Demonstration/Hands- animation. The trainee will Evaluate Task Sheet 1.1-2
on perform Task performance
The trainer will
demonstrate the
Performance
proper use and
Criteria Checklist
manipulation of
1.1-2
equipment in
animation.
e-learning
material
Equipment for
animation.
LO2: Inspect hand tools and equipment received in animation
1.Procedure in Modular/ Self-pace The trainee will be The trainee will Compare answers Information TLE_ICTAN9-
accomplishing asked to read answer Self- with the answer Sheet 1.2-1 12UT-Ic-2
forms: 3
Information Sheet check 1.2-1 key 1.2-1
 Job order Self-Check 1.2-1 hrs. /
1.2-1 on procedure
slips 3
in accomplishing Answer Key 1.2-1
 Tools and days
forms
1071
materials Viewing Multimedia The trainees will be Video
requisition asked to view a video
slips on Procedure in
 Borrower’s Demonstration/Hands- accomplishing forms. The trainee will Evaluate Task Sheet 1.2-1
slip on perform Task performance
The trainer will
demonstrate the
Performance
procedure in
Criteria Checklist
accomplishing forms.
1.2-1
e-learning
material
Procedure in
accomplishing form.
2.Requisition Modular/ Self-pace The trainee will be The trainee will Compare answers Information 1 hr.
procedures asked to read answer Self- with the answer Sheet 1.2-2 /
Information Sheet check 1.2-2 key 1.2-2 1 day
Self-Check 1.2-2
1.2-2 on Requisition
procedures. Answer Key 1.2-2
Viewing Multimedia The trainees will be The trainee will Evaluate Video
asked to view a video perform Task performance
on requisition Sheet 1.2-2 based on
Demonstration/Hands- procedures.. Performance Task Sheet 1.2-2
on Criteria Checklist
The trainer will
1.2-2
demonstrate the
1072
requisition
procedures.
e-learning
material
Requisition
procedures.
SESSION PLAN
Unit of Competency : Maintain hand tools, equipment and paraphernalia
Module Title : Maintaining hand tools, equipment and paraphernalia
Grade : Grade 9
Learning Outcome:
1. Use and maintain hand tools, equipment and paraphernalia
1073
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to use and maintain hand tools, equipment and paraphernalia.
LO1: Use and maintain hand tools, equipment and paraphernalia.
1.safety Modular/ Self-pace The trainee will be The trainee will Compare answers Information TLE_ICTAN9- 1 hr.
procedures in asked to read answer Self- with the answer Sheet 1.1-1 12MT-Id-1 / 1
using hand tools Information Sheet check 1.1-1 key 1.1-1 day
and equipment Self-Check 1.1-1
1.1-1 on Safety
procedures in using Answer Key 1.1-1
hand tools and
equipment..

on Safety Procedures
in using hand tools Evaluate Task Sheet 1.1-1
and equipment. performance
based on
The trainer will
Demonstration/Hands- The trainee will Performance
demonstrate the
on perform Task Criteria Checklist
safety procedures in
Sheet 1.1-1 1.1-1
using hand tools and
equipment.
learning asked to use the answer self-check feedback the
computer-based
1074
learning material on with auto- e-learning
Safety Procedures in feedback. material
using hand tools and
equipment.
2.Procedures in Modular/ Self-pace The trainee will be The trainee will Compare answers Information 1 hr.
cleaning, asked to read answer Self- with the answer Sheet 1.1-2 / 1
tightening and Information Sheet check 1.1-2 key 1.1-2 day
simple repairs of Self-Check 1.1-2
1.1-2 on procedures
hand tools, in cleaning, tightening Answer Key 1.1-2
equipment and and simple repair of
paraphernalia hand tools and
equipment..

on
procedures in
cleaning, tightening
and simple repair of
hand tools and
equipment.
Demonstration/Hands- The trainee will Evaluate Task Sheet 1.1-2
on The trainer will perform Task performance
demonstrate the Sheet 1.1-2 based on
procedures in Performance
cleaning, tightening Criteria Checklist
and simple repair of 1.1-2
hand tools and
equipment.
1075
learning material on e-learning
feedback.
procedures in material
cleaning, tightening
and simple repair of
hand tools and
equipment.
3.Common Modular/ Self-pace The trainee will be The trainee will Compare answers Information 1 hr.
malfunction in asked to read answer Self- with the answer Sheet 1.1-3 / 1
hand tools, Information Sheet check 1.1-3 key 1.1-3 day
Self-Check 1.1-3
equipment and 1.1-3 on Common
paraphernalia malfunction in hand Answer Key 1.1-3
tools, equipment and
paraphernalia.
Lecture/Discussion The trainer will Power point

discuss the Common Presentation
Power point
malfunction in hand
Presentation
tools, equipment and
paraphernalia power
point presentation.
computer-based
1076
learning material on with auto- e-learning
Common malfunction feedback. material
in hand tools,
equipment and
paraphernalia.
4.Reporting to Modular/ Self-pace The trainee will be The trainee will Compare answers Information 1 hr.
property asked to read answer Self- with the answer Sheet 1.1-4 / 1
custodian Information Sheet check 1.1-4 key 1.1-4 day
1.1-4 on procedures Self-Check 1.1-4
in reporting to Answer Key 1.1-4
property custodian.
discuss the Presentation
Power point
procedures in
Presentation
reporting to property
custodian using
power point
presentation.
e-learning
material
procedures in
reporting to property
custodian.
1077
SESSION PLAN
1078
Unit of Competency : Perform mensuration and calculation
Module Title : Performing mensuration and calculation
Grade : Grade 9
Learning Outcomes:
1. Perform basic mensuration

2. Carry out mensuration and calculation
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to perform basic mensuration and calculation.
LO1: Perform basic mensuration
1.Types of Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet TLE_ICTAN9- 2
components and pace asked to read answer Self-check with the answer 1.1-1 12MC-Ie-1 hrs. /
objects to be Information Sheet 1.1-1 key 1.1-1 2
measured: 1.1-1 on Types of Self-Check 1.1-1
days
 Memory components and Answer Key 1.1-1
 Data objects to be
storage measured.
1079
capacity Lecture/Discussion The trainer will Power point
 Processor discuss the Presentation
 Video card Power point
procedures in Types
Presentation
of components and
objects to be
measured using
power point
presentation.
learning asked to use the answer self-check feedback
e-learning material
Types of components
and objects to be
measured.
2.Correct Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 2
specifications of pace asked to read answer Self-check with the answer 1.1-2 hrs. /
the relevant Information Sheet 1.1-2 key 1.1-2 2
sources 1.1-2 on correct Self-Check 1.1-2
days
specifications of the Answer Key 1.1-2
relevant sources.

discuss the correct Presentation
Power point
specifications of the
Presentation
relevant sources
1080
power point
presentation.
e-learning material
correct specifications
of the relevant
sources.
LO2: Carry out mensuration and calculation
1.Conversion and Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet TLE_ICTAN9- 4
calculation pace asked to read answer Self-check with the answer 1.2-1 12MC-If-2 hrs. /
 Capacity Information Sheet 1.2-1 key 1.2-1 4
and speed 1.2-1 on Conversion Self-Check 1.2-1
days
 Memory and Calculation Answer Key 1.2-1
 Data
storage
 Processor Lecture/Discussion The trainer will Power point
 Video card discuss the
Power point Presentation
Conversion and
Presentation
Calculation using
power point
presentation.
e-learning material
computer-based
1081
learning material on with auto-
Conversion and feedback.
Calculation
SESSION PLAN
1082
Unit of Competency : Prepare and interpret technical drawing
Module Title : Preparing and interpreting technical drawing
Grade : Grade 9
Learning Outcomes:
1. Identify different kinds of technical drawings

2. Interpret technical drawing
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to prepare and interpret technical drawing.
LO1: Identify different kinds of technical drawings
1.Basic symbols Modular/ Self- The trainee will be The trainee will Compare Information Sheet TLE_ICTAN9- 1 hr.
pace asked to read answer Self- answers with the 1.1-1 12ID-Ig-1 / 1
Information Sheet check 1.1-1 answer key 1.1-1 day
1.1-1 on Basic Self-Check 1.1-1
Symbols Answer Key 1.1-1
1083
discuss the Basic Presentation
Power point
Symbols using power
Presentation
point presentation.
e-learning
material
Basic Symbols
2.Basic elements Modular/ Self- The trainee will be The trainee will Compare Information Sheet 3
 Schematic pace asked to read answer Self- answers with the 1.1-2 hrs. /
diagram Information Sheet check 1.1-2 answer key 1.1-2 3
 Charts 1.1-2 on Basic Self-Check 1.1-2
days
 Block Elements Answer Key 1.1-2
diagrams
 Layout
plans Lecture/Discussion The trainer will Power point
 Loop discuss the Basic Presentation
diagram Power point
Elements using
Presentation
power point
presentation.
1084
e-learning
material
Basic Elements
LO2: Interpret technical drawing
1.Flowchart Modular/ Self- The trainee will be The trainee will Compare Information Sheet TLE_ICTAN9- 4
interpretation pace asked to read answer Self- answers with the 1.1-2 12ID-Ih-2 hrs. /
 Types of Information Sheet check 1.1-2 answer key 1.1-2 4
flowchart 1.1-2 on Flow Chart Self-Check 1.1-2
days
Interpretation Answer Key 1.1-2

discuss the Flow Presentation
Power point
Chart Interpretation
Presentation
using power point
presentation.
e-learning
material
Flow Chart
Interpretation
1085
SESSION PLAN
1086
Unit of Competency : Practice Occupational Health and Safety Procedures
Module Title : Practicing Occupational Health and Safety Procedures
Grade : Grade 9
Learning Outcomes:
LO1. Identify hazards and risks

LO2. Evaluate hazards and risks
LO3. Control hazards and risks
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to practice occupational health and safety procedures.
LO1: Identify hazards and risks
1.Hazards and Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet TLE_ICTAN9- 1 hr.
Risks control pace asked to read answer Self-check with the answer 1.1-1 12OS-Ii-1 / 1
Information Sheet 1.1-1 key 1.1-1 day
1.1-1 on Hazards and Self-Check 1.1-1
Risks Control.
1087
Answer Key 1.1-1
Computer- The trainee will be The trainee will Computer auto- Computer and the
based learning asked to use the answer self-check feedback
e-learning material
Hazards and Risks
Control.
2.Safety Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
regulations pace asked to read answer Self-check with the answer 1.1-2 / 1
1.1-2 on Safety Self-Check 1.1-2
Regulations Answer Key 1.1-2
e-learning material
Safety Regulations
3.Indicators of Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
hazards and risks pace asked to read answer Self-check with the answer 1.1-3 / 1
1.1-3 on Indicators of Self-Check 1.1-3
Hazards and Risks. Answer Key 1.1-3
1088
e-learning material
Indicators of Hazards
and Risks.
4.Contingency Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
measures pace asked to read answer Self-check with the answer 1.1-4 / 1
1.1-4 on Contingency Self-Check 1.1-4
Measures. Answer Key 1.1-4
e-learning material
Contingency
Measures.
LO2: Evaluate hazards and risks
1.Evaluation of Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet TLE_ICTAN9- 1 hr.
hazards and risks pace asked to read answer Self-check with the answer 1.2-1 12OS-Ij-2 / 1
1.2-1 on Evaluation of Self-Check 1.2-1
Hazards and Risks. Answer Key 1.2-1
1089
based learning asked to use the answer self-check feedback e-learning material
Evaluation of Hazards
and Risks.
2. Effects of Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
hazards and risks pace asked to read answer Self-check with the answer 1.2-2 / 1
in the work place Information Sheet 1.2-2 key 1.2-2 day
1.2-2 on Effects of Self-Check 1.2-2
Hazards and Risks in Answer Key 1.2-2
the Work Place.
Effects of Hazards and
Risks in the Work
Place.
LO3: Control hazards and risks

1. Hazards and Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet TLE_ICTAN9- 2
risks control pace asked to read answer Self-check with the answer 1.3-1 12OS-Ij-3 hrs. /
 Safety Information Sheet 1.3-1 key 1.3-1 2
regulation 1.3-1 on Hazards and Self-Check 1.3-1 days
Risks Control. Answer Key 1.3-1
1090
Hazards and Risks
Control.
1091
SESSION PLAN
Unit of Competency : Produce cleaned-up and in-betweened drawings
Module Title : Producing cleaned-up and in-betweened drawings
Grade : Grade 9
Quarter : Second Quarter
Learning Outcome:
LO1. Identify requirements for cleaned-up, drawings in actual scene folders (cartoon/regular)
C. INTRODUCTION
LO1: Identify requirements for cleaned-up drawings in actual scene folders (cartoon-simple)
1092
1.Clean-up Modular/ Self- The trainee will be The trainee will Compare answers Information TLE_ICTAN9- 2 hrs.
requirements for pace asked to read answer Self-check with the answer Sheet21.1-1 12CI-IIa-j-1 / 2
drawing Information Sheet 2.1- 2.1-1 key 2.1-1 days
(cartoon-simple) 1 on Clean-up Self-Check 2.1-1
requirements for Answer Key 2.1-1
drawing
e-learning material
clean-up
requirements for
drawing.
2.Types of model Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
sheets pace asked to read answer Self-check with the answer 2.1-2 / 1
Information Sheet 2.1- 2.1-2 key 2.1-2 day
2 on Types of Model Self-Check 2.1-2
Sheets Answer Key 2.1-2
e-learning material
Types of Model
Sheets.
1093
3.Key drawings Modular/ Self- The trainee will be The trainee will Compare answers Information 1 hr.
and animation pace asked to read answer Self-check with the answer Sheet21.1-3 / 1
breakdowns. Information Sheet 2.1- 2.1-3 key 2.1-3 day
3 on Key Drawings Self-Check 2.1-3
and Animation Answer Key 2.1-3
Breakdown.
e-learning material
Key Drawings and
Animation
breakdown.
4.Clean –up Modular/ Self- The trainee will be The trainee will Compare answers Information 4 hrs.
drawing pace asked to read answer Self-check with the answer Sheet21.1-4 / 4
preparations Information Sheet 2.1- 2.1-4 key 2.1-4 days
(cartoon-simple) 4 on Contingency Self-Check 2.1-4
4.1 Line Exercises Measures. Answer Key 2.1-4
Freehand
(Straight
Horizontal,
Computer-based The trainee will be Computer and the
Straight Vertical,
learning asked to use the
Straight Inclined, e-learning material
computer-based
Regular Curved,
learning material on
Irregular line,
Contingency
Circular)
Measures.
Demonstration
1094
The trainer will
conduct a
The trainee will Evaluate Task Sheet 2.1-4
demonstration on the
perform Task performance
Hands-on techniques in drawing
line exercises.
Performance
The trainee will be Criteria Checklist
asked to perform the 2.1-4
Line exercises
5. Animation Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 2
workflow Pace asked to read answer Self-check with the answer 2.1-5 hrs./
5.1 2D Traditional Information Sheet 2.1- 2.1-5 key 2.1-5 2
5.2 2D Traditional 5 on Animation days
Cum Digital Workflow
5.3 Western and Lecture PowerPoint
Japanese Discussion with The trainee will Presentation on
the use of conduct a lecture Animation
PowerPoint discussion on Workflow
presentation Animation Workflow
Multi-media Video on
Viewing The trainee will be Animation
asked to view the Workflow
video presentation.
6. Drawing Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 10
animals and pace asked to read answer Self-check with the answer 2.1-6 hrs./
props Information Sheet 2.1- 2.1-6 key 2.1-6 10
6.1 Drawing 6 on Evaluation of Self-Check 2.1-6 days
Animals( 2- Hazards and Risks. Answer Key 2.1-6
1095
legged, 4-legged
animals)
The trainee will be
6.2 Drawing Computer-based The trainee will Computer auto- Computer and the
asked to use the
Props (Clothing, learning answer self-check feedback e-learning material
Weapons, Cars,
learning material feedback.
Tools and
Drawing Animals and
Equipment)
props
Demonstration
on the steps and
The trainer will
techniques on
conduct a
drawing animals
and props
steps and techniques
Hands-on in drawing animals Evaluate Task Sheet 2.1-6,
and props The trainee will
performance 2.2-6, 2.3-6, 2.4-6
The trainee will be perform Task
based on
Sheet 2.1-6, 2.2-6, Performance
asked to perform the Performance
2.3-6, 2.4-6 Criteria Checklist
drawing of animals Criteria Checklist
2.1-6, 2.2-6, 2.3-6,
and props 2.1-6, 2.2-6, 2.3-6,
2.4-6
2.4-6
7. Principles and Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 18
concept of pace asked to read answer Self-check with the answer 2.1-7 hrs. /
animation Information Sheet 2.1- 2.1-7 key 2.1-7 18
7.1 History of 7 on Principles and Self-Check 2.1-7 days
Animation Concept of Animation Answer Key 2.1-7
7.2 Types of
Animation
1096
7.3 Production Computer-based The trainee will be The trainee will Computer auto- Computer and the
Process learning asked to use the answer self-check feedback e-learning material
7.5 Principle of computer-based with auto-
Animation learning material on feedback.
(squash and Principles and
stretch, balance Concepts of
and tilt, Dynamic Lecture-
Animation
and strong poses, Demonstration
perspective, with the use of .The trainer will
weight and Slides conduct an lecture-
volume, cause demonstration on the
Video
and effects, line Principles and and
Presentation
action, wave Concepts of
principle, drag Animation
overlap and Hands-on The trainee will be The trainee will Evaluate Task Sheet 2.1-7,
follow through, asked to view the perform Task performance 2.2-7, 2.3-7, 2.4-7,
anticipation, Video Presentation Sheet 2.1-7, 2.2-7, based on 2.5-7
action,
2.3-7, 2.4-7, 2.5-7 Performance
overshoot, settle, Performance
silhouette test, Criteria Checklist
asked to perform the 2.1-7, 2.2-7, 2.3-7,
reactions and 2.1-7, 2.2-7, 2.3-7,
Principles of 2.4-7, 2.5-7
retakes) 2.4-7, 2.5-7
Animation
8. Materials Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 2
Tools and pace asked to read answer Self-check with the answer 2.1-8 hrs./
equipment for Information Sheet 2.1- 2.1-8 key 2.1-8 2
animation 8 on Materials, Tools Self-Check 2.1-8 days
and equipment for Answer Key 2.1-8
Animation
1097
Video Video presentation
Presentation The trainee will be
asked to view the
video presentation
Lecture-
Slides
Demonstration The trainer will
conduct a lecture-
use of materials, Tools
and Equipment for
animation The trainee will Evaluate Task Sheet 2.1-8
Hands-on
perform Task performance
The trainee will Sheet 2.1-8 based on
perform the Performance
manipulation of tolls Criteria Checklist
and equipment. 2.1-8
SESSION PLAN
1098
Grade : Grade 9
Quarter : Third Quarter
Learning Outcome:
LO2. Produce clean-up drawings for actual scene folders (cartoon, simple)
E. INTRODUCTION
1.Production of Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet TLE_ICTAN9- 13
clean-up drawings pace asked to read answer Self-check with the answer 3.1-1 12CI- IIIa-j-2 hrs. /
(cartoon-simple) Information Sheet 3.1-1 key 3.1-1 13
1.1 Clean-up 3.1-1 on Production of Self-Check 3.1-1 days
animator’s rough Clean-up drawings Answer Key 3.1-1
sketches.
1.2 Clean-up Key
Drawings
1.3 Clean-up
Model Sheets e-learning material
computer-based
1099
1.4 Clean-up Back learning material on with auto-
Grounds Production of Clean- feedback.
1.5 Clean-up up drawings
Characters Lecture- slides
The trainer will
demonstration
conduct a lecture
production of clean-
up drawings. Evaluate task Sheet 3.1-1
Hands-on performance
The trainee will be Performance
based on
asked to perform the The trainee will Criteria Checklist
Performance
production of clean- perform Task 3.1-1
Criteria Checklist
up drawings Sheet 3.1.1
3.1-1
2.Animators Keys Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
pace asked to read answer Self-check with the answer 3.1-2 / 1
3.1-2 on Animators Self-Check 3.1-2
Keys Answer Key 3.1-2
e-learning material
Animators Keys
1100
3.Familiarization Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 4
with Line-Test pace asked to read answer Self-check with the answer 3.1-3 hrs. /
hardware and Information Sheet 3.1-3 key 3.1-3 4
software 3.1-3 on Indicators of Self-Check 3.1-3 days
3.1 Line-Test Hazards and Risks. Answer Key 3.1-3
software basic
tools and
functions.
3.2 Line Testing
Procedures e-learning material
Indicators of Hazards
and Risks.
Lecture-
Slides
conduct a lecture
demonstration on
Line-Test Hardware
and Software Task Sheet 3.1-3
Hands-on Evaluate
The Trainee will Performance
The trainee will performance
perform Task Criteria Checklist
perform the Line based on
Sheet 3.1-3 3.1-3
testing Performance
Criteria Checklist
3.1-3
4.Clean –up Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
Procedures pace asked to read answer Self-check with the answer 3.1-4 / 1
3.1-4 on Clean-up Self-Check 3.1-4
Procedures. Answer Key 3.1-4
1101
e-learning material
Clean-up Procedures
5. Procedures and Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1
Policies in record pace asked to read answer Self-check with the answer 3.1-5 hr./
keeping Information Sheet 3.1-5 key 3.1-5 1 day
3.1-5 on Procedures Self-Check 3.1-5
and Policies in Record Answer Key 3.1-5
Keeping
e-learning material
Procedures and
policies in Record
keeping
6. Application of Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 4
Animation pace asked to read answer Self-check with the answer 3.1-6 hrs./
Software Information Sheet 3.1-6 key 3.1-6 4
6.1 Software basic 3.1-6 on Application Self-Check 3.1-6 days
tools functions of Animation software Answer Key 3.1-6
(Flipbook). .
1102
6.2 Basic Computer-based The trainee will be The trainee will Computer auto- Computer and the
Manipulation of learning asked to use the answer self-check feedback e-learning material
the software computer-based with auto-
(Flipbook) learning material on feedback.
.Application of
Animation software.
Lecture- Slides
conduct a lecture-
application animation Evaluate Task Sheet 3.1-6
Hands-on software The trainee will performance Performance
perform Task based on Criteria Checklist
The trainee will be
Sheet 3.1-6 Performance 3.1-6
asked to perform
Criteria Checklist
application of
3.1-6
animation software.
7. Concept of Line Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
Quality pace asked to read answer Self-check with the answer 1.2-2 / 1
1.2-2 on Concept on Self-Check 1.2-2
Line Quality Answer Key 1.2-2
Lecture – The trainer will Slides

Demonstration conduct a lecture-
Video
demonstration on
Line quality
Hands-on
1103
The trainee will be The trainee will Evaluate Task sheet 3.1-7
asked to perform the perform the Task performance
Performance
concept of line quality sheet 3.1-7 based on
Criteria Checklist
Performance
3.1-7
Criteria Checklist
3.1-7
8. Model Sheets Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 2
8.1 cartoon pace asked to read answer Self-check with the answer 3.1-8 hrs./
animals Information Sheet 3.1-8 key 3.1-8 2
8.2 Cartoon 3.1-8 on Model sheets Self-Check 3.1-8 days
Human Answer Key 3.1-8
Lecture- The trainer will

demonstration on the Slides
concept of model
sheet.
The trainee will Evaluate Task Sheet 3.1-8
Hands-on
The trainee will be perform Task performance
Performance
asked to perform the Sheet 3.1-8 based on
Criteria Checklist
model sheet Performance
3.1-8
construction. Criteria Checklist
3.1-8
9. Procedures for Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 8
cartoon drawing pace asked to read answer Self-check with the answer 3.1-9 hrs./
construction Information Sheet 3.1-9 key 3.1-9 8
9.1 Procedural 3.1-9 on Procedures Self-Check 3.1-9 days
Cartoon for cartoon drawing Answer Key 3.1-9
9.2 Basic Shapes construction
1104
9.3 Construction Lecture- The trainer will Slides
procedures for
cartoon drawing
construction
Hands-on The trainee will Evaluate Task Sheet 3.1-9
The trainee will be perform Task performance
asked to perform Performance
procedures in cartoon Criteria Checklist
Performance
drawing construction. 3.1-9
Criteria Checklist
3.1-9
10. Drawing Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 4
Proportions pace asked to read answer Self-check with the answer 3.1-10 hrs./
10.1 Information Sheet 3.1-10 key 3.1-10 4
Mathematical 3.1-10 on Drawing Self-Check 3.1-10 days
Concepts and Proportion Answer Key 3.1-10
Techniques
10.2 Proportion Lecture- The trainer will Slides
10.3 Body Parts demonstration conduct a lecture-
10.4 Different demonstration on
character’s Drawing Proportion.
proportions Hands-on The Trainee will Evaluate Task Sheet 3.1-10
The Trainee will be perform Task performance Performance
asked to perform the Sheet 3.1-10 based on Criteria Checklist
concept of drawing Performance 3.1-9
proportion. Criteria Checklist
3.1-9
1105
11. Company Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1
procedures and pace asked to read answer Self-check with the answer 3.1-11 hr./
policies in Information Sheet 3.1-11 key 3.1-11 1 day
recording clean- 3.1-11 on Company Self-Check 3.1-11
up drawings. Procedures and Answer Key 3.1-11
policies in Record
Keeping Clean-up
Drawings.
Lecture- The trainer will Slides
company procedures
and policies in
recording clean-up
drawings
Hands-on Perform Task
The trainee will be Evaluate Task Sheet 3.1-11
Sheet 3.1-11
asked to perform the performance
Performance
company procedures based on
Criteria Checklist
and policies in Performance
3.1-9
recording clean-up Criteria Checklist
drawings. 3.1-9
1106
1107
1108
SESSION PLAN
Grade : Grade 9
Quarter : Fourth Quarter
Learning Outcome:
LO3. Identify requirements for In-between drawings in actual scene folders (cartoon, regular)
G. INTRODUCTION
H. LEARNING ACTIVITIES
1109
1.Requirements Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet TLE_ICTAN9- 1 hr.
for in-between pace asked to read answer Self-check with the answer 4.1-1 12CI –IVa-j-3 / 1
(cartoon-regular) Information Sheet 4.1-1 key 4.1-1 day
4.1-1 on Self-Check 4.1-1
Requirements for in- Answer Key 4.1-1
between
e-learning material
Requirements for in-
between
2.Model Sheets Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1 hr.
(Cartoon-regular) pace asked to read answer Self-check with the answer 4.1-2 / 1
4.1-2 on Model sheets Self-Check 4.1-2
Answer Key 4.1-2
e-learning material
Model sheets
3.Cleaned-up key Lecture- The trainer will slide 2

drawings for Demonstration conduct a lecture- hrs. /
cartoon-regular demonstration on 2
cleaned-up key days
1110
drawings for cartoon-
regular
Hands-on The trainee will be The trainee will Evaluate Task Sheet 4.1-3
asked to perform perform Task performance
Performance
cleaned-up key Sheet 4.1-3 based on
Criteria Checklist
drawings for cartoon- Performance
4.1-3
regular Criteria Checklist
4.1-3
4.Animation Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 2
breakdowns and pace asked to read answer Self-check with the answer 4.1-4 hrs. /
x-sheets Information Sheet 4.1-4 key 4.1-4 2
4.1-4 on Animation Self-Check 4.1-4 days
Breakdowns and X- Answer Key 4.1-4
sheets.
e-learning material
Animation
Breakdowns and X
sheets
5. Materials and Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1
equipment pace asked to read answer Self-check with the answer 4.1-5 hr./
(cartoon-regular) Information Sheet 4.1-5 key 4.1-5 1 day
4.1-5 on Materials Self-Check 4.1-5
and Equipment Answer Key 4.1-5
1111
6. Concept of in- Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 8
betweening pace asked to read answer Self-check with the answer 4.1-6 hrs./
6.1 In-betweening Information Sheet 4.1-6 key 4.1-6 8
6.2 Timing 4.1-6 on Concept of Self-Check 4.1-6 days
6.3 Distance and In-betweening Answer Key 4.1-6
Speed
6.4 Lines and Computer-based The trainee will be The trainee will Computer auto- Computer and the
Curves learning asked to use the answer self-check feedback e-learning material
6.5 Rotating computer-based with auto-
Objects learning material on feedback.
Evaluation of Hazards
and Risks.
Lecture-
conduct a lecture-
demonstration on the Evaluate Task Sheet 4.1-6,
Hands-on concept of in- performance 4.2-6, 4.3-6
betweening The trainee will based on
Performance
perform Task Performance
Sheet 4.1-6, 4.2- Criteria Checklist
asked to perform the 4.1-6, 4.2-6, 4.3-6
6, 4.3-6 4.1-6, 4.2-6, 4.3-6
concept of in-
betweening
7. Procedures for Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 8
character posing pace asked to read answer Self-check with the answer 4.1-7 hrs. /
7.1 Facial Information Sheet 4.1-7 key 4,1-7 8
expression 4.1-7 on Procedures Self-Check 4.1-7 days
7.2 Attitudes for Character posing Answer Key 4.1-7
7.3 Costumes
1112
learning asked to use the answer self-check feedback e-learning material
procedures for
character posing..
Lecture-
demonstration The trainer will
conduct a lecture-
demonstration on
Procedures for
Hands-on Character Posing
Evaluate Task Sheet 4.1-7,
The trainee will
The trainee will be performance 4.2-7, 4.3-7
perform Task
asked to perform the based on Performance
Sheet 4.1-7, 4.2-
procedures for Performance Criteria Checklist
7, 4.3-7
character posing Criteria Checklist 4.1-7, 4.2-7, 4.3-7
4.1-7, 4.2-7, 4.3-7
8. Techniques for Lecture- The trainer will . Slides 4
refining line demonstration conduct a lecture- hrs./
quality demonstration on 4
8.1 Types of Line Techniques for days
Quality Hands-on refining line quality.
The trainee will Evaluate Task Sheet 4.1-8,
The trainee will be perform Task performance 4.2-8
asked to perform the Sheet 4.1-8, .4.2- based on Performance
techniques for 8 Performance Criteria Checklist
refining line quality. Criteria Checklist 4.1-8, 4.2-8
4.1-8, 4.2-8
1113
9. Concept of Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 12
character design pace asked to read answer Self-check with the answer 4.1-9 hrs./
9.1 Basic Anatomy Information Sheet 4.1-9 key 4,1-9 12
of Male and 4.1-9 on Concept of Self-Check 4.1-9 days
Female Character Design Answer Key 4.1-9
9.2 Body parts
9.3 Kinds and Lecture- The trainer will . Slides
Types of demonstration conduct a lecture-
Characters demonstration on
9.4 Create Own Concept of Character
Character Design Design.
Hands-on The trainee will Evaluate Task Sheet 4.1-9,
with turn around,
The trainee will be perform Task performance 4.2-9, 4.3-9, 4.4-9
poses and
asked to perform the Sheet 4.1-9, .4.2- based on Performance
attitudes.
Concept of Character 9, 4.3-9, 4.4-9 Performance Criteria Checklist
Design. Criteria Checklist 4.1-9, 4.2-9, 4.3-9,
4.1-9, 4.2-9, 4.3-9, 4.4-9
4.4-9
10. Do’s and Modular/ Self- The trainee will be The trainee will Compare answers Information Sheet 1
Don’ts of in- pace asked to read answer Self-check with the answer 4.1-10 hr./
betweening Information Sheet 4.1-10 key 4,1-10 1 day
4.1-10 on Procedures Self-Check 4.1-10
for Character posing Answer Key 4.1-10
1114
SESSION PLAN
Unit of Competency : Develop and strengthen PECs needed in animation
Module Title : Developing and strengthening PECs needed in animation
Grade : Grade 10
Learning Outcome:
LO1. Develop and strengthen PECs needed in animation
C. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to develop and strengthen PECs needed in animation.
1115
LO1: Develop and strengthen PECs needed in animation.
1.Assessment of Modular/ Self- Trainee will be asked The trainee will Compare Information TLE_PECS9-
Personal pace to read Information answer Self-check answers with Sheet 1.1-1 12-Ia-1
Competencies and Sheet 1.1-1 on 1.1-1 the answer key
Skills (PECs) Self-Check 1.1-1
Personal 1.1-1
 Characteristics Entrepreneurial Answer Key 1.1-
1 hr./
 Attributes Characteristics (PECs) 1
1 Day
 Lifestyle
 Skills Lecture/Discussion The trainer will The trainee will be Power point
 Traits discuss the PECs asked to reflect and Presentation
Power point
2.Analysis of PECs in Characteristics prepare an Action
Presentation
relation to a Plan to strengthen
practitioner’s their own PECs
3.Align, strengthen
and one’s PECs based
on the results e-learning material
Personal
Entrepreneurial
Characteristics (PECs)
1116
SESSION PLAN
Unit of Competency : Develop a product / services in animation
Module Title : Developing a product / services in animation
Grade : Grade 10
Learning Outcomes:
LO1. Develop a product / service in animation
LO2. Select a business idea based on the criteria and techniques set
LO3. Develop a brand for the product
E. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to develop a product / services in animation.
LO1: Develop a product / service in animation.
1117
1.Product Modular/ Self- Trainee will be asked The trainee will Compare Information TLE_EM9-
Development pace to read Information answer Self-check answers with the Sheet 1.1-2 12-Ia-1
2.Key concepts of 1 hr./
Sheet 1.1-2on Product 1.1-2 answer key 1.1-2
developing a product Self-Check 1.1-2 1 Day
Development
3.Finding value Answer Key 1.1-2
4.Innovation
 Unique
Selling
Proposition
LO2: Select a business idea based on the criteria and techniques set
5.Selecting business Modular/ Self- Trainee will be asked The trainee will Compare Information TLE_EM9- 1 hr./
idea pace to read Information answer Self-check answers with the Sheet 1.1-3 12-Ia-2 1 Day
Sheet 1.2-1 on 1.1-3 answer key 1.1-3
Self-Check 1.1-3
Product Development
Answer Key 1.1-3
6.Key concepts of Modular/ Self- Trainee will be asked The trainee will Compare Information 1 hr./
selecting a business pace to read Information answer Self-check answers with the Sheet 1.1-4 1 Day
idea Sheet 1.2-2 on 1.1-4 answer key 1.1-4
 Criteria Self-Check 1.1-4
Product Development
 Techniques Answer Key 1.1-4
LO3: Develop a brand for the product
7.Branding Modular/ Self- Trainee will be asked The trainee will Compare Information TLE_EM9- 4 hrs.
pace to read Information answer Self-check answers with the Sheet 1.1-5 12-Ib-3 /4
Sheet 1.3-1 on 1.1-5 answer key 1.1-5 days
Self-Check 1.1-5
Branding
Answer Key 1.1-5
1118
SESSION PLAN
Grade : Grade 10
Learning Outcome:
LO1. Produce in-betweened drawings for actual scene folders(cartoon, regular)

G. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to produce in-betweened drawings for actual scene folders ( cartoon, regular).
H. LEARNING ACTIVITIES
LO1: Produce in-betweened drawings for actual scene folders (cartoon, regular).
Learning Methods Presentation Practice Feedback Resources CODE Time
Content
1119
1.Requirement Modular/ Self-pace The trainee will be The trainee will Compare answers Information TLE_ICTAN9-
for in- asked to read answer Self-Check with the answer Sheet 1.1-1 12CI-Ic-j-1
betweening Information 1.1-1 on In- 1.1-1 key 1.1-1
(cartoon- Self-Check 1.1-1
betweening (cartoon-
regular) regular) Answer Key 1.1-
1
1
Power Point The trainer will discuss The trainee will Compare answers Power point hr./
Presentation the requirement for in- answer Self-Check with the answer Presentation 1
between using a 1.1-1 key 1.1-1 Day
Viewing multimedia
presentation material
Computer-based The trainer will asked to The trainee will Computer auto- Computer and
learning use the computer- perform learning feedback the e-learning
based learning material activities in the e- material
on the requirement for learning material.
in-betweening.
Trainee will answer self-checks with
auto-feedback.
2.Procedures for Modular/Self-pace The trainee will be The trainee will Compare answers CBLM on 2
pegging and un- asked to read answer Self-check with the answer Pegging and un- hrs.
pegging Information Sheet 1.2-1 1.2-1 key 1.2-1 pegging /2
on Procedures for procedures days
pegging and un- Information
Lecture/discussion
pegging. Sheet 1.2-1
Power point
The trainer will discuss
Presentation
the procedures for
Power Point
pegging and un-pegging
Presentation
1120
Viewing multimedia using the power point
presentation
Video
The trainees will be
on pegging and un-
pegging procedures
Demonstration/ The trainee will Evaluate Task Sheet 1.2-1
Hands On perform Task performance
Key Drawings
Sheets 1.2-1 on based on
The trainer will
pegging and un- Performance
demonstrate the
pegging Criteria Checklist
procedure on pegging
procedures 1.2-1
and un-pegging
3.Design Modular/Self-pace The trainee will be The trainee will Compare answers CBLM on In- 14
standards asked to read answer Self-check with the answer betweening hrs.
3.1 Concept of Information Sheet 1.3-1 1.3-1 key 1.3-1 Information / 14
Dialog on In-betweening Sheet 1.3-1 days
3.2 Phonetics (cartoon-regular).
3.3 Mouth Lecture/discussion
The trainer will discuss
Charts Power point the procedures for In- Power Point
3.4 Produce Presentation betweening applying Presentation
animation Standard using the
showing power point
Phonetics Viewing multimedia presentation
The trainees will be Video

on In-betweening
1121
Demonstration/Hands procedures (cartoon- The trainee will Evaluate Task Sheet 1.3-
On regular) perform Task performance 1; 1.3-2; 1.3-3
Sheet 1.3-1; based on
The trainer will Model Sheets
Performance
demonstrate the Task Sheet 1.3-2;
Criteria Checklist Key Drawings
procedure on In-
Task Sheet 1.3-3 1.2-1
betweening (cartoon-
In-between
regular)
drawing(cartoon-
regular)
4.Similarities Modular/Self-pace The trainer will be The trainee will Compare answers CBLM on Clean- 1 hr.
and differences asked to read answer Self- with the answer up and In- / 1
of clean-up and Information Sheet 1.4-1 Check 1.4-1 key 1.4-1 betweening day
in-between
drawings The trainer will discuss Information
Lecture/discussion the guidelines on Sheet 1.4-1
similarities and
Power point Power Point
differences of clean-up
Presentation Presentation
and in-between
drawings using the
power point
presentation
5.Guidelines in Modular/Self-pace The trainee will be The trainee will Compare answers CBLM on In- 14
the production asked to read answer Self-check with the answer betweening hrs.
of in-between Information Sheet 1.5-1 1.5-1 key 1.5-1 Information / 14
drawings on guidelines in the Sheet 1.5-1 days
5.1 Concept of production of In-
walks and runs betweening (cartoon-
for Animals and Lecture/discussion regular).
Human ( Walk
1122
Cycle, Run Cycle, Power point The trainer will discuss Power Point
Walk and Run for Presentation the guidelines on in- Presentation
Human, Walk betweening using the
Viewing Multimedia Video
and Run for 2- power point
legged and 4- presentation
legged animals.
Demonstration/ The trainees will be
The trainee will Evaluate
Hands On asked to view a video
perform Task performance Task Sheet 1.5-
on in-betweening
Sheet 1.5-1; based on 1; 1.5-2; 1.5-3
guidelines
Performance
Task Sheet 1.5-2; Model Sheets
The trainer will Criteria Checklist
demonstrate the Task Sheet 1.5-3 1.5-1 Key Drawings
guidelines on in- In-between
betweening drawing(cartoon-
regular)
SESSION PLAN
1123
Grade : Grade 10
Learning Outcomes:
LO1. Produce in-betweened drawings for actual scene folders (cartoon, regular)
LO2. Identify requirements for cleaned-up/in-betweened drawings in actual scene folders (realistic)
LO3. Produce cleaned-up/in-betweened drawings for actual scene folders (realistic)
I. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to produce in-betweened drawings for actual scene folders (cartoon, regular).
LO1: Produce in-betweened drawings for actual scene folders (cartoon, regular).
1.Production Modular/ Self-pace The trainee will be The trainee will Compare answers Information TLE_ICTAN9- 16
constraints asked to read answer Self-Check with the answer Sheet 2.1-1 12CI-IIa-j-1 hrS./
1.1 Do’s and Information 2.1-1 on In- 2.1-1 key 2.1-1 Self-Check 2.1-1 16
Don’ts’s of in- betweening (cartoon- Answer Key 2.1- DayS
betweening regular) 1
1124
1.2 Produce in- Lecture/ The trainer will conduct . Slides
between Demonstration a lecture-
drawings. demonstration on In-
betweening. The trainee will Evaluate Task Sheet 2.1-
Hands On
perform Task performance based 1, 2.2-1, 2.3-1,
The trainee will be
Sheet 2.1-1, 2.2-1, on Performance 2.4-1, 2.5-1, 2.6-
asked to perform the in-
2.3-1, 2.4-1, 2.5-1, Criteria Checklist 1Performance
betweening.
2.6-1 2.1-1, 2.2-1, 2.3-1, Criteria
2.4-1, 2.5-1, 2.6-1 Checklist 2.1-1,
2.2-1, 2.3-1, 2.4-
1, 2.5-1, 2.6-1
2. Details of Modular/ Self-pace The trainee will be The trainee will Compare answers Information 2
exposure sheets asked to read answer Self-Check with the answer Sheet 2.1-2 hrs./2
based on: Information 2.1-2 on 2.1-2 key 2.1-2 Self-Check 2.1-2 days
2.1 camera Details of exposure Answer Key 2.1-
Movement sheets. 2
2.2 lip-sync
2.3 single/ Lecture/ The trainer will conduct . Slides
double Demonstration a lecture-
frame demonstration on
2.4 chart Details of exposure
sheets. The trainee will Evaluate Task Sheet 2.1-
Hands On perform Task performance based 21Performance
The trainee will be
Sheet 2.1-2 on Performance Criteria
asked to perform the
Criteria Checklist Checklist 2.1-2
Details of exposure
2.1-2
sheets
1125
3. Different Modular/ Self-pace The trainee will be The trainee will Compare answers Information 22
special effects asked to read answer Self-Check with the answer Sheet 2.1-3 hrs./
for producing Information 2.1-3 on 2.1-3 key 2.1-3 Self-Check 2.1-3 22
drawing Details of exposure Answer Key 2.1- days
3.1 Special sheets. 3
Effects and Cycle
3.2 Smokes Lecture/ The trainer will conduct . Slides
3.3 Fires Demonstration a lecture-
3.4 Steam demonstration on
3.5 Ripples Different Special Effects
3.6 Waves for Producing Drawing.
Hands On
3.7 Splash The trainee will Evaluate Task Sheet 2.1-
The trainee will be
3.8 Drops perform Task performance based 3, 2.2-3, 2.3-3,
asked to perform the in-
3.9 Gush Sheet 2.1-3, 2.2-3, on Performance 2.4-3, 2.5-3, 2.6-
betweening of different
3.10 Splats 2.3-3, 2.4-3, 2.5-3, Criteria Checklist 3, 2.7-3, 2.8-3,
effects.
3.11 Explosion 2.6-3, 2.7-3, 2.8-3, 2.1-3, 2.2-3, 2.3-3, 2.9-3, 2.10-3,
3.12 Birds in 2.9-3, 2.10-3, 2.4-3, 2.5-3, 2.6-3, 2.11-
Flight 2.11-3 2.7-3, 2.8-3, 2.9-3, 31Performance
3.13 Flags 2.10-3, 2.11-3 Criteria
Checklist 2.1-3,
2.2-3, 2.3-3, 2.4-
3, 2.5-3, 2.6-3,
2.7-3, 2.8-3, 2.9-
3, 2.10-3, 2.11-3
SESSION PLAN
1126
Grade : Grade 10
Learning Outcomes:
LO1. Produce in-betweened drawings for actual scene folders(cartoon, regular)

K. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to produce in-betweened drawings for actual scene folders ( cartoon, regular).
L. LEARNING ACTIVITIES
LO1: Identify requirements for cleaned-up drawings in actual scene folders (realistic)
Learning Methods Presentation Practice Feedback Resources CODE Time
Content
Modular/ Self-pace The trainee will be The trainee will Compare answers Information
asked to read answer Self-Check with the answer Sheet 3.1-1
Information 3.1-1 on 3.1-1 key 3.1-1
Self-Check 3.1-1
Requirements for
1127
clean-up drawings Answer Key 3.1-
(realistic) 1
2. Materials and Modular/ Self-pace The trainee will be The trainee will Compare answers Information 1 hr./
equipment for asked to read answer Self-Check with the answer Sheet 3.1-2 1 day
clean-up Information 3.1-2 on 3.1-2 key 3.1-2
drawings Self-Check 3.1-2
Materials and
(realistic) Equipment for Clean-up Answer Key 3.1-
Drawings (realistic) 2
3. Model sheets Modular/ Self-pace The trainee will be The trainee will Compare answers Information 16
for clean-up asked to read answer Self-Check with the answer Sheet 3.1-3 hrs./
drawings Information 3.1-3 on 3.1-3 key 3.1-3 16
(realistic) Self-Check 3.1-3
Model Sheets for Clean- days
3.1 Create model up drawings (realistic) Answer Key 3.1-
sheets Realistic 3
( Human- Main
Character, Lecture/ The trainer will conduct . Slides
Villain, Demonstration a lecture-
Props/Weapons, demonstration on
Backgrounds) Creation of Model
Hands On Sheets (realistic)
The trainee will Evaluate Task Sheet 3.1-
The trainee will be
perform Task performance 3, 3.2-3, 3.3-3,
asked to create a
Sheet 3.1-3, 3.2-3, based on 3.4-3, 3.5-3, 3.6-
Model Sheets.
3.3-3, 3.4-3, 3.5-3, Performance 3, 3.7-3, 3.8-
3.6-3, 3.7-3, 3.8-3 Criteria Checklist 3Performance
3.1-3, 3.2-3, 3.3-3, Criteria
3.4-3, 3.5-3, 3.6-3, Checklist 3.1-3,
3.7-3, 3.8-3 3.2-3, 3.3-3, 3.4-
1128
3, 3.5-3, 3.6-3,
3.7-3, 3.8-3
4. Key Drawings Modular/ Self-pace The trainee will be The trainee will Compare answers Information 20
(realistic) asked to read answer Self-Check with the answer Sheet 3.1-4 hrs./20
4.1 Produce Key Information 3.1-4 on 3.1-4 key 3.1-4 Self-Check 3.1-4 days
drawings for Key Drawings (realistic) Answer Key 3.1-
Clean-up. 4
Lecture/ The trainer will conduct . Slides
Demonstration a lecture-
demonstration on Key
Drawings (realistic)

Hands On The trainee will be
perform Task performance 4, 3.2-4, 3.3-4,
asked to create a Key
Sheet 3.1-4, 3.2-4, based on 3.4-4, 3.5-4, 3.6-
drawings .for clean-up
3.3-4, 3.4-4, 3.5-4, Performance 4, 3.7-4, 3.8-4,
3.6-4, 3.7-4, 3.8-4, Criteria Checklist 3.9-4, 3.10-
3.9-4, 3.10-4 3.1-4, 3.2-4, 3.3-4, 4Performance
3.4-4, 3.5-4, 3.6-4, Criteria
3.7-4, 3.8-4, 3.9-4, Checklist 3.1-4,
3.10-4 3.2-4, 3.3-4, 3.4-
4, 3.5-4, 3.6-4,
3.7-4, 3.8-4, 3.9-
4, 3.10-4
1129
5. Animation Modular/ Self-pace The trainee will be The trainee will Compare answers Information 2 hrs./
breakdowns and asked to read answer Self-Check with the answer Sheet 3.1-5 2 days
x -sheets for Information 3.1-5 on 3.1-5 key 3.1-5 Self-Check 3.1-5
drawings Key Drawings (realistic) Answer Key 3.1-
(realistic) 5
SESSION PLAN
Grade : Grade 10
1130
Learning Outcomes:
LO1. Produce in-betweened drawings for actual scene folders (cartoon, regular)
M. INTRODUCTION
This unit covers the knowledge, skills and attitudes needed to produce in-betweened drawings for actual scene folders (cartoon, regular).
N. LEARNING ACTIVITIES
LO1: Produce cleaned-up/In-betweened drawings for actual scene folders (realistic)
Modular/ Self-pace The trainee will be The trainee will Compare answers Information
asked to read answer Self-Check with the answer Sheet 4.1-1
Information 4.1-1 on 4.1-1 key 4.1-1
Self-Check 4.1-1
Requirements for
producing clean-up Answer Key 4.1-
drawings ( realistic) 1
2. Animator Keys Modular/ Self-pace The trainee will be The trainee will Compare answers Information 15
for clean-up asked to read answer Self-Check with the answer Sheet 4.1-2 hrs./
Animators Keys for days
Clean-up Drawings Answer Key 4.1-
( realistic) 2
1131
2.1 Techniques Lecture/ The trainer will conduct . Slides
for refining line Demonstration a lecture-demonstration
quality. on Animator Keys for
2.2 Clean-up Clean-up drawings
drawings (realistic)
(cartoony, The trainee will Evaluate Task Sheet 4.1-
simple) Hands On
(Computer The trainee will be
concepts, asked to create an
4.3-2, 4.4-2, 4.5-2, Criteria Checklist 2, 4.7-2
Familiarization Animator’s Keys .for
4.6-2, 4.7-2 4.1-2, 4.2-2, 4.3-2, Performance
with Line Test clean-up drawings
4.4-2, 4.5-2, 4.6-2, Criteria Checklist
Hardware and 4.7-2 4.1-2, 4.2-2, 4.3-
Software, Clean- 2, 4.4-2, 4.5-2,
up Procedures) 4.6-2, 4.7-2
2.3 Produce
clean-up
drawings of
Animators Keys
(Realistic)
3. Models for Modular/ Self-pace The trainee will be The trainee will Compare answers Information 15
clean-up asked to read answer Self-Check with the answer Sheet 4.1-3 hrs./
Model Sheets for Clean- days
3.1 Produce up Drawings ( Answer Key 4.1-
Clean-up based realistic) 3
1132
on Model Sheets Lecture/ The trainer will conduct . Slides
(Realistic) for a lecture-demonstration
Clean-up. ( Demonstration
on Model Sheets for
Human, Animals, Clean-up drawings
Props, (realistic)
Backgrounds) Hands On
The trainee will be
asked to create a Model
4.3-3, 4.4-3, 4.5-3, Criteria Checklist 3, 4.7-3
Sheets .for clean-up
4.6-3, 4.7-3 4.1-3, 4.2-3, 4.3-3, Performance
4.4-3, 4.5-3, 4.6-3, Criteria Checklist
4.7-3 4.1-3, 4.2-3, 4.3-
3, 4.4-3, 4.5-3,
4.6-3, 4.7-3
4. Animation Modular/ Self-pace The trainee will be The trainee will Compare answers Information 8
breakdown for asked to read answer Self-Check with the answer Sheet 4.1-4 hrs./
clean-up Information 4.1-4 on 4.1-4 key 4.1-4 8
drawings Self-Check 4.1-4
Animation Breakdown days
(realistic) for Clean-up Drawings Answer Key 4.1-
4.1 Produce ( realistic) 4
Clean-up
drawings of Lecture/ The trainer will conduct . Slides
breakdown for a lecture-demonstration
Demonstration
realistic on Animation
animation. Breakdown for Clean-up
Hands On
The trainee will Evaluate Task Sheet
perform Task performance based 4.1-4, 4.2-4, 4.3-
The trainee will be
on Performance 4, 4.4-4
asked to create a
1133
Animation Breakdown Sheet 4.1-4, 4.2-4, Criteria Checklist Performance
.for clean-up drawings 4.3-4, 4.4-4 4.1-4, 4.2-4, 4.3-4, Criteria Checklist
(realistic) 4.4-4 4.1-4, 4.2-4, 4.3-
4, 4.4-4
5. Procedures Modular/ Self-pace The trainee will be The trainee will Compare answers Information 1
and policies in asked to read answer Self-Check with the answer Sheet 4.1-5 hr./
records keeping Information 4.1-5 on 4.1-5 key 4.1-5 1
Procedures and Policies day
in Records Keeping ( Answer Key 4.1-
realistic) 5
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)
LO 2. Develop and strengthen personal competencies and skills (PECs) needed in automotive servicing
Learning
Content Methods Presentation Practice Feedback Resources Code Time
TLE_PECS7- 1hr/ day
*Strengthening Lecture *Identify areas *The learners *Guide the Curriculum 12-00-2
and developing Method for demonstrate students Guide
further one’s improvement, an acquire
PECs development understanding different
and growth of one’s PECs attitudes traits
in automotive in the
*Align one’s servicing entrepreneurial
PECs competencies
according to *The learners
his/her shall be able to
prepare an
1134
LO 1. Recognize Personal Entrepreneurial Competencies and Skills (PECs) needed in automotive servicing
Learning Content Method Presentation Practice Feedback Resources Code Time

s
*Assessment of Lecture *Compare *The learners *Guide the Curriculum TLE_PECS7- 1hr/day
Personal Method/ one’s PECs demonstrate students Guide 12-00-1
Competencies and Demons with those of a an acquire different
Skills (PECs) vis-à-vis tration Practitioner understanding attitudes traits
PECs of a practicing Method /entrepreneur of one’s PECs in the
entrepreneur/ in automotive entrepreneurial
employee *Align one’s servicing competencies
PECs with
1.1 Characteristics those of a *The learners
1.2 Attributes Practitioner shall be able to
1.3 Lifestyle /entrepreneur prepare an
1.4 Skills activity plan
1.5 Traits *Assess one’s that aligns with
PECs the PECS of a
*Analysis of PECs practitioner
compared to those of *Assess /entrepreneur
a practitioner practitioner’s in
PECs automotive
*Align one’s PECs servicing
based on the results of
the assessment
business/career activity plan

choice that aligns with
1135
the PECS of a
*Create a plan practitioner
of action that /entrepreneur
ensures in
success of automotive
his/her servicing
business/career
choice
SESSION PLAN
Sector : Automotive
Qualification Title : Automotive Servicing NC1
Unit of Competency : PERFORM GASOLINE ENGINE TUNE-UP
Grade : 9
Quarter : 1st Quarter
LEARNING OUTCOMES:
LO 1. Measure/Adjust Valve Tappet Clearance
A. INTRODUCTION
The learners demonstrate understanding of the different activities in performing Gasoline Engine Tune-up.
1136
The learners applied ways in performing Gasoline Engine Tune-up
Lo 1: Measure/Adjust Valve Tappet Clearance

Learning Methods Presentation Practice Feedback Resources Code Time
Content
*Procedure in *Valve tappet *The learners * Assist the
setting valve Lecture clearance is set will be able to learner in 1hr/day
tappet Method/ adjust, performing Curriculum TLE_IAAS9-
clearance Demonstration *Checking and measure the the task by Guide 12GT-Ia-h-1
Method adjustment is valve tappet using rubrics 8weeks
*Procedure in performed clearance duration
checking and following the -I Do
adjusting valve different -We do
tappet techniques. -You Do
clearance
*Safety
procedure
LO 2: Inspect/ Test Spark Plug

Learning
*Spark plug * Clean & adjust
and its function. spark-plug 1hr/day
clearance
1137
*Procedure in Lecture The learner Checking of TLE_IAAS9-
adjusting Method and *Spark Plug Test will perform performance 12GT-Ii-j-IIa-
spark-plug Demonstration all the by using Curriculum d-2
clearance Method *Analyze spark- presentation rubrics Guide
*Procedure in plug test result given by
testing spark and prescribe the teacher
plug appropriate
recommendations
*Correct
installation of
Spark Plug
SESSION PLAN
Sector : Automotive
1138
Unit of Competency : PERFORM GASOLINE ENGINE TUNE-UP
Grade : 9
Quarter : 2nd Quarter
LEARNING OUTCOMES:
LO 1. TEST SPARK PLUG
LO 2 CHECK/REPLACE FUEL AND AIR FILTER
A. INTRODUCTION
The learners demonstrate understanding of the different activities in performing Gasoline Engine Tune-up such as Test Spark Plug
and Check, Replace the Fuel and Air Filter
The learners applied ways in performing Gasoline Engine Tune-up by doing the Test Spark Plug, Replace the Fuel and Air Filter
LO 1: Test Spark Plug
Learning Methods Presentation Practice Feedback Resources Code Time

Content
1. Procedure in 2.1 Spark plug *The learner TLE_IAAS9-
adjusting spark clearance is independently Monitoring 12GT-Ii-j-IIa-
plug clearance adjusted performs a and checking d-2 1hr/day
Lecture gas engine of
2. Procedure in Method/ 2.2 Spark plug is tune-up. performance Curriculum
testing spark Demonstration tested by using Guide
plug Method *The leaner Rubrics
2.3 Spark plug should be able
3. Analyzing test result is to check/clean
spark plug analyzed and And replace -I Do
spark appropriate spark plug -We do
1139
recommendations using spark -You Do
4. Safety are prescribed plug wrench
procedure
5. Timing
result/reference The learner
table should be able
to apply
proper
tightening of
the spark plug
LO 2: Check/Replace Fuel and air Filter

Learning
3.1 Fuel filter *The leaner * Assist the TLE_IAAS9- 1hr/day
1. Procedure and air cleaner should be learner in Curriculum 12GT-IIe-j-3
in are replaced able know performing the Guide
replacing fuel Lecture how to task
filter and air Method/ 3.2 Fuel filter is replace and
cleaner Demonstration free of clean the air *Always check
Method sediments and cleaner the
2. Types of impurities performance
filter The learner using rubric
elements should be
able to -I Do
replace the -We do
fuel filter and -You Do
air cleaner
SESSION PLAN
1140
Sector : Automotive
Unit of Competency : PERFORM GAS ENGINE TUNE-UP
Grade : 9
Quarter : 3rd Quarter
LEARNING OUTCOMES:
LO 1. TEST AND REPLACE IGNITION BREAKER
LO 2. CHECK AND ADJUST DISTRIBUTOR SETTING
A. INTRODUCTION
The learners demonstrate understanding of the different activities in performing Gasoline Engine Tune-Up, Test and Replace
Ignition Breaker, Check and adjust Distributor setting.
The learners applied ways in performing Gasoline Engine Tune-up by doing the Test and Replace Ignition Breaker, Check and
adjust Distributor setting.
LO 1. Test and Replace Ignition Breaker

Learning
4.1 Contact *The leaner * Assist the TLE_IAAS9- 1hr/ day
1. Procedure point gap is should be learner in Curriculum 12GT-IIIa-f-4
in inspected, able to performing the Guide
inspecting/ Lecture adjusted or replace task
adjusting Method/ replaced breaker point
Demonstration and *Always check
Method condenser the
1141
/replacing 4.2 performance
contact point Condenser is using rubric
gap. tested and
replaced -I Do
2. Procedure -We do
in testing and -You Do
replacing
condenser
LO 2. Check and Adjust Distributor Setting

Learning
1. Procedure 5.1 Dwell *The learner * Assist the TLE_IAAS9- 1hr/ day
in adjusting angle is must be able learner in Curriculum 12GT-IIIg-j-5
dwell angle adjusted to set and performing the Guide
Lecture install, adjust task
2. Setting Method/ 5.2 Ignition the timing of
ignition Demonstration timing is set the distributor *Always check
timing. Method the
5.3 Ignition The learner performance
3. Procedure timing is must always using rubric
in ignition adjusted wear the
timing proper PPE -I Do
5.4 Safety is and observe -We do
4. Procedure observed in safety while -You Do
in checking using doing the
advance equipment task.
timing
5.5 Advance
timing is
checked
1142
SESSION PLAN
Sector : Automotive
Unit of Competency : REMOVING AND TAGGING ENGINE SYSTEM COMPONENTS (RTES)
Grade : 9
Quarter : 4th Quarter
LEARNING OUTCOMES:
LO 1. Prepare to remove and tag engine system components
LO 2. Tag engine system components
A. INTRODUCTION
The learners demonstrate understanding of the different activities in performing the removing and tagging engine system
components.
1143
The learners applied ways in performing the removing and tagging engine system components.
LO 1. Prepare to remove and tag engine system components
Learning
*Engine *Identify and *The learners * Assist the TLE_IA 1hr/day
system confirm the demonstrate learner in AU
terminology nature and an performing Curriculum TO9-
and function of Lecture scope of work understanding the task by Guide 12RTES-
each Method/ requirements of concepts using Rubric IVa-e-55
component Demonstration and underlying
Method *Observe OHS principles of -I Do
*Plan work requirements, removing and -We do
activities including tagging engine -You Do
individual system
*Removal national / local components
procedures / territorial
regulatory *The learners
*OHS requirements must be able
regulations/ and personal to remove and
requirements, protection tag engine
equipment, needs system
material, and throughout the components
personal work
safety
requirements *Source out
procedures
*Work and
procedures information
and such as
specifications workshop
1144
manuals and
*Methods and specifications,
options and required
available in tools and
performing the equipment
job/work
*Analyze
Safety method
practices options and
ensure that
those most
appropriate to
the
circumstances
are selected
and prepared
Observe
dangers
associated
with working
on the removal
and tagging of
engine
components
LO 2. Tag engine system components

Learning
1145
* Identify *The learners TLE_IAAUTO9- 1hr/day
*Tagging tagging demonstrate *Checking of 12RTES-If-j-57
procedures procedures an performance
Lecture understanding by using
*Tagging Method/ *Identify of concepts Rubrics
materials Demonstration material and underlying
Method requirements principles of -I Do
*Quality for tagging removing and -We do
procedures, and prepare tagging engine -You Do Curriculum
e.g., 5S support system Guide
equipment components
*Support
equipment for *Tag *The learners *Assist
tagging components must be able students in
without to remove and doing the
* Safety damage tag engine task.
procedures system
components
SESSION PLAN
Sector : Automotive
Unit of Competency : PERFORM DIESEL ENGINE TUNE-UP
Grade : 10
Quarter : 1st Quarter
LEARNING OUTCOMES:
LO 1. Measure/Adjust Valve Tappet Clearance
LO 2. Set injection timing
1146
LO 3: Install injection pump
A. INTRODUCTION
The learners demonstrate understanding of the different activities in performing Diesel Engine Tune-up.
The learners applied ways in performing the Diesel Engine Tune-up.
LO 1: MEASURE/ADJUST VALVE TAPPET CLEARANCE

Learning
*Procedure in *Valve tappet *The learners * Assist the TLE_IAAS9- 1hr/day
setting valve clearance is will be able to learner in 12GT-Ia-h-1
tappet set adjust, performing Curriculum
clearance. Lecture measure the the task by Guide
Method/ *Checking and valve tappet using
*Procedure in Demonstration adjustment is clearance Rubrics.
checking and Method performed. following the
adjusting different -I Do
valve tappet techniques. -We do
clearance -You Do
*Safety
procedure.
LO 2: SET INJECTION TIMING

Learning
1147
*Diesel *The learner TLE_IAAUTO9- 1hr/day
engine parts *Position must be able 12PDET-Ia-c-
and Lecture injection parts as to recognize, 46
components Method/ required in identify parts
Demonstration setting injection and function
*Parts and Method timing of a diesel *Checking of
function of engine and performance
injection its by using
pump *No error in components Rubrics Curriculum
detecting/reading including Guide
*Procedure in injection pump classification
installing timing of gaskets
injection and sealants.
pump
*Recheck *The students
*Fuel injection injection timing must be able Assist
timing marks setting by to locate/find- students in
location following out/ the doing the
interpretation instructional markings of task.
and manual the injection
application timing marks
and setting
*Use of the piston to
special its specified
service tool position.
(SST) in
installing *The students
injection wear the
pump proper PPE
for safety and
*Positive work acquire good
values
1148
values in
*Type and working.
classification
of gasket and
sealant
*Safe work
practices
LO 3: Install injection pump

Learning
*Procedure *Check timing Curriculum TLE_IAAUTO9- 1hr/day
installing marks, torque *The leaner Monitoring Guide 12PDET-Id-h-
injection and injection must be able and checking 47
pump. Lecture pump moving to set the of
Method/ parts before removing performance
Demonstration installation and installing by using
*Use of SST Method the correct Rubrics
in installing *Set up procedure of
injection injection pump injection -I Do
pump requirement pump -We do
before -You Do Note:
installation *The if the lesson
students will not be
*Tighten must wear finish at the
mounting bolts the proper end of the
following PPE for grading
torque safety and period you
sequence, acquire good may
pattern, and values in continue it
specification in working. on the start
the manual of second
1149
grading
period.
SESSION PLAN
Sector : Automotive
Grade : 10
Quarter : 2nd Quarter
LEARNING OUTCOMES:
LO 1.Set/ Install injection pump to the engine
LO 2. Inspect injection timing
A. INTRODUCTION
The learners applied ways in performing the Diesel Engine Tune-up.
1150
LO 2. INSPECT INJECTION TIMING
Learning
1. Procedure in *Injection *The learner Curriculum TLE_IAAS9- 1hr/day
injection timing. pump timing demonstrates Monitoring Guide 12DT- Ia-j-IIa-
2. Timing device is used an and checking j-2
marks Lecture without error understanding of
interpretation Method/ of diesel performance
and application Demonstration *Injection engine tune- by using
3. Use of SS Method pump timing up. Rubrics
4. Positive work result is
values interpreted *The leaner -I Do
5. Fuel injection correctly independently -We do
marks performs a -You Do
*Advance diesel engine
6Timing timing tune-up
result/reference operation is including
table checked injection timing.
SESSION PLAN
Sector : Automotive
Grade : 10
Quarter : 3rd Quarter
LEARNING OUTCOMES:
LO 1. BLEED INJECTION SYSTEM COMPONENTS
1151
A. INTRODUCTION
The learners applied ways in performing the Diesel Engine Tune-up including the bleeding of injection system components.
LO 1. BLEED INJECTION SYSTEM COMPONENTS
Learning
Curriculum TLE_IAAS9- 1hr/day
Monitoring Guide 12DT-Ia-j-IIa-
*Fuel level, and checking j-1
1. Procedure Lecture line leakage of
in bleeding Method/ and fuel performance
injection Demonstration strainer or by using
pump Method filters are Rubrics
checked *The learner
demonstrates
an -I Do
understanding -We do
2. Handling of of diesel -You Do
bleeder engine tune-
screw and *Air lock in the up.
pump system is
determined
without error
*Bleeder *The leaner

3. Handling of screw and independently
equipment prime pump is performs a
1152
such as determined diesel engine
tester and and tune-up
pressurized used properly including the
gases bleeding of
injection pump
4. Positive system
work values *Procedure on components
bleeding
injection
system are
followed
guided by the
service
SESSION PLAN
Sector : Automotive
Grade : 10
Quarter : 4th Quarter
LEARNING OUTCOMES:
LO 1. CONDUCT COMPRESSION TESTING
A. INTRODUCTION
The learners demonstrate understanding of the different activities in performing Diesel Engine Tune-up. and conduct compression
testing
The learners applied ways in performing the Diesel Engine Tune-up including the conduct of compression testing.
1153
LO 1. Conduct Compression Testing
Learning
1. Procedure 4.1. Engine *The learner *Checking Curriculum TLE_IAAS9- 1hr/day
in requirements in demonstrates individually Guide 12DT-IVa-j-4
compression compression an the
testing Lecture testing are set understanding performance
Method/ and of diesel of the
2. Use of Demonstration prepared engine tune- students by
compression Method 4.2. Specific up. using Rubrics
testing compression
instruments test result is *The leaner -I Do
read and independently -We do
3. Use of interpreted performs and -You Do
special 4.3. conducts the
service tools Corresponding compression
recommendation testing.
4. Positive /prescription is
work values given based on
5. Effects of test result
low
compression
1154
Grade
TECHNICAL GRADE 10
School
MNCHS Level
DRAFTING TRACK : TECHNICAL – VOCATIONAL –
LIVELIHOOD
PPST-RPMS and COT-friendly
STRAND : INFORMATION AND
SESSION PLAN 01 Learning
COMMUNICATIONS
Area
Per DepEd Order No. 42, s. Teacher VINCENT ERWIN A. TECHNOLOGY
2016 FONTELAR QUALIFICATION
: TECHNICAL DRAFTING NC II
(Signature Over Printed Name) TITLE:
Class Schedule:
(Days/Hours)
Total No. of No. of Students Teaching
Students per Class: June ____ to ____, 2019 Quarter FIRST QUARTER
Dates
LESSON: LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

CONTENT STANDARD: The learners demonstrate an understanding of one’s PECs in Technical Drafting.
PERFORMANCE STANDARD: The learners shall be able to create a plan of action that strengthens/ further develops one’s PECs in Technical Drafting
1155
LEARNING At the end of the lesson, 100% of the ___ students shall be able to achieve 80% of developing and strengthening PECs needed in
COMPETENCY/OBJECTIVE: Technical Drafting.
Code: TLE_PECS10-IO-1 LO 1: DEVELOP AND STRENGTHEN PECs NEEDED IN TECHNICAL DRAFTING
CONTENT: 1.1 Identify areas for improvement, development and growth
1.2 Align one’s PECs according to his/her business/ career choice
1.3 Create a plan of action that ensures success of his/her business career choice
DURATION: Week 1
ELICIT & ENGAGE EXPLORE EXPLAIN &

ELABORATE
LEARNING COMPETENCY/
METHODS PRESENTATION PRACTICE/DO TASKS FEEDBACK RESOURCES TIME
LESSON CONTENT
PPST_MODULE_1 PPST_MODULE_2 PPST_MODULE_3 PPST_MODULE_4 PPST_MODULE_5,6,7&8 PPST_MODULE_7&9
1.1 Identify areas for - Modular Information Sheet 1.1.1 Task 1 – Pre-assessment Reflect on your answers CBLM 2 hours
improvement, development and - Self-paced –1 Task 2 – Importance of PECs be able to proceed to K to 12 Curriculum
growth hands-on Personal Task 3 – L earning Goals and next task Guide
- Assessment of Personal activities Entrepreneurial Targets Refer to Goals and
Competencies and Skills Competencies (PECs) Targets regularly
(PECs) vis-à-vis practicing Needed in Technical
entrepreneur/employee in a Drafting
locality
1.2 Align one’s PECs according - Modular Task 4 – Group Activity How much skills have you CBLM
to his/her business/ career - Self-paced Task 5 – PECs Checklist acquired? K to 12 Curriculum
choice hands-on Task 6 – Interview (At least 80% proficiency) Guide
- Analysis of PECs in relation activities
to a practitioner
1.3 Create a plan of action that - Modular Task 7 – Preparation of a Plan of How much skills have you
ensures success of his/her - Self-paced Action acquired?
business career choice hands-on Task 8 – Essential Questions (At least 80% proficiency)
- Application of PECs to a activities
chosen business/career
1156
C. ASSESSMENT PLAN
EVALUATE
DEMONSTRATION OF Performance Output 60% (Tasks)
LEARNING Learners should demonstrate competency in each task for this session as evidenced by the following:
- Accomplishment chart
- Progress chart
INTERVIEW Leaners should manifest operational knowledge of the competency/ies required in this lesson objective
WRITTEN TESTS Written Output 20% (Self-Check)
Learners should attain at least 80% in each of the self-check activity in this lesson.
Periodic Test 20%
Summative Assessment of learning for the entire session
PPST_MODULE_10 Designed, selected, organized and used diagnostic, formative and summative strategies consistent with the technical drafting curriculum requirement
EXTEND
Additional activities for
application

remediation
REFLECTION
A. No. of learners who earned 80% and above in the ___ out of _____ learners earned 80% in the evaluation
evaluation
B. No. of learners who require additional activities for
remediation who scored below 80% ___ out of _____ learners require additional activities for remediation
C. Did the remedial lessons work? ( ) Yes ( ) No
No. of learners who have caught up with the lesson ___ out of _____ learners who require additional activities for remediation have caught up with the lesson
D. No. of learners who continue to require remediation ___ out of _____ learners who require additional activities for remediation need to continue remediation
1157
E. Which of my teaching strategies worked well? ( ) Film Showing ( ) Reporting ( ) Brain Storming ( ) Lecture ( ) PowerPoint Presentation ( )
/Why did these work? Others______________
___________________________________________________________________________________________________
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?
H. Remarks
PPST_MODULE_11
Monitored and evaluated technical drafting learner progress and achievement using learners’ progress chart data and achievement chart data
PPST_MODULE_12
Communicated promptly and clearly, through the adviser, the learners’ needs, progress, and achievement to key stakeholders, including parents/guardians
PPST_MODULE_13
Performed various related works/activities that contribute to the teaching –learning process – such as writing unified session plans and learners’ module in technical drafting
Grade
TECHNICAL GRADE 10
School MNCHS Level
DRAFTING TRACK : TECHNICAL – VOCATIONAL –
LIVELIHOOD
PPST-RPMS and COT-friendly
SESSION PLAN 02 Learning
COMMUNICATIONS
Area
Per DepEd Order No. 42, s. Teacher VINCENT ERWIN A. TECHNOLOGY
2016 FONTELAR QUALIFICATION
(Signature Over Printed Name) TITLE:
Class Schedule:
(Days/Hours)
Total No. of No. of Students Teaching
Students per Class: June ____ to ____, 2019 Quarter FIRST QUARTER
Dates
1158
E. SESSION DESCRIPTION
LESSON: LESSON 2: ENVIRONMENT AND MARKET (EM)
CONTENT STANDARD: The learners demonstrate an understanding of environment and market in Technical Drafting in one’s locality
PERFORMANCE STANDARD: The learners shall be able to create a vicinity map reflective of potential Technical Drafting market in one’s locality
LEARNING At the end of the lesson, 100% of the ___ students shall be able to achieve 80% of developing business concepts in Technical Drafting.
COMPETENCY/OBJECTIVE: Code: TLE_EM10-IO-1 LO 1: DEVELOP A PRODUCT/SERVICE IN TECHNICAL DRAFTING
Code: TLE_EM10-IO-2 LO 2: SELECT A BUSINESS IDEA BASED ON THE CRITERIA AND TECHNIQUES SET
Code: TLE_EM10-IO-3 LO 3: DEVELOP A BRAND FOR THE PRODUCT
CONTENT: 1. Develop a product/service in technical drafting
2. Select a business idea based on the criteria and techniques set
3. Develop a brand for the product
DURATION: Week 2
ELABORATE
LESSON CONTENT
1. Develop a product/service in - Modular Information Sheet 2.1.1 Task 1 – Pre-assessment How much skills have you CBLM 1 hour
technical drafting - Self-paced –1 Task 2 – Entrepreneurial Skills acquired? K to 12 Curriculum
- Product development hands-on Developing a Task 3 – Interview (At least 80% proficiency) Guide
- Key concepts in developing activities Product/Service in
the product Technical Drafting
- Finding Value
- Innovation
- Unique Selling Proposition
(USP)
2. Select a business idea - Modular Information Sheet 2.2.1 Task 4 – Browsing the Internet How much skills have you CBLM 1 hour
based on the criteria and - Self-paced –2 Task 5 – Product acquired? K to 12 Curriculum
techniques set hands-on Selecting a Business Conceptualization (At least 80% proficiency) Guide
- Selecting a Business Idea activities Idea Task 6 – SWOT Analysis
- Key Concepts in Selecting a
Business Idea
1159
ELABORATE
LESSON CONTENT
3. Develop a brand for the - Modular Information Sheet 2.3.1 Task 7 – Extra Reading and Video How much skills have you CBLM 2 hours
product - Self-paced –3 Viewing acquired? K to 12 Curriculum
- Branding hands-on Developing a Brand Task 8 – Designing a Logo (At least 80% proficiency) Guide
activities Task 9 – Making My Own Vicinity
Map
G. ASSESSMENT PLAN
EVALUATE
- Progress chart
Periodic Test 20%
EXTEND
application

remediation
1160
H. TEACHER’S SELF REFLECTION OF THE SESSION
REFLECTION
I. No. of learners who earned 80% and above in the ___ out of _____ learners earned 80% in the evaluation
evaluation
J. No. of learners who require additional activities for
K. Did the remedial lessons work? ( ) Yes ( ) No
L. No. of learners who continue to require remediation ___ out of _____ learners who require additional activities for remediation need to continue remediation
M. Which of my teaching strategies worked well? ( ) Film Showing ( ) Reporting ( ) Brain Storming ( ) Lecture ( ) PowerPoint Presentation ( )
___________________________________________________________________________________________________
N. What difficulties did I encounter which my principal or
O. What innovation or localized materials did I
P. Remarks
PPST_MODULE_11
PPST_MODULE_12
PPST_MODULE_13
Grade
TECHNICAL MNCHS Level
GRADE 10
School
DRAFTING Learning TRACK : TECHNICAL – VOCATIONAL –
Area LIVELIHOOD
1161
PPST-RPMS and COT- STRAND : INFORMATION AND
friendly COMMUNICATIONS
SESSION PLAN TECHNOLOGY
Teacher QUALIFICATION
03a TITLE:
VINCENT ERWIN A. : TECHNICAL DRAFTING NC II
Per DepEd Order No. 42, s. FONTELAR
2016 (Signature Over Printed Name)
Class Schedule:
(Days/Hours)
Total No. of No. of Students Teaching June ____ to August ____,
Students per Class: Quarter FIRST QUARTER
Dates 2019
I. SESSION DESCRIPTION
LESSON: LESSON 3: PREPARING COMPUTER-AIDED DRAWING (CA)

CONTENT STANDARD: The learners demonstrate an understanding of concepts and underlying principles in the preparation of CAD.
PERFORMANCE STANDARD: The learners shall be able to prepare CAD based on established industry and/or job requirements.
LEARNING At the end of the lesson, 100% of the ___ students shall be able to achieve 80% of operating CAD software and computer hardware.
COMPETENCY/OBJECTIVE: Code: TLE_ICTTD10CA-Ia-j-1 LO 1: OPERATE CAD SOFTWARE AND COMPUTER HARDWARE
CONTENT: 1.1 Identify CAD software features according to the software provider
1.2 Explore CAD working environment
1.3 Manipulate CAD features as per job requirement
DURATION: Week 2-10
1162
ELABORATE
LESSON CONTENT
- INTRODUCTION - Formative Information Sheet 3.1.1 Task 1 – Pre-assessment Reflect on your answers CBLM 1 hour
Assessment –0 Task 2 – Skills Assessment be able to proceed to
Introduction to the Lesson next task
- Self- Task 3 – Learning Goals and Refer to Goals and 1 hour
Reflection Targets Targets regularly
1.1 Identify CAD software - Modular Information Sheet 3.1.1 Self-Check 1 How much knowledge CBLM 2 hours
features according to the - Summative –1 have you gained? K to 12 Curriculum
software provider Assessment Technical Terms in (At least 80% proficiency) Guide
- Basic CAD Concepts Operating CAD Software Key to Corrections
- Operational Definition/ and Hardware
Terminologies of CAD
System
1.2 Explore CAD working - Modular Information Sheet 3.1.2 Task 4 – Starting a CAD System How much skills have you CBLM 2 hours
environment - Self-paced –2 Task 5 – CAD Working acquired? K to 12 Curriculum
- CAD Working Environment hands-on Computer-Aided Drawing Environment (At least 80% proficiency) Guide
activities (CAD) Interface
Self-Check 2 How much knowledge Key to Corrections 2 hours
have you gained?
(At least 80% proficiency)
Grade 8 – Patterns in Algebra - Reading *** Suggestion for ICT Enhancement Activity How do you relate the BEAM I – Module 1:
- Learning Competency: - Recall enhanced lesson when following topic to CAD? Rectangular
illustrates the rectangular available and where Coordinate System
coordinate system and its appropriate Two types of
uses*** (applicable to Technical Co-Coordinates Moving Ahead with
Code: M8AL-Ie-1 Drafting-CAD) - Cartesian Mathematics II.
(Mathematics) - Polar 1999. pp. 1-4 2.
PPST_MODULE_1
- Applied knowledge of content
across curriculum teaching
areas ***
1163
ELABORATE
LESSON CONTENT
1.3 Manipulate CAD features as - Modular Information Sheet 3.1.3 Task 6 – The Line Command How much skills have you CBLM 1 hour
per job requirement - Self-paced –3 Task 7 – The Polyline Command acquired? K to 12 Curriculum
- CAD Features hands-on CAD Features Task 8 – The Rectangle Command (At least 80% proficiency) Guide
activities (Basic Drawing Tools) Task 9 – The Polygon Command
Task 10 – The Donut Command
Task 11 – The Circle Command
Task 12 – The Arc Command
Task 13 – The Spline Command
Task 14 – The Ellipse Command
Task 15 – Hatch Command
Task 16 – Construction Line
Command
Task 17 – Object Selection
Task 18 – Crossing and Window
Selection Method
Task 19 – Adding and Removing
Objects
- Self-Check 3 How much knowledge Key to Corrections 1 hour
have you gained?
- Task 20 – Combination of Basic 2 hours
Drawing Tools
Information Sheet 3.1.3 Task 21 – The Erase Command How much skills have you CBLM 2 hours
–4 Task 22 – The Copy Command acquired? K to 12 Curriculum
CAD Features Task 23 – The Mirror Command (At least 80% proficiency) Guide
(Modifications) Task 24 – The Offset Command
Task 25 – The Move Command
Task 26 – The Rotate Command
Task 27 – The Scale Command
Task 28 – The Stretch Command
Task 29 – The Trim Command
Task 30 – The Chamfer Command
Task 31 – The Fillet Command
1164
ELABORATE
LESSON CONTENT
Task 32 – The Array Command
have you gained?
Task 33 – Combination of How much skills have you CBLM 2 hours
Modification Tools acquired? K to 12 Curriculum
(At least 80% proficiency) Guide
Information Sheet 3.1.3 Task 34 – Ortho Mode How much skills have you CBLM 2 hours
–5 Task 35 – The Drawing Grid acquired? K to 12 Curriculum
CAD Features Task 36 – Snap Mode (At least 80% proficiency) Guide
(Drawing Aids) Task 37 – Units and Scales
Task 38 – Units Control
Task 39 – Object Snap
Information Sheet 3.1.3 Task 40 – Creating CAD Blocks How much skills have you CBLM 2 hours
–6 Task 41 – Inserting CAD Blocks acquired? K to 12 Curriculum
CAD Features (At least 80% proficiency) Guide
(Blocks)
have you gained?
Task 42 – Combination of Blocks How much skills have you CBLM 4 hours
acquired? K to 12 Curriculum
Information Sheet 3.1.3 Task 43 – Combination of Special How much skills have you CBLM 4 hours
–7 Keys acquired? K to 12 Curriculum
CAD Features Task 44 – Architectural Symbols (At least 80% proficiency) Guide
(Special Keys)
K. ASSESSMENT PLAN
EVALUATE
1165
- Progress chart
Periodic Test 20%
EXTEND
application
remediation
L. TEACHER’S SELF REFLECTION OF THE SESSION

REFLECTION
Q. No. of learners who earned 80% and above in the ___ out of _____ learners earned 80% in the evaluation
evaluation
R. No. of learners who require additional activities for
S. Did the remedial lessons work? ( ) Yes ( ) No
T. No. of learners who continue to require remediation ___ out of _____ learners who require additional activities for remediation need to continue remediation
U. Which of my teaching strategies worked well? ( ) Film Showing ( ) Reporting ( ) Brain Storming ( ) Lecture ( ) PowerPoint Presentation ( )
___________________________________________________________________________________________________
V. What difficulties did I encounter which my principal or
W. What innovation or localized materials did I
X. Remarks
PPST_MODULE_11
1166
PPST_MODULE_12
PPST_MODULE_13
TECHNICAL Grade
GRADE 10
DRAFTING School
MNCHS Level
TRACK : TECHNICAL – VOCATIONAL –
PPST-RPMS and COT-friendly LIVELIHOOD
SESSION PLAN Learning
COMMUNICATIONS
03b Area
Teacher VINCENT ERWIN A. TECHNOLOGY
Per DepEd Order No. 42, s. FONTELAR QUALIFICATION
2016 (Signature Over Printed Name) TITLE:
Class Schedule:
(Days/Hours)
Total No. of No. of Students Teaching August __ to October ___,
Students per Class: Quarter SECOND QUARTER
Dates 2019
M. SESSION DESCRIPTION
LESSON: LESSON 3: PREPARING COMPUTER-AIDED DRAWING (CA) continuation…

CONTENT STANDARD: The learners demonstrate an understanding of concepts and underlying principles in the preparation of CAD.
PERFORMANCE STANDARD: The learners shall be able to prepare CAD based on established industry and/or job requirements.
LEARNING At the end of the lesson, 100% of the ___ students shall be able to achieve 80% of preparing plan using CAD.
COMPETENCY/OBJECTIVE: Code: TLE_ICTTD10CA-IIa-j-2 LO 2: PREPARE PLAN USING CAD
1167
CONTENT: 2.1 Observe OHS policies and procedures when preparing plan using CAD
2.2 Set up drawings according to standard drawing scale and paper size
2.3 Prepare working drawings using CAD software as per building standards
DURATION: Week 1-10
N. LEARNING ACTIVITIES

ELABORATE
LEARNING
COMPETENCY/ METHODS PRESENTATION PRACTICE/DO TASKS FEEDBACK RESOURCES TIME
LESSON CONTENT
2.1 Observe OHS - Modular Information Sheet 3.2.1 – Self-Check 1 How much skills have you CBLM 2 hours
policies and procedures - Self-paced hands- 1 acquired? K to 12 Curriculum
when preparing plan on activities OHS Policies and (At least 80% proficiency) Guide
using CAD Procedures in Technical
- Occupational Health Drafting
and Safety (OHS)
policies and
procedures
2.2 Set up drawings - Modular Information Sheet 3.2.2 – Task 1 – Setting Up Drawings How much skills have you Key to Corrections 4 hours
according to standard - Self-paced hands- 2 Task 2 – Standard Scaling acquired?
drawing scale and paper on activities Setting Up CAD According (At least 80% proficiency)
size to Standards
- Title Block Self-Check 2 How much knowledge Key to Corrections 2 hours
- Plates have you gained?
- Scale (At least 80% proficiency)
2.3 Prepare working - Modular Information Sheet 3.2.3 – Task 3 – Creating Layers How much skills have you CBLM 2 hours
drawings using CAD 3 acquired?
1168
ELABORATE
LEARNING
COMPETENCY/ METHODS PRESENTATION PRACTICE/DO TASKS FEEDBACK RESOURCES TIME
LESSON CONTENT
software as per building - Self-paced hands- Building Standards (At least 80% proficiency) K to 12 Curriculum
standards on activities Guide
- Building Standards Self-Check 3 How much knowledge Key to Corrections 2 hours
have you gained?
Task 4 – Building Construction How much skills have you CBLM 4 hours
According to Standards acquired? K to 12 Curriculum
Information Sheet 3.2.3 – Task 5 – Creating Dimension Style How much skills have you CBLM 6 hours
4 Task 6 – Application of Standards acquired? K to 12 Curriculum
Creating a Layout Task 7 – Creating Text Styles (At least 80% proficiency) Guide
have you gained?
Task 8 – Creating a Borderline How much skills have you CBLM 8 hours
Task 9 – Output Evaluation acquired? K to 12 Curriculum
Information Sheet 3.2.3 – Task 10 – Creating Dimension Text How much skills have you CBLM 6 hours
5 Style acquired? K to 12 Curriculum
Dimensioning Task 11 – Creating Title Text Style (At least 80% proficiency) Guide
Task 12 – Setting Up the Status
Bar for Building
Standards
have you gained?
O. ASSESSMENT PLAN
1169
EVALUATE
LEARNING Learners should demonstrate competency in each task for this session as evidence by the following:
- Progress chart
Periodic Test 20%
Summative Assessment/Assessment Interview of learning for the entire session
EXTEND
application
remediation
P. TEACHER’S SELF REFLECTION OF THE SESSION

REFLECTION
Y. No. of learners who earned 80% and above in the ___ out of _____ learners earned 80% in the evaluation
evaluation
Z. No. of learners who require additional activities for
AA. Did the remedial lessons work? ( ) Yes ( ) No
BB. No. of learners who continue to require remediation ___ out of _____ learners who require additional activities for remediation need to continue remediation
CC. Which of my teaching strategies worked well? ( ) Film Showing ( ) Reporting ( ) Brain Storming ( ) Lecture ( ) PowerPoint Presentation ( )
___________________________________________________________________________________________________
DD. What difficulties did I encounter which my principal or
EE. What innovation or localized materials did I
FF. Remarks
1170
PPST_MODULE_11
PPST_MODULE_12
PPST_MODULE_13
SESSION PLAN
Qualification Title : Plumbing NC I Grade 9
Unit of Competency: Prepare Pipes, Tools and Equipment for Installation
Module Title : Preparing Pipes, Tools and Equipment for Installation
Cutting and threading ferrous pipes.
Learning Outcomes:
1. Preparing Pipes, Tools and Equipment for Installation

Cutting and Threading Ferrous pipes
A. INTRODUCTION:
This unit covers the knowledge, skills and attitudes in Preparing Pipes, Tools and Equipment for Installation and cutting and threading ferrous pipes.
Preparing Pipes, Tools and Equipment Used for Installation (PI)

LO 1 Lay out work area for pipes installation
1171
Resource Code
Learning Content Methods Presentation Practice Feedback Time
s
LO1.1 Plumbing signs and Do the following:

symbols. Group Discussion on
20hrs. TLE_IAPB9PI
the Plumbing sign and  Discussions
symbols in piping -Ia-j-1
Answer self- Compare
layouts,
plumbing check 1.1 answer to
CBLM
signs and answer key
symbols
Blended Power point

presentation about
plumbing signs and
symbols
LO1.2 Types of measuring Lecture/demonstratio Reading and
tools in plumbing n discussions on types of
Answer
measuring tools from CBLM
any plumbing books. teacher made
test. Rubrics 20hrs.
Blended Power point
presentation about
types of measuring
tools in plumbing
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
LO 1 Recognize personal entrepreneurial competencies and skills (PeCS) needed in plumbing
LO1.1 Assessment: Modules/self-paced Reading and discussion

Personal competencies learning on Personal
1172
and skills (PeCS) vis-à- competencies and skills
vis a practicing in
entrepreneur/employee entrepreneur/employe Written test CBLM TLE_PECS9-
in locality/town. Ik-1
 Characteristic e in locality/town
s
 Attributes
 Lifestyle
 Skills
 Traits
blended Power point e-test Feedback
presentation
2 hrs.
LO1.2 Analysis of PeCS Modules/self-paced Reading analysis of Answer
in relation to a learning PeCS in relation to a teacher made CBLM
practitioner practitioner test.
LO1.3 Align, strengthen Modules/self-paced Reading analysis of Answer

and develop one’s learning PeCS in relation to a teacher made
PeCS based on the practitioner test CBLM
results
Blended Power point
presentation
ENVIRONMENT AND MARKET (EM)
LO 1 Recognize and understand the market in plumbing TLE_EM9-Ik-1
Market (town) Modules/Self-Paced Read Information After having Compare the

LO1.1 Key concepts of Learning about Introduction all the ideas, Answer to
environment and market Of environment and answer Pre- answer key CBLM
market. (feedback)
1173
assessment
task 1
Blended Do Task 1 Answer Self- See answer Electro 2 hrs. TLE_EM9-Ik-1

check key (feedback) nic
(feedback) Media
LO1.2 Players in the Modules/Self-Paced Read Information After Compare the
market(Competitors) Learning about Players in the having all Answer to
market.(Competitors the ideas, answer key CBLM
) answer (feedback)
Pre-
assessmen
t task 2
Blended Do Task 2 Answer See answer
Self-check key (Feedback)
(Feedback)
LO1.3 Products and services Presentation of output Collaborative activity Perform Evaluate
available in the market Task Sheet Performance
2: guide Using
questions Performance CBLM
Criteria job
Sheet
Blended Power point Answer Answer Self- Electro

presentation about Self-check check nic
Different Products (Feedback) (Feedback) Media
and Services
available in the
market
1174
C. ASSESSMENT PLAN
* Written Test:
Question regarding the conduct of the different activities of the training.
* Test Performance:
2. Cutting and Threading Ferrous pipes
D. TEACHERS SELF-REFLECTION OF THE SESSION
At the end of the session, evaluation will be done to determine the progress of the training delivery. Also recommendations and training guide
will be given to each students with regards to their performance of institutional assessment.
SESSION PLAN
1175
Learning Outcomes:

A. INTRODUCTION:
This unit covers the knowledge, skills and attitudes in Preparing Pipes, Tools and Equipment for Installation and
cutting and threading ferrous pipes.
Preparing Pipes, Tools and Equipment Used for Installation
LO 2 Cut Pipes According to the required length of Job Requirements.

LO 2.1 Different Modules/self-paced Read
pipe sizes and learning information Answer Compare CBLM 4 TLE_IAPE9PI
materials 2.1 About self - answer hrs. -IIa-j-2
Different pipe check to
sizes and 2.1 answer
materials key 2.1
Blended PPT Answer
self -
check
2.1(
1176
Compute
r Based)
LO 2.2 Different Read
Cutting tools Lecture/ information Answer Compare CBLM 8
and equipment Demonstration Sheet 2.1 self- answer Hrs.
About check to TLE_IAPE9PI
Different 2.2 answer -IIa-j-2
Cutting tools key 2.2
and
Equipment
PPT about
Blended Different
Cutting Tools
and
equipment
LO 2.3 Procedure Modular/Self-paced Read
in Cutting Learning Information Answer Check CBLM 8
Pipes Sheet 2.3 Self- answer Hrs.
About check to
Procedure in answer
Cutting Pipes key
Blended PPT About TLE_IAPE9PI
Procedure in -IIa-j-2
Cutting Pipes
LO 2.4 Safety Lecture/Demonstratio Reading and CBLM 2
Standard n Discussion on Hrs.
Safety
Standard
LO 3 Thread Pipe in accordance with Standard Thread Engagement
Learning Content Methods Presentation Practice Feedbac Resource Tim Code
k s e
1177
LO 3.1 Different Read
Threading Modular/Self-Paced Information Answer Compare CBLM 4 TLE_IAPE9PI
Tools Learning Sheet 3.1 Self- answer Hrs. -IIa-j-3
About Check to
Different 3.1 answer
Threading key
Tools
Blended PPT
LO 3.2 Standard Read
Procedures for Modular/Self-Paced information Answer Compare CBLM 10 TLE_IAPE9PI
pipe threading Learning sheet 3.2 Self- answer Hrs. -IIa-j-3
about check to
Standard 3.1 answer
procedures key
for pipe
threading
Blended Power point
presentation
LO 3.4 Proper Lecture/Demonstratio Reading and Answer TLE_IAPE9PI
housekeeping n discussion on teacher CBLM 2 -IIa-j-3
proper made Hrs.
housekeeping test
using 5s
ENVIRONMENT AND MARKETING (EM)
LO 2 Recognize the potential customer/market in plumbing
Learning Content Methods Presentation Practice Feedbac Resource Tim Code
k s e
MARKET Reading and
(customer) Lecture/Demonstratio discussion on Answer Compare CBLM 1 TLE_EM9-
LO 2.1 Key n Key concepts Self- answer Hr. IIk-2
concepts in in identifying to
1178
identifying and and check answer
understanding understandin 2.1 key
the consumer g the
consumer
LO 2.2 Consumer
Analysis Modular/Self-paced Read Answer Compare CBLM 3
through: learning information self- answer Hrs.
sheet 2.2 check to
 Observatio about 2.2 answer
n Consumer key
Analysis
 Interviews
 Focus
group
discussion
(FGD)
 Survey
C. ASSESSMENT PLAN
* Written Test:
* Test Performance:
1179
SESSION PLAN
1180
Learning Outcomes:

A. INTRODUCTION:
This unit covers the knowledge, skills and attitudes in Preparing Pipes, Tools and Equipment for Installation and
cutting and threading ferrous pipes.
MAKE PIPING JOINTS AND CONNECTION (MP)
LO 1 FIT UP JOINT AND FITTING FOR POLYVINYL CLORIDE (PVC) PIPE
LO 1.1 Blueprint Read TLE_IAPB9-
Modular/Self- information Answer self- Compare CBLM 2 IIIa-e-1
paced learning sheet 1.1 about check 1.1 answer Hrs.
blueprint to
Blended Power point answer
presentation key
LO 1.2 Levelness Read
alignment Modular/Self- information Answer self- Compare CBLM 4
paced Learning sheet 1.2 about check 1.2 answer Hrs.
levelness and to
alignment answer TLE_IAPB9MP-
Blended Power point key IIIa-e-1
presentation
LO 1.3 Personal Read
Protective Modular/Self- information Answer self- Compare CBLM 2
Equipment paced learning sheet 1.3 about check answer Hrs.
(PPE) Safety Personal to
Precaution protective answer
equipment key
1181
safety
precaution
Blended Power point
presentation
LO 1.4 Proper Read
housekeeping Modular? Self- information Answer self- Compare CBLM 2
(5S) paced learning sheet about check answer Hrs.
implementation proper to
housekeeping answer
5S key
implementation
Blended Power point
presentation
LO 1.5 Procedure Modular/ Self- Read
in fitting PVC paced learning information Answer Compare CBLM 6
pipes sheet 1.5 Self-check answer Hrs.
Procedure in #1.5 to TLE_
fitting PVC answer IAPB9MP-IIIa-
pipes key e-1
Blended Power point
presentation
LO 1.6 Proper used Discussion/ Discussion
of hand tools Demonstration about proper Performance Rubrics CBLM 2
used of hand test Hrs.
tools
Blended Power point
presentation
LO 1.7 Types and Modular/ Self- Read
uses of pipe paced learning information Answer Compare CBLM 2
joints and sheet 1.7 Types Self-check answer Hrs.
fittings and uses of #1.7 to
1182
pipe joints and answer
fittings key
Blended Power point
presentation
LO 2 PERFORM PIPE THREADING OF JOINTS AND CONNECTION.
LO 2.1 Blueprint Read
Reading Modular/Self- information Answer self- Compare CBLM 2
paced learning sheet 2.1 check answer Hrs.
About to
blueprint answer
reading key
Blended Power point TLE_
presentation IAPB9MP-IIIf-
LO 2.2 Materials Read j-2
use and Modular/Self- information Answer self- Compare CBLM 2
specifications paced learning sheet 2.2 check answer Hrs.
Materials use to
and answer
specifications key
Blended Power point
presentation
LO 2.3 Proper use Read
of hand tools Modular/Self- information Answer self- Compare CBLM 2
paced learning sheet 2.3 check answer Hrs.
Proper use of to
hand tools answer
Blended Power point key
presentation
Read
information CBLM
1183
LO 2.4 Procedure Modular/Self- sheet 2.3 Answer self- Compare 8 TLE_
in fitting paced learning Proper use of check answer Hrs. IAPB9MP-IIIf-
threaded pipe hand tools to j-2
Blended Power point answer
presentation key
LO 2.5 Types of Modular/Self- Read Answer self- Compare
piping paced learning information check answer CBLM 8
connection sheet 2.3 to Hrs.
Proper use of answer
hand tools key
Blended Power point
presentation
LO 3 CREATE NEW BUSINESS IDEAS IN PLUMBING /BUSINESS BY USING VARIOUS TECHNIQUES
LO 3.1 Generating
business ideas
3.1-a Key
concepts in Modular/Self- Read Answer self- Compare CBLM 4 TLE_EM9-IIIk-
generating paced learning information check answer Hrs. IVk-3
business ideas sheet 3.1-a Key to
concepts in answer
generating key
business ideas
3.1-b Knowledge Modular/Self- Read Answer self- Compare CBLM
& Skills, paced learning information check answer
Passions, sheet 3.1-a Key to TLE_EM9-IIIk-
Interests concepts in answer IVk-3
generating key
business ideas
1184
3.1-c New Modular/Self- Read Answer self- Compare CBLM
Application paced learning information check answer
sheet 3.1-a Key to
concepts in answer
generating key
business ideas
C. ASSESSMENT PLAN
* Written Test:
* Test Performance:
1185
SESSION PLAN
Learning Outcomes:

A. INTRODUCTION:
1186
MAKE PIPING JOINTS AND CONNECTION (MP)
LO 3 CAULK JOINTS
LO 3.1 Caulking Modular/Self- Read Answer Compare CBLM 8 Hrs. TLE_IAPB9MP-
procedures paced information self- answer to IVa-j-3
learning sheet 3.1 check answer
Caulking 3.1 key
procedure
Blended Power point
presentation
LO 3.2 Types of Modular/Self- Read Answer Compare
caulking tools paced information self- answer to
and materials learning sheet 3.2 Types check answer CBLM 8 Hrs. TLE_IAPB9MP-
of caulking 3.2 key IVa-j-3
tools and
materials
Blended Power point
presentation
LO 3.3 Proper use Modular/Self- Read Answer Compare
of plumbing paced information self- answer to
hand tools learning sheet 3.3 check answer CBLM 8 Hrs.
Proper use of 3.3 key
plumbing hand
tools
Blended Power point
presentation
LO 3.4 Economic Modular/Self- Read Answer Compare
use of paced information self- answer to CBLM 8 Hrs.
materials learning sheet 3.4 check answer
3.4 key
1187
Economic use
of materials
Blended Power point
presentation
LO 3.5 Proper Read
housekeeping Modular/Self- information Answer Compare CBLM 8 Hrs.
(5S) paced sheet 3.5 self- answer to
implementation learning Proper check answer
housekeeping 3.5 key
(5S)
implementation
Blended Power point TLE_IAPB9MP-
presentation IVa-j-3

LO 3 CREATE NEW BUSINESS IDEAS IN PLUMBING/BUSINESS BY USING VARIOUS TECHNIQUES
LO 3.1-d Irritants Discussion Read Answer Compare
information self- answer to
sheet 3.1 check answer
Irritants key CBLM 4 Hrs. TLE_EM9-IIIk-
LO 3.1-e Striking Modular/Self- Read Answer Compare IVk-3
Ideas (new paced information self- answer to
concept) learning sheet 3.1-e check answer
Striking Ideas 3.1-e key
(new concept)
LO 3.1-f Modular/Self- Read Answer Compare
Serendipity paced information self- answer to
Walk learning sheet 3.1-f check answer
Serendipity 3.1-f key
walk
1188
C. ASSESSMENT PLAN
* Written Test:
* Test Performance:
1189
SESSION PLAN
Unit of Competence: Perform Minor Construction works
Module Title : Performing Minor Construction Works and Making Piping Joints and Connections
Learning Outcomes:
1. Perform Minor Construction Works
2. Make piping Joints and Connections
A. INTRODUCTION:
Performing Minor Construction Works (CW)
LO 1: Perform piping layout
Lo1.1 Mensuration and blue Modules Read information sheet
print reading /Individual/Self- 1.1 Perform piping Self-check 1.1 Compare CBLM 10 TLE_IAPB10CW-
 .Measuring pipes paced learning layout answer to hrs. Ia-IIj-1
and fittings Blended Discussion on answer
measuring pipes and key
blueprint reading
1190
 Plumbing
specification
LO1.2. Roughing in Read information sheet Compare

procedure Modules /Self- 1.2 Roughing in Self-check 1.2 answer to CBLM
 Dimension of fixture paced learning procedure answer
 Design and estimate key 15
Power point Answer Self- Personal hrs. TLE_IAPB10CW-
Blended presentation about Check(Computer Computer Ia-IIj-1
roughing-in procedure Based)
LO1.3 Steps in performing minor installation Read Information Sheet Check
Modules/Self- 1.3 Answer Self- Answer CBLM
Paced Learning Step in performing Check 1.3 to 15
minor installation Answer Hrs.
key
Power point
Blended presentation about
Steps in performing
minor installation
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
LO 1. Develop and strengthen personal competencies and skills (PeCS) needed in plumbing.
LO1.1 Assessment of personal View power point
competency and skills (PeCS) presentation about
Vis-à-vis a practicing Modules/Self- assessment of personal Answer task 1 and Check CBLM 2 TLE_PECS10-Ik-
entrepreneur/employee paced Learning competencies and skills 2 answer Hrs. 8
in the province. (PECS) vis-à-vis a to
 Characteristics practicing answer
 Attributes entrepreneur/employee key
 Lifestyle in a province
 Skills
 Traits
1191
Blended Collaborative learning Self- check
1.2 Analysis of PeCS in relation to a Modules/Self- Power point Answer task 3 and
practitioner paced learning presentation about task 4 1 Hr.
Learning goals and TLE_PECS10-Ik-
target 8
1.3 Strengthening and further Modules/Self- Power point Answer task 5,6 Check
development of one’s PeCS. paced learning presentation about and 7 answer CBLM 1 Hr.
Strengthening and to
further development of answer
one’s PeCS. key
ENVIRONMENT AND MARKET(EM)
LO 1. Develop a product/service in plumbing
1.1 Product development Modules/Self- Discussion about Answer task 2 Check
Paced Learning Product development Guide questions answer TLE_EM10-Ik-
to CBLM 1 Hr. IIk-1
answer
key
Power point
Blended presentation about
product development
C. ASSESSMENT PLAN
* Written Test:
* Test Performance:
1. Performing Minor Construction Works
1192
2. Making Piping Joints and Connections
SESSION PLAN
Learning Outcomes:
A. INTRODUCTION:
Performing Minor Construction Works
LO 1: Perform piping layout
LO1.4 Use and Module/Individualized/Self- Read information
specification of paced learning sheet 1.4 Use and Self-check CBLM 10 TLE_IAPB10CW-
materials 1.4 hrs. Ia-IIj-1
1193
specification of Check
materials answer to
Blended Video presentation answer key
on use and
specification of
materials
LO1.5 Tools and equipment Modules/individualized/self- Read information
for roughing-in paced learning sheet 1.5 tools and Self-check
equipment for 1.5 Check
roughing-in answer to CBLM 15 TLE_IAPB10CW-
Blended View power point answer key hrs. Ia-IIj-1
presentation about Computer
the tools and based
equipment for
roughing-in
1.6 Masonry works and Modules/individualized/self- Read information
procedure paced learning sheet 1.6 About Self-check Check CBLM 15
masonry works and 1.6 answer to hrs.
procedure. answer key
Blended Video presentation
on masonry works
and procedure
ENVIRONMENT AND MARKET(EM)
LO 1. Develop a product/service in plumbing
LO1.2 Key concepts in Modules/self-paced learning Group discussion
developing a product about concepts of
developing product After having Evaluate CBLM 1 hr. TLE_EM10-Ik-
Blended View power point the ideas Performance IIk-1
presentation about answer pre- Using
key concepts in assessment Performance
developing product. Criteria job
LO1.3 Finding Value Modules/self-paced learning Group Discussion Sheet
about finding Value
1194
Blended Power point
Presentation
Evaluate
LO1.4 Innovative Performance TLE_EM10-Ik-
 Unique selling Modules/individualized/Self- Group discussion Do task 4 Using CBLM 1 hr. IIk-1
 Proposition(USP) paced learning about innovative Performance
Criteria job
Sheet
C. ASSESSMENT PLAN
* Written Test:
* Test Performance:
SESSION PLAN
1195
Quarter : Third quarter
Learning Outcomes:
A. INTRODUCTION:
LO 2: Cutting Pipes Thru Walls and Floors
LO2.1 Types of tools for Read information Answer Self- TLE_IAPB10CW-
cutting G.I. pipes Modules/individualized/self- sheet 2.1 on cut check 2.1 Compare IIIa-IVj-2
 Stone grinder paced learning pipes through answer to CBLM 40 hrs.
 Pipe reamer walls in answer
 Hacksaw accordance with Answer self- key
 Cold chisel the job check 2.1.1
 Pipe cutter requirements
 Hammer Read information
 Jack hammer sheet 2.1.1 type of
tools for cutting
galvanized iron
pipes
Discussion/Demonstration Collaborative TLE_IAPB10CW-
learning Group Activity Rubrics CBLM IIIa-IVj-2
Blended Power point
presentation
LO2 SELECT A BUSINESS IDEA BASED ON THE CRITERIA AND TECHNIQUES SET
LO2.1 Selecting a business Discussion Direct instruction
idea Blended Power point Group activity Rubrics CBLM 2 hrs.
presentation
1196
LO2.2 Key concepts in TLE_EM10-IIIk-
selecting business idea Module/Discussion Collaborative Group activity Rubrics CBLM 2 hrs. 2
 Criteria learning
 Techniques Power point Computer
Blended presentation based test
C. ASSESSMENT PLAN
* Written Test:
* Test Performance:
will be given to each students with regards to their performance of institutional assessment
SESSION PLAN
1197
Quarter : fourth quarter
Learning Outcomes:
Make piping Joints and Connections
A. INTRODUCTION:
LO 2: Cutting Pipes Thru Walls and Floors
LO 2.2 Procedure in Modules/self-paced Read information sheet Answer self- Compare
cutting pipes learning 2.2 Procedure in check 2.2 answer to CBLM 36 Hrs. TLE_IAPB10CW-
through walls and cutting pipes through answer IIIa-IVj-2
floors walls and floors key
Discussion/Demonstration Collaborative learning Performance Rubrics
task
Blended Power point
presentation
LO2.3 Safety regulations Read information sheet
2.3 Safety regulations Answer self- CBLM 4 Hrs. TLE_IAPB10CW-
Blended Power point check 2.3 IIIa-IVj-2
presentation safety
regulation
LO 3 Develop a brand for the product
LO 3.1 Branding Discussion Collaborative learning Teacher’s TLE_EM10-IVk-
made CBLM 4 Hrs. 3
activity
1198
C. ASSESSMENT PLAN
* Written Test:
* Test Performance:
1199
SESSION PLAN (GRADE 09)
Sector : Heating, Ventilating, Air-conditioning and Refrigeration Sector
Qualification Title : Refrigeration and Air-Conditioning NCII
Unit of Competency : INSTALL DOMESTIC REFRIGERATION and AIR-CONDITIONING UNITS
Module Title : INSTALLING DOMESTIC REFRIGERATION and AIR-CONDITIONING UNITS
Learning Outcomes:
L.O.1: Conduct survey for unit installation.
L.O.2: Install electrical circuit.
L.O.3 Install window type aircon
1200
A. INTRODUCTION:
This session covers the skills, knowledge and attitudes required in insstallation and electrical circuit of a WINDOW TYPE AIR-
CONDITIONING UNIT.
L.O.1 Conduct survey for unit installation

Learning Content Methods Presentation Practice Feedback Resources Code Time
Read Information Answer Self- Compare Answer TLE_IARA9-

The learner Modules/Self- Sheet 1.1-1 in Check 1.1-1 in to Answer Key 12IR-Ia-c-1
demonstrates and CBLM 1 Hour
Paced Learning DOMRAC DOMRAC 1.1-1 in DOMRAC
understanding of the installation installation installation
concepts, underlying
theories and principles View Power Point Answer Self-
in installing domestic Presentation in Check Personal
refrigeration and air- Blended Auto Feedback 1 Hour
DOMRAC (Computer Computer
conditioning units. installation Based)
Modules/Self- Read Answer Self- Compare CBLM 1

Paced Learning Information Check 1.1-2 in Answer to PEC Hour
Sheet 4.40.1-8 the provision Answer Key
in the of Philippine 1.1-2 in in the
provision of Electrical provision of
Philippine Electrical Philippine Code Philippine
code Electrical Electrical
Code. Code
Blended View Power Answer Self- Auto Feedback Personal 1
Point Check Computer Hour
Presentation
in the
1201
provision of (Computer
Philippine Based)
Electrical
Code
Paced Learning Information Check 1.1-3 in Answer to Hour
Sheet 1.1-3 in Installation Answer Key
Installation Procedure 1.1-3 in
Procedure Installation
Installation procedure
Procedures Blended View Power Answer Self- Auto Feedback Personal 1
Presentation
in Installation (Computer
procedure of Based)
DOMRAC
Essentials of Modules/Self- Read Answer Self- Compare CBLM 1
Installation Paced Learning Information Check 1.1-4 in Answer to Hour
Sheet 1.1-4 in Essentials of Answer Key
Essentials of Installation 1.1-4 in
Installation Essentials of
Installation
Blended View Power Answer Self- Auto Feedback Personal 1
Presentation
in Essentials (Computer
of Installation Based
Tools , equipments Modules/Self- Read Answer Self- Compare CBLM 1
and Materials Paced Learning Information Check 1.1-5 in Answer to Hour
needed for Sheet 1.1-5 in the required Answer Key
installation the required tool, 1.1-5 in the
tool, equipment required tool,
equipment and materials equipment
and materials and materials
1202
Blended View Power Point Answer Self- Auto Feedback Personal 1
Presentation/ Check Computer Hour
Video for the
(Computer
following tools,
Based
equipment and
their function
Demonstration Job Sheet 1.1- Perform Job Evaluate Actual tools, 6

5 on the Sheet 1.1-5 Performance equipment Hours
different tools, on the using and materials
equipment different tools, Performance
and materials equipment Criteria
use for and materials Checklist 1.1-
installation. use for 5
installation.
Survey result of Modules/Self- View Power Point Answer Self- Auto Feedback Personal 2
installation Paced Learning Presentation/ Check Computer Hours
Video for the
(Computer
following tools,
Based
equipment and
their function
L.O.2 Install Electrical Circuit

1203
Paced Learning Information Check 2.2-1 in Answer to HOUR
Sheet 2.2-1 in the required Answer Key Actual Wires and TLE_IARA9-
the required Wires and 2.2-1 in the Cable 12IR-Id-Iij-2
Wires and cables required Wires
cables and cables
Wires and cables Blended View Power Point Answer Self- Auto Feedback Personal 1
used in electrical Computer Hour
Presentation/ Check
wiring
Video for the
(Computer
following Wires
Based
and Cables
Modules/Self- Read Answer Self- Compare CBLM 1 Hour

Paced Learning Information Check 2.2-2 in Answer to
Sheet 2.2-2 in the required Answer Key Actual
the required outlets/switch 2.2-2 in the Outlets/switches
outlets/switch boxes required
Classes of boxes outlets/switch PEC
outlets/switch boxes
boxes used in Blended View Power Point Answer Self- Auto Feedback Personal 1
electrical wiring Computer Hour
Presentation/ Check
(PEC). Enclosure
and their Video for the
(Computer
conditions for use. following
Based
outlets/switch
boxes
Types of devices Modules/Self- Read Answer Self- Compare CBLM 1 Hour

used in electricaal Paced Learning Information Check 2.2-3 of Answer to
wiring Sheet 2.2-3 of the type of Answer Key
1204
the type of devices used 2.2-3 of the Actual
devices used in electrical type of devices Outlets/switches
in electrical used in
electrical PEC

Video for the
(Computer
following devices
Based
used in electrical
Identifying wall Modules/Self- Read Answer Self- Compare CBLM 1 Hour

plugs and masonry Paced Learning Information Check 2.2-4 of Answer to
bolts, drilling into Sheet 2.2-4 of the type of Answer Key Actual Wall
masonry using the type of wall plugs and 2.2-4 of the plugs, bolts and
portable electric wall plugs and masonry bolts type of wall electric drill
drill masonry bolts and proper plugs and
and proper drilling using masonry bolts
drilling using electric drill and proper
electric drill drilling using
electric drill
Video for the
(Computer
following type of
Based
wall plugs and
masonry bolts
and proper
drilling using
electric drill
1205
Marking out using Modules/Self- Read Answer Self- Compare CBLM 1 Hour
spirit level/water Paced Learning Information Check 2.2-5 of Answer to
level Sheet 2.2-5 of the proper Answer Key Actual Spirit level
the proper using of spirit 2.2-5 of the
using of spirit level proper using
level of spirit level
Video for the
(Computer
proper using of
Based
spirit level
Use of electrical Modules/Self- Read Answer Self- Compare CBLM 1 Hour

measuring Paced Learning Information Check 2.2-6 of Answer to
instruments and Sheet 2.2-6 of the proper Answer Key Actual Electrical
testing electrical the proper used of 2.2-6 of the instruments (e.g.
circuit. used of electrical proper used of MULTITESTER)
electrical instruments electrical
instruments and testing of instruments
and testing of the circuit and testing of
the circuit the circuit
Video for the
(Computer
proper usiing of
Based
electrical
instruments and
testing the circuit
L.O.3 Install window type aircon.

1206
Lecture (using Read Answer Self- Compare CBLM 1
visual aid and Information Check 3.3-1 of Answer to HOUR
chalk or white Sheet 3.3-1 of the Basic Answer Key DOMRAC by R.S. TLE_IARA9-
the Basic Refrigeration 3.3-1 of the EBONITE 12IR-IIIa-
board) Refrigeration cycle Basic Ivj-3
cycle Refrigeration CG RAC
Cycle
Refrigeration Cycle Blended View Power Point Answer Self- Auto Feedback Personal 1
Video for the
(Computer
Basic of
Based
Refrigeration
Cycle

Paced Learning Information Check 3.3-2 of Answer to
Sheet 3.3-2 of the types of Answer Key DOMRAC by R.S.
the types of rac 3.3-2 of the EBONITE
RAC components types of rac
components and components Manufacturers
and accessories and catalouge
accessories accessories
Aircon/Refrigerator
components and CG RAC
accessories
Video for the
(Computer
different RAC
Based
components and
accessories
1207
Sealant, insulation Modules/Self- Read Answer Self- Compare CBLM 1 Hour
and fastening Paced Learning Information Check 3.3-3 of Answer to
devices Sheet 3.3-3 of the types of Answer Key DOMRAC by R.S.
the types of RAC sealant, 3.3-3 of the EBONITE
RAC sealant, insulation and types of RAC
insulation and fastening sealant, Manufacturers
fastening devices insulation and catalouge
devices fastening
devices CG RAC

Video for the
(Computer
different RAC
Based
sealant,
insulation and
fastening devices
Lecture, Demo Read Answer Self- Compare CBLM 1 Hour

how to install the Information Check 3.3-4 of Answer to
unit Sheet 3.3-4 of the different Answer Key DOMRAC by R.S.
the different technique in 3.3-4 of the EBONITE
technique in installing the different
installing the unit technique in Manufacturers
WAC(Window
unit installing the catalouge
airconditioning)
unit
installation
procedure CG RAC

Video for the
step by step
1208
procedure in (Computer
installing the unit Based
Demonstration Job Sheet 3.3- Perform Job Evaluate Actual tools, 6

4 on the Sheet 3.3-4 Performance equipment Hours
different tools, on the using and materials
equipment different tools, Performance
and materials equipment Criteria
use for and materials Checklist 3.3-
installation. use for 4
installation.
Sheet 3.3-5 of the types of Answer Key DOMRAC by R.S.
the types of plumbing 3.3-5 of the EBONITE
plumbing materials such types of
Basic Plumbing materials such as...pvc pipe plumbing Manufacturers
as...pvc pipe materials such catalouge
as...pvc pipe
CG RAC

Sheet 3.3-6 of the basic Answer Key DOMRAC by R.S.
the basic safety 3.3-6 of the EBONITE
safety practices basic safety
Safety Practices practices practices Manufacturers
catalouge
CG RAC
1209
C. ASSESSMENT PLAN
• Written Test:
Questions regarding the conduct of the different activities of the training.
 Test Performance:
o Setting the materials and equipment needed in the work place
o Performing the roughing-in activities and selecting of electrical cabling and wiring devices.
At the end of the session, evaluation will be done to determine the progress of the training delivery. Also recommendations and training
guide will be given to each trainee with regards to their performances of institutional assessment.
SESSION PLAN (GRADE 10)
Sector : Heating, Ventilating, Air-conditioning and Refrigeration Sector
Qualification Title : Refrigeration and Air-Conditioning NCII
Unit of Competency : Install Domestic Refrigeration and Air-Conditioning Units
Service and Maintain Window-Type Air-Conditioning/Domestic Refrigeration Units
Module Title : Installing Domestic Refrigeration and Air-Conditioning Units
Servicing and Maintain Window-Type Air-Conditioning/Domestic Refrigeration Unit
1210
Learning Outcome (Install domestic refrigeration and air-conditioning unit)
L.O. Conduct performance test on the installation of window type aircon.
1.1 Check voltage and current according to unit power requirements.
1.2 Check air temperature and velocity based on unit specifications.
1.3 Inspect sounds and vibration based on unit specifications.
1.4 Prepare Installation, Testing and Commissioning (ITC) report.
A. INTRODUCTION: This session covers the skills, knowledge and attitudes required in servicing and maintaining domestic refrigeration.
L.O. Conduct performance test on the installation of window type aircon.

1. Measuring air Compare TLE_IARA-Ia-

Answer Self-
circulation and velocity. Answer to IIJ-4
Lecture, Read information sheet Check 1.1-1 in CBLM
Answer key 1.1-
1.1 Velocimeter Demonstration 1.1-1 in DOMRAC DOMRAC 1
1 in DOMRAC DOMRAC by
or Module/Self- servicing and maintaining servicing and HOUR
1.2 Anemometer servicing and R.S.EBONITE
Paced DOMRAC UNIT maintaining
maintaining
DOMRAC UNIT
2. temperature testing. DOMRAC UNIT
1211
2.1 Thermometer Answer Self-
View Power Point
Check Personal 1
3. Current and Voltage Blended Presentation in DOMRAC Auto Feedback
(Computer Computer HOUR
measurement. servicing and maintaining
Based)
3.1 Clamp Ammeter
Learning Outcome (Service and Maintain Window-Type Air-Conditioning/Domestic Refrigeration

L.O. Clean and Replace Air Filter.
1.1 Remove air filter from the unit
1.2 Check air filter for damage or replacement
1.3 Clean air filter
1.4 Replace defective air filter in accordance with manufacturers specification.
Compare TLE_IARA9-
Answer Self-
Answer to 12SR-IIIa-j-1
Lecture, Read information sheet Check 1.1-1 in CBLM
Answer key 1.1-
Demonstration 1.1-1 in DOMRAC DOMRAC 1
1 in DOMRAC DOMRAC by
servicing and R.S.EBONITE
1. Types and Paced DOMRAC UNIT maintaining
maintaining
classification of air DOMRAC UNIT
filter used in WAC. DOMRAC UNIT
2. Effects of restricted
air flow in WAC. Answer Self-
View Power Point
3. Cleaning and Check Personal 1
Blended Presentation in DOMRAC Auto Feedback
replacing air filter (Computer Computer HOUR
servicing and maintaining
Based)
Hands-on 2
Auto Feedback CBLM HOUR
1212
Demonstration 1.1-1 Job sheet 1.1-1 DOMRAC by
clean and replace air filter Clean and R.S.EBONITE
replace air filter
L.O.2 Service evaporator and condenser.

2.1 Select tools in dismantling evaporator/condensing unit as per standard operating procedures (SOPs).
2.2 Use high pressure washer in cleaning evaporator/condensing coil based on standard operating procedure.
2.3 Repair defective evaporator/condenser coil fins.
2.4 Replace defective evaporator/condenser coil fins in accordance with manufacturers specification.
2.5 Apply cleaning agent or non-corrosive chemical in cleaning and maintaining evaporator/condensing coil, fins and other body accessories as per
standard operating procedures (SOPs).
Compare TLE_IARA9-
4. Assembling and Answer Self- 12SR-Iva-j-
Answer to
disassembling Lecture, Read information sheet Check 2.1-1 in CBLM 2
evaporator/condenser Answer key 2.1-
Demonstration 2.1-1 in DOMRAC DOMRAC 1
in WAC. 1 in DOMRAC DOMRAC by
5. Cleaning procedure servicing and
Paced DOMRAC UNIT maintaining R.S.EBONITE
using high pressure maintaining
washer. DOMRAC UNIT
DOMRAC UNIT
6. Straightening of
fins.
Answer Self-
7. Types and View Power Point
application of Check Personal 1
Blended Presentation in DOMRAC Auto Feedback
cleaning agent. (Computer Computer HOUR
servicing and maintaining
8. Effects of heavily Based)
dented, corroded coil
fins in unit operation. Hands-on Demonstration 2.1-1 Job sheet 2.1-1 4
9. Preventive and clean and replace air Clean and Auto Feedback CBLM HOUR
corrective
filter. Assembling and replace air filter
1213
maintainance of disassembling, general Assembling and DOMRAC by
WAC. maintainance. disassembling, R.S.EBONITE
10. Safety practices general
11. Montreal protocol.
12. Ozone Depletion maintainance.
Substances
C. ASSESSMENT PLAN
• Written Test:
Questions regarding the conduct of the different activities of the training.
 Test Performance:
o Setting the materials and equipment needed in the work place
o Performing the roughing-in activities and selecting of electrical cabling and wiring devices.
At the end of the session, evaluation will be done to determine the progress of the training delivery. Also recommendations and training
guide will be given to each trainee with regards to their performances of institutional assessment.
1214
SESSION PLANS
ICT-ENTREPRENEURSHIP
1215
1216
1217
1218
1219
1220
1221
SESSION PLAN
Sector : HEALTH, SOCIAL, AND OTHER COMMUNITY

DEVELOPMENT SERVICES SECTOR
Qualification Title : Illustration NC II

Unit of Competency : Performing safety procedures in drawing basic shapes with illusion of volumes
Module Title : Safety Procedures
Learning Outcomes:
1. Identify safety procedures in drawing.

2. List of appropriate safety precautions and procedures in drawing.
A. INTRODUCTION
This module covers the knowledge, skills, and attitudes in performing safety procedures in drawing basic shapes.
LO2 Perform safety procedures in drawing
Learning
Methodology Presentation Practice Feedback Resources Time
Content
1222
1. LEARNING ACTIVITIES
B. Group activity Read Information Group activity Performance CBLM
Drawinsafety procedures in drawing
LO1 Identify Sheet 2.2 about safety Criteria
g of safety symbols “role Checklist 2.1
Learning
symbols play”
Methodology Presentation Practice Feedback Resources Time
Content to
appropriate
the classroom
Safety andin
activities Modular/Self- ReadInformation
Read Information Answer Self-check Compare self- CBLM
Perform Task 2
hygiene Modular/Self-
paced Sheet2.2
1.1 1.1 check 1.1 with
line with ICT – Sheet
Sheet 2.2
Performance
standards in paced the Answer
Illustration. “drawing of Criteria
drawing key 1.1 2.2
Checklist
symbols”
1
Participate in the
discussion
Lecture/ regarding “safety
C. ASSESSMENTDiscussion
PLAN
and hygiene
 Written Test: Written test on the knowledge
standardsand
in contents in identifying and performing safety procedures
drawing”
 Performance: Drawing the safety symbols in line with the ICT Illustration

When the session plan was first used, it was observed that peer observation and peer monitoring were very effective methods
in the learning process of the learners. Thus, students learned from each other through these methods.
1223
Unit of Competency : Identifying drawing tools and materials used in illustration
Module Title : Tools and Materials in Drawing
Learning Outcomes:
1. Identify tools and materials in drawing.

2. Select appropriate tools and materials in line with the illustration requirements.
A. INTRODUCTION
This module covers the knowledge, skills, and attitudes in identifying drawing tools and materials used in illustration
and selecting appropriate tools and materials in accordance with the illustration requirements.
LO1 Identify tools and materials in drawing
Learning Methodology Presentation Practice Feedback Resources Time

Content
1224
Essential Modular/Self- Read Information Answer Self- Compare self- CBLM 1
Drawing paced Sheet 1.1 check 1.1 check 1.1 with
Materials and the Answer key
Tools for 1.1
Beginners
Participate in the
discussion and
Lecture/
identification of the
Discussion
essential tools and
materials for
beginners.
1225
LO2 Select appropriate tools and materials in line with the Illustration
Requirements
Learning Content Methodology Presentation Practice Feedback Resources Time
1. Selecting Group activity Read Information Perform Task Sheet Performance CBLM
appropriate Sheet 2.1 2.1 Criteria
tools and Checklist 2.1
materials
in line with 2
Illustration
C. ASSESSMENT PLAN
 Written Test: Written test on the knowledge and contents in identifying and selecting appropriate materials in drawing.
 Performance: Selecting the appropriate materials and performing each through drawing basic shapes.

When the session plan was first used it was observed that peer observation and peer monitoring were very effective methods in the learning
process of the learners. Thus, students learned from each other through these methods.
1226
Unit of Competency : Drawing basic shapes using lines and
Explaining the function of lines in drawing.
Module Title : Functions of Lines
Learning Outcomes:
1. Explain the functions of lines

2. Draw basic shapes using lines
A. INTRODUCTION
This module covers the knowledge, skills, and attitudes in drawing different shapes using lines and the function of
lines.
1227
LO2 Drawing of basic shapes using lines
LO1 Identify tools and materials in drawing
1.Draw basic Modular/Self- Read Information Perform Task Performance CBLM
Functions of
shapes using Modular/Self-
paced Read Information
Sheet 2.1 Do Self-check
Sheet 2.1 1.1 Compare
Criteria CBLM
Lines
lines paced Sheet 1.1 about “drawing of basic self-check2.1
Checklist 1.1
the functions of shapes using with Answer
lines key 1.1 2
Lines”
 Line and
Drawing Do Self-check
1
Technique 1.1-1
Read Information Answer key
s Sheet 1.1-1 about 1.1-1
Lecture/
C. ASSESSMENT PLAN the safety and
Discussion
 Written : Written test on the knowledge
hygiene in drawing
and contents of the functions of the lines and line drawing techniques.
 Performance : Selecting and applying the line drawing techniques.

More activities in line drawing techniques to ensure they know how to apply the lines correctly.
1228
Unit of Competency : Draw lines in producing illusion of volumes
Module Title : Lines in Producing Illusion of Volumes
Learning Outcomes:
1. Identify drawings using illusion of volumes/visual illusion.

2. Apply and draw object using lines illusion of volumes.
A. INTRODUCTION
This module covers the knowledge, skills, and attitudes in drawing different shapes using lines in producing illusion of
volumes
LO1 Identifying drawings using illusion of volumes/visual illusion
Lines in Modular/Self- Read Information Answer Self- Compare CBLM

Producing paced Sheet 1.1 in check 1.1 your self-
Illusion of identifying check with 2
Volumes drawings using the Answer
illusion of key 1.1
1229
volumes/visual
illusion.
Performance
View multimedia Criteria
presentation on Checklist 1.1
Lecture/ the illusion of
Discussion/video volumes. Visualize
Presentation and analyze the
visual illusions
samples.
1230
LO2 Apply and draw object using illusion of volumes
Visual Illusion Modular/Self- Read Information Perform Task Performance CBLM

Through Lines paced Sheet 2.1 Sheet 2.1 Criteria
“drawing of basic Checklist 2.1
shapes using
4
Lines”
C. ASSESSMENT PLAN
 Written : Written test on the knowledge and contents on visual illusion through lines.
 Performance : Designing their own line illusion.

Discovering their imagination through visual illusion using lines, peer observation and peer monitoring were observed.
1231
Unit of Competency : Performing safety procedures in drawing figures and objects from basic shapes
Module Title : Safety procedures
Learning Outcomes:
1. Identify safety procedures in drawing figures and objects

2. Perform safety procedures in drawing
A. INTRODUCTION
This module covers the knowledge, skills, and attitudes in performing safety procedures in drawing basic shapes.
LO2 Apply and draw object using illusion of volumes
Perform Safety Group Activity Performance Perform Task Performance CBLM

Procedures in Criteria Checklist Sheet 2.1 Criteria
Drawing 2.1 Checklist 2.1 2
 Role play
1232
LO1 Identify safety procedures in drawing Figures and Objects
Safety and Modular/Self- Do the Self- Compare CBLM

C. ASSESSMENT PLAN
Hygiene paced/ Check 1.1. self-check
Standards 1.Read
 Written in
Test: Written test on the knowledge contents
Information Sheet
with the
on identifying and performing safety procedures.
Drawing Answer key
 Performance: Drawing the safety symbols in line
1.1 about the with the ICT Illustration. 1.1
safety and 1
Lecture/ hygiene in drawing
Peer observation and peer monitoring were very effective method in the learning process of the learners. Thus, students
Discussion
learned from each other through these methods.
1233
Unit of Competency : Follow the Elements of Design in drawing figures and objects
Module Title : Elements of Design
Learning Outcomes:
1. Identify the elements of design.

1234
2. Follow the elements of design in drawing figures and objects.
A. INTRODUCTION
This module covers the knowledge, skills, and attitudes in identifying and following the elements of design in a drawing.
LO1 Identify the elements of design
Elements of Design Modular/Self- Read Information Do the Self-Check Compare self- CBLM
paced Sheet 1.1 about 1.1. check 1.1 with
the elements of the Answer
design key 1.1 2
Lecture/
Discussion
 Line Modular/Self- Read Information Do the Self-Check Compare CBLM

paced Sheet 1.1-1 about 1.1-1 Self-Check
Line 1.1-1 with the
2
Answer key
Lecture/ 1.1-1
Discussion
1235
C. ASSESSMENT
 shape PLANModular/Self- Read Information Perform Task Performance CBLM
 Written Test: Written
paced Sheetand
test on the knowledge 1.1-2 about on Sheet
contents 1.1-2
Elements ofDraw
Design.Criteria
shape the basic shapes Checklist 1.1-
 Performance: Applying the different elements of design in drawing objects. 2
2
D. TEACHER’S SELF-REFLECTION
Lecture/ OF THE SESSION
Discussion
In this case, the session plan was all about performance. Peer monitoring and guidance were effective methods in enhancing
the learning process of the students.
 form Modular/Self- Read Information Perform Task Rubric on CBLM
paced Sheet 1.1-3 about Sheet 1.1-3 Draw process
form the basic form
2
Lecture/
Discussion
 value Modular/Self- Read Information Perform Task Rubric on CBLM

value shapes or objects
and apply value
3
Lecture/
Discussion
1236
 texture Modular/Self- Read Information Do self-check 1.1- Compare self- CBLM
paced Sheet 1.1-5a about 5a check 1.1-5
texture with the
Answer key
1.1-5a
Read Information 2
Perform Task Rubric on
Sheet 1.1-5b about process
texture Sheet 1.1-5b
Draw the basic
Lecture/ shapes using
Discussion Texture
 space Modular/Self- Read Information Perform Task Rubric on CBLM

space the basic shapes
using space
2
Lecture/
Discussion
 color Modular/Self- Read Information Perform Task Rubric on CBLM

color the basic shapes 5
using color
1237
Lecture/
Discussion
SESSION PLAN
Sector : HEALTH, SOCIAL, AND OTHER COMMUNITY DEVELOPMENT SERVICES SECTOR

Qualification Title : All Qualifications
Unit of Competency : Identify safety measures in drawing objects.
Perform safety procedures in drawing objects.
Module Title : Safety Measures:
Grade : 10
Learning Outcomes:
3. Identify safety measures in drawing objects.

4. Perform safety measures in drawing objects.
1238
A. INTRODUCTION
This module covers the knowledge, skills, and attitudes in performing safety procedures in drawing objects.
1239
LO 1.1-1Identify safety measures in drawing objects.
Safety Measures Individualized Read Information Answer Self- Answer key

Learning Sheet 1.1-1 check 1.1-1 1.1-1
“Identify Safety “Identify Safety “Identify

Measures in Drawing Measures in Safety
CBLM 4hrs
Objects” Drawing Objects” Measures in
Drawing
Objects”
LO 1.1-2 Perform Safety Measures in Drawing Objects
Safety Measures Role Playing Participate in the Perform Task Performance

script writing for Sheet 1.1-2 for Criteria
”Safety Measures in “Safety Checklist 1.1-2 CBLM 4hrs
Drawing Objects” role Measures in
play. Drawing Objects”
C. ASSESSMENT PLAN
 Written Test
 Portfolio
1240
SESSION PLAN

Unit of Competencies : Identify tools and materials required in drawing.
Select appropriate tools and materials to represent object or idea in drawing.
Module Title : Drawing Tools and Materials
Learning Outcomes:
1. Identify tools and materials required in drawing.

2. Create a portfolio of tools and materials required in drawing.
A. INTRODUCTION
This module covers the knowledge and skills in using the basic drawing techniques.
1241
LO1.2 - 1 Identify tools and materials required in drawing.
Drawing Tools and Individualized Read Information Answer Self-check Answer key CBLM 4hrs
Materials Learning Sheet 1.2-1 1.2-1 “Drawing 1.2-1 “Drawing
Tools and Tools and
“Drawing Tools and Materials” Materials”
Materials”
LO1.2 - 2 Create portfolio of tools and materials required in drawing.
Creating Portfolio Portfolio Making Research and Perform Task Rubric for the CBLM ; 4hrs
of Tools and compile the drawing Sheet 1.2-2 for performance
Materials in tools and materials Tools and Teacher’s own
rubric.
Drawing required in drawing. Materials Required
in Drawing.
C. ASSESSMENT PLAN
 Written Test:
 Portfolio

SESSION PLAN
1242
Unit of Competencies : Identify the usage of different basic drawing techniques.
Perform safety procedures when using basic drawing techniques
Module Title : Basic Drawing Techniques
Learning Outcomes:
1. Identify the usage of different basic drawing techniques.

2. Perform safety procedures when using basic drawing techniques by creating doodles.
A. INTRODUCTION
This module covers the knowledge and skills in using the basic drawing techniques.
1243
1244
LO 2.0 Identify the usage of different basic drawing techniques.
Basic Drawing Individualized Read Information Answer Self-check Answer key CBLM 4hrs
Techniques Learning Sheet 1.1-1 1.1-1
LO 2.1 Perform Safety Procedures When Using basic Drawing Techniques
Basic Drawing Creating Doodles Research and Perform Task Answer key CBLM 4hrs
Techniques Safety compile the drawing Sheet 1.1 for Basic 2.0
Procedure techniques. Drawing
Techniques
C. ASSESSMENT PLAN
 Written Test:
 Doodles
1245
1246

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VI. Session Plan Writer

DETAILED LESSON PLANS IN AGRI-FISHERY ARTS .................................................................................................................................... 1-836

1. Types  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources Date/Tim

2. Routine  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources Date/Tim

3. Manual  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

Learning Methods/ Presentati Practice/Applicati Feedback/Evaluati Resources Date/Tim

4. Personal  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

TEACHER’S SELF REFLECTION OF THE SESSION

Lesson 1 (Quarter 1 and 2): Core Competency 1- Support Horticultural Work

TEACHER’S SELF REFLECTION OF THE SESSION

TEACHER’S SELF REFLECTION OF THE SESSION

3. Proper  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

4. Procedures  Modular  Observe Answer self- Compare answer CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

5.  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

TEACHER’S SELF REFLECTION OF THE SESSION

7.  Modular  Observe Answer self-check Compare answer CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

1. Proper  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

2.  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluati Resource Date/Tim

TEACHER’S SELF REFLECTION OF THE SESSION

4.  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

5. Routine  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

Lesson 1 (Quarter 1 and 2): Core Competency 1- Support Horticultural Work

1.  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

2.  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

3. Routine  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

4. Report  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

Lesson 2 (Quarter 3 and 4): Core Competency 2- Support Nursery Work

1. Types  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

2.  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

3. Manual  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

4. Personal  Modular  Observe Answer self-check Compare answer to CBLM

TEACHER’S SELF REFLECTION OF THE SESSION

TEACHER’S SELF REFLECTION OF THE SESSION

Lesson 2 (Quarter 3 and 4): Core Competency 2- Support Nursery Work

TEACHER’S SELF REFLECTION OF THE SESSION

TEACHER’S SELF REFLECTION OF THE SESSION

Learning Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources Date/Tim

TEACHER’S SELF REFLECTION OF THE SESSION

Learnin Methods/ Presentatio Practice/Applicatio Feedback/Evaluatio Resources Date/Tim

TEACHER’S SELF REFLECTION OF THE SESSION