Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:13 Learning Area: Grade Level: 11 Quarter:3 Date: February 15, 2017
Entrepreneurship Duration: 60 minutes
Code:
Learning CS_EP11/12ENTREP-0h-j-
Competency/ies: Develop the business model 13
(Taken from the Curriculum Guide)

Key Concepts /
The learner demonstrates understanding of environment and market in one’s locality/town.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, duplicate,
condition of The learner can recall information and list, memorize, repeat, describe,
knowing something retrieve relevant knowledge from long-term reproduce
with familiarity memory
gained through interpret, exemplify, classify,
experience or
Understanding Discuss the green lights in
The learner can construct meaning from oral, summarize, infer, compare, explain,
association
written and graphic messages paraphrase, discuss developing a business model.

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to dramatize, interpret, solve, use, Illustrate the red lights to look out
capacity acquired undertake a procedure in familiar situations illustrate, convert, discover for in developing a business model.
through deliberate, or in a new way
systematic, and Analyzing differentiate, distinguish, compare,
sustained effort to contrast, organize, outline, attribute,
The learner can distinguish between parts Differentiate so called red lights and
smoothly and and determine how they relate to one deconstruct
adaptively carryout green lights in developing a business
another, and to the overall structure and
complex activities or purpose
model.
... the ability, coordinate, measure, detect, defend,
coming from one's
Evaluating
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,
something The learner can put elements together to develop, produce, construct, formulate,
form a functional whole, create a new assemble, devise
product or point of view

Attitude
Growth in feelings Categories: Ask questions with open-
or emotional areas. 1. Receiving Phenomena - Awareness, willingness to
hear, selected attention
mindedness and interest.
A settled way of
thinking or feeling Behavioral Verbs: ask, choose, describe, erect, List of Attitudes:
about someone or follow, give, hold, identify, locate, name, point to, Self-esteem, Self-confidence, Wellness,
something, typically reply, select, sit, Study, use
one that is reflected 2. Responding to Phenomena - Active participation on Respect, Honesty, Personal discipline,
in a person’s the part of the learners. Attends and reacts to a Perseverance, Sincerity, Patience, Critical
behavior particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to thinking, Open-mindedness, Interest,
respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope, Charity,
Behavioral Verbs: aid, answer, assist, comply,
Fortitude, Resiliency, Positive vision,
conform, discuss, greet, help, label, perform, practice,
present, read, recite, report, select, tell, write Acceptance, Determined, Independent ,
3. Valuing - Attaches to a particular object,
Gratitude, Tolerant, Cautious, Decisive,
phenomenon, or behavior. This ranges from simple Explain red lights using
acceptance to the more complex state of Self-Control, Calmness, Responsibility,
commitment. Valuing is based on the internalization
critical thinking and
Accountability, Industriousness, Industry, resiliency.
of a set of specified values, while clues to these
values are expressed in the learner's overt behavior Cooperation, Optimism, Satisfaction,
and are often identifiable.
Persistent, Cheerful, Reliable, Gentle,
Behavioral Verbs: work, complete, demonstrate,
differentiate, explain, follow, form, initiate, invite, join, Appreciation of one’s culture, Globalism,
justify, propose, read, report, select, share, study
 4. Organization - Organizes values into priorities by Compassion, Work Ethics, Creativity,
contrasting different values, resolving conflicts Formulate own
Entrepreneurial Spirit, Financial Literacy,
between them, and creating a unique value system.
The emphasis is on comparing, relating, and Global, Solidarity, Making a stand for the
generalizations about the
synthesizing values. importance of
good, Voluntariness of human act,
Behavioral Verbs: adhere, alter, arrange, combine, understanding the green
compare, complete, defend, explain, formulate, Appreciation of one’s rights, Inclusiveness, and red light signs.
generalize, identify, integrate, modify, order, organize, Thoughtful, Seriousness, Generous,
prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value Happiness, Modest, Authority,
system that controls their behavior. The behavior is Hardworking, Realistic, Flexible,
pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Instructional Considerate,
objectives are concerned with the student's general Sympathetic, Frankness
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice, propose,
qualify, question, revise, serve, solve, verify
Values Categories:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear,
List of Values:
principles or selected attention
standards of Behavioral Verbs: ask, choose, describe, erect, follow, 1. Maka-Diyos
behavior; give, hold, identify, locate, name, point to, reply, select, sit, Love of God, Faith, Trusting , Spirituality,
one's Study, use Inner Peace, Love of truth, Kindness,
judgment of 2. Responding to Phenomena - Active participation on the part Humble
what is of the learners. Attends and reacts to a particular
important in phenomenon. Learning outcomes may emphasize compliance
life. in responding, willingness to respond, or satisfaction in
responding (motivation). 2. Maka-tao Assist group mates in
Go beyond Behavioral Verbs: aid, answer, assist, comply, conform,
learner’s life
Concern for Others, Respect for the analysis and
discuss, greet, help, label, perform, practice, present, read,
on earth, recite, report, select, tell, write
human rights, Gender equality, performance of group
include more 3. Valuing - Attaches to a particular object, phenomenon, or Family Solidarity, Generosity, tasks thereby promoting
than wealth Helping, Oneness
and fame,
behavior. This ranges from simple acceptance to the more oneness.
complex state of commitment. Valuing is based on the
and would internalization of a set of specified values, while clues to these
affect the values are expressed in the learner's overt behavior and are
eternal
3. Makakalikasan
often identifiable.
destiny of Care of the environment, Disaster
Behavioral Verbs: work, complete, demonstrate,
millions
differentiate, explain, follow, form, initiate, invite, join,
Risk Management, Protection of
justify, propose, read, report, select, share, study the Environment, Responsible
4. Organization - Organizes values into priorities by contrasting Consumerism, Cleanliness,
different values, resolving conflicts between them, and Orderliness, Saving the
creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
ecosystem, Environmental
Behavioral Verbs: adhere, alter, arrange, combine, sustainability
compare, complete, defend, explain, formulate, generalize,
identify, integrate, modify, order, organize, prepare, relate, 4. Makabansa
synthesize
5. Internalizing values - (Characterization): Has a value system
that controls their behavior. The behavior is pervasive,
Peace and order, Heroism and
consistent, predictable, and most importantly, characteristic of Appreciation of Heroes, National
the learner. Instructional objectives are concerned with the Unity, Civic Consciousness, Social
student's general patterns of adjustment (personal, social, responsibility, Harmony,
emotional).
Patriotism,
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify, question,
Productivity
revise, serve, solve, verify
2. Content
The learner demonstrates understanding of environment and market in one’s
locality/town.
3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( 10 minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to give the Make a recapitulation about the previous day’s
learners zest for the incoming lesson and an idea about what it to follow. One principle in discussion. A representative from each group will be
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
given 5 minutes each.
4.2 Activity ( 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
learning starts where the learners are. Carefully structured activities such as individual or
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 ( 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
ideas and opinions about expected issues. Affective questions are included to elicit the
feelings of the learners about the activity or the topic. The last questions or points taken
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 ( 30 minutes).This outlines the key concepts, important skills that should
be enhanced, and the proper attitude that should be emphasized. This is organized as a One representative from each team will discuss their
lecturette that summarizes the learning emphasized from the activity, analysis and new observations based from their team activity. Five
inputs in this part of the lesson.
minutes will be given for each team.

4.5 Application ( minutes).This part is structured to ensure the commitment of the

learners to do something to apply their new learning in their own environment.
Answer these questions on a ½ crosswise.
4.6 Assessment ( 15 minutes).For the Teacher to: a) Assess whether learning objectives 1. Explain what green lights are.
have been met for a specified duration, b)Remediate and/or enrich with appropriate 2. Explain what red lights are.
strategies as needed, and c) Evaluate whether learning intentions and success criteria have 3. Choose one of each and explain how it affects
been met. (Reminder: Formative Assessment may be given before, during, or after the
lesson). Choose any from the Assessment Methods below:
a certain business venture.
Assessment Method Possible Activities
a) Observation

b) Talking to
learners/conferencing

c) Analysis of learner’s
products

d) Tests
4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening
the day’s lesson Read in advance about forecasting revenues for a business.
4.8 Concluding Activity ( minutes).
This is usually a brief but affective closing
activity such as a strong quotation, a short There's no lotion or potion that will make sales faster and easier for you -
song, an anecdote, parable or a letter that unless your potion is hard work.
inspires the learners to do something to
practice their new learning. - Jeffrey Gitomer
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. Reflections 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 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?

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