Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:05 Learning Area: Grade Level: 11 Quarter:3 Date: January 3,4,5,10, 2016
Entrepreneurship Duration: 240 minutes
Describe Marketing Mix (7Ps) in relation to the business opportunity vis-aà -vis: Code:
Learning  Product
Competency/ies:  Place CS_EP11/12EBTREP-0h-j-
(Taken from the Curriculum Guide)  Price 10
 Promotion CS_EP11/12EBTREP-0h-j-
 People 11
 Packaging
 Position

Key Concepts /
Marketing Mix
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, duplicate, Identify the seven Ps in the
condition of list, memorize, repeat, describe,
The learner can recall information and Marketing Mix.
knowing something retrieve relevant knowledge from long-term reproduce
with familiarity memory
gained through
experience or
Understanding interpret, exemplify, classify,
Explain the concept of Marketing
The learner can construct meaning from oral, summarize, infer, compare, explain,
association
written and graphic messages paraphrase, discuss Mix.

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to dramatize, interpret, solve, use,
capacity acquired undertake a procedure in familiar situations illustrate, convert, discover
through deliberate, or in a new way
systematic, and Analyzing differentiate, distinguish, compare, Distinguish the different elements
sustained effort to contrast, organize, outline, attribute,
The learner can distinguish between parts comprising the modified framework
smoothly and and determine how they relate to one deconstruct
adaptively carryout of marketing mix.
another, and to the overall structure and
complex activities or purpose
... the ability,
coming from one's
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify judge, argue, debate, describe, critique,
knowledge, appraise, evaluate
practice, aptitude, decisions
etc., to do Creating generate, hypothesize, plan, design,
Design own pricing strategy that is
something The learner can put elements together to develop, produce, construct, formulate,
assemble, devise most appropriate to use when the
form a functional whole, create a new
product or point of view product is in its introductory stage.

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention
e Self-esteem, Self-confidence, Wellness,
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Respect, Honesty, Personal discipline,
in locate, name, point to, reply, select, sit, Study, use Perseverance, Sincerity, Patience,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Critical thinking, Open-mindedness,
or Attends and reacts to a particular phenomenon. Learning outcomes may Interest, Courteous, Obedience, Hope,
emotiona emphasize compliance in responding, willingness to respond, or satisfaction in Charity, Fortitude, Resiliency, Positive
l areas. responding (motivation). vision, Acceptance, Determined,
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Independent , Gratitude, Tolerant,
way of label, perform, practice, present, read, recite, report, select, tell, write Cautious, Decisive, Self-Control,
thinking Calmness, Responsibility,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
Accountability, Industriousness,
Work with
or feeling ranges from simple acceptance to the more complex state of commitment.
Industry, Cooperation, Optimism, positive vision,
about Valuing is based on the internalization of a set of specified values, while clues
someone to these values are expressed in the learner's overt behavior and are often Satisfaction, Persistent, Cheerful, creativity and
or identifiable. Reliable, Gentle, Appreciation of one’s entrepreneurial
somethin culture, Globalism, Compassion, Work spirit upon
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Ethics, Creativity, Entrepreneurial Spirit,
g, follow, form, initiate, invite, join, justify, propose, read, report, select, share, performance of
typically Financial Literacy, Global, Solidarity,
study Making a stand for the good, group tasks.
one that
is
4. Organization - Organizes values into priorities by contrasting different values, Voluntariness of human act, Integrate gratitude
resolving conflicts between them, and creating a unique value system. The Appreciation of one’s rights, and self control in
reflected
emphasis is on comparing, relating, and synthesizing values. Inclusiveness, Thoughtful, Seriousness,
in a daily dealings with
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Generous, Happiness, Modest,
defend, explain, formulate, generalize, identify, integrate, modify, order, Authority, Hardworking, Realistic,
other people.
behavior
organize, prepare, relate, synthesize Flexible, Considerate,
 5. Internalizing values - (Characterization): Has a value system that controls Sympathetic, Frankness Act with personal
their behavior. The behavior is pervasive, consistent, predictable, and most discipline at all
importantly, characteristic of the learner. Instructional objectives are concerned
with the student's general patterns of adjustment (personal, social, emotional).
times whether in
school or in home.
Behavioral Verbs: act, discriminate, display, influence, listen, modify,
perform, practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith, Trusting ,
principles locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Kindness, Humble
standard Attends and reacts to a particular phenomenon. Learning outcomes may
s of emphasize compliance in responding, willingness to respond, or satisfaction in
behavior; responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, 2. Maka-tao
judgment help, label, perform, practice, present, read, recite, report, select, tell, write
Concern for Others, Respect for human Display concern
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
rights, Gender equality, Family for others always.
importan Solidarity, Generosity, Helping, Oneness
ranges from simple acceptance to the more complex state of commitment.
t in life. Valuing is based on the internalization of a set of specified values, while clues to 3. Makakalikasan Demonstrate
these values are expressed in the learner's overt behavior and are often Care of the environment, Disaster Risk responsible
Go Management, Protection of the
identifiable.
Environment, Responsible
consumerism at
beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Consumerism, Cleanliness, Orderliness, all times.
learner’s
follow, form, initiate, invite, join, justify, propose, read, report, select, share, Saving the ecosystem, Environmental
life on
study sustainability
earth,
4. Organization - Organizes values into priorities by contrasting different values, 4. Makabansa
include
resolving conflicts between them, and creating a unique value system. The Peace and order, Heroism and
more
emphasis is on comparing, relating, and synthesizing values. Appreciation of Heroes, National Unity,
than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Civic Consciousness, Social
and defend, explain, formulate, generalize, identify, integrate, modify, order, responsibility, Harmony, Patriotism,
fame, organize, prepare, relate, synthesize Productivity
and 5. Internalizing values - (Characterization): Has a value system that controls
would their behavior. The behavior is pervasive, consistent, predictable, and most
affect the importantly, characteristic of the learner. Instructional objectives are concerned
eternal with the student's general patterns of adjustment (personal, social, emotional).
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify,
millions perform, practice, propose, qualify, question, revise, serve, solve, verify
2. Content Marketing Mix

3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Present the group video on marketing of each group’s
Although at times optional, it is usually included to serve as a warm-up activity to give the product innovation. Based on the video identify the
learners zest for the incoming lesson and an idea about what it to follow. One principle in means, tools used by each group to position the
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
product in the market segment to efficiently and
effectively deliver it to the consumers.
4.2 Activity(25 minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that Identification and discussion of the 7Ps in marketing
learning starts where the learners are. Carefully structured activities such as individual or mix based on their presented video.
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
may be created. Clear instructions should be considered in this part of the lesson.
4.3 Analysis( 5 minutes). Essential questions are included to serve as a guide for the
teacher in clarifying key understandings about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to maximize interactions and sharing of How does the different elements comprising the
ideas and opinions about expected issues. Affective questions are included to elicit the modified framework of marketing mix influence the
feelings of the learners about the activity or the topic. The last questions or points taken demand for the product.
should lead the learners to understand the new concepts or skills that are to be presented in
the next part of the lesson.
4.4 Abstraction( 10 minutes).This outlines the key concepts, important skills that should Form groups of five. Think of possible entrepreneurial venture
be enhanced, and the proper attitude that should be emphasized. This is organized as a that you want to open because of business opportunities.
lecturette that summarizes the learning emphasized from the activity, analysis and new Determine what product to produce or sell. Prepare a television,
inputs in this part of the lesson. radio, print or digital advertisement to promote your product to
the target customers.
4.5 Application( 5 minutes).This part is structured to ensure the commitment of the Choose two advertisement presented and discuss marketing mix
learners to do something to apply their new learning in their own environment. used.
4.6 Assessment( 5 minutes).For the Teacher to: a) Assess whether learning objectives
have been met for a specified duration, b)Remediate and/or enrich with appropriate
strategies as needed, and c) Evaluate whether learning intentions and success criteria have
been met. (Reminder: Formative Assessment may be given before, during, or after the
lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation
 b) Talking to
learners/conferencing

c) Analysis of learner’s
products

d) Tests End of chapter pen and pencil exam.

4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening Choose a partner and visit at least five local manufacturers or products in your
the day’s lesson community. Write a letter to the entrepreneur asking permission to conduct an
interview about how the price of the product is set. Use the following questions as a
guide:
 What is the pricing method used for a newly introduced product, if there is any?
 How is the price set for a product that is similar to other products in the
market?
 How often do changes in the price occur?
 What factors primarily contribute to the price change?
4.8 Concluding Activity ( minutes). Creativity is intelligence having fun.
This is usually a brief but affective - Albert Einstein
closing activity such as a strong
quotation, a short song, an anecdote,
parable or a letter that inspires the
learners to do something to practice
their new learning.
1. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.,

3. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
s them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned 80%
in the evaluation.
B. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
C. No. of learners
who require
additional
activities for
remediation.
D. Which of my
learning strategies
worked well? Why
did these work?
E. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
F. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
G.

H.

Prepared by:
Name: Ma. Larity Alburo-Carin School: Carmen National High School - Day