Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:11 Learning Area: Grade Level: 11 Quarter:3 Date: February 13, 2017
Entrepreneurship Duration: 60 minutes
Code:
Learning CS_EP11/12ENTREP-0h-j-
Competency/ies: Describe the last two M’s of operations : Machine and Materials 12
(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 list, memorize, repeat, describe,
The learner can recall information and Describe the important elements
knowing something retrieve relevant knowledge from long-term reproduce
with familiarity that an entrepreneur may consider
memory
gained through in selecting the type of equipment.
experience or Understanding interpret, exemplify, classify,
Discuss the two M’s of operation:
association The learner can construct meaning from oral, summarize, infer, compare, explain,
written and graphic messages paraphrase, discuss Machine and Materials

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to dramatize, interpret, solve, use, Illustrate the important factors in
capacity acquired undertake a procedure in familiar situations illustrate, convert, discover the selection of raw materials.
through deliberate, or in a new way
systematic, and Analyzing differentiate, distinguish, compare,
sustained effort to The learner can distinguish between parts contrast, organize, outline, attribute,
smoothly and and determine how they relate to one deconstruct
adaptively carryout 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,
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:
or emotional areas. 1. Receiving Phenomena - Awareness, willingness to Identify the elements to
A settled way of hear, selected attention consider in selecting the
thinking or feeling Behavioral Verbs: ask, choose, describe, erect, List of Attitudes: type of equipment an
about someone or follow, give, hold, identify, locate, name, point to,
something, typically reply, select, sit, Study, use
Self-esteem, Self-confidence, Wellness, entrepreneur should
one that is reflected Respect, Honesty, Personal discipline, purchase with self
in a person’s Perseverance, Sincerity, Patience, Critical confidence.
behavior 2. Responding to Phenomena - Active participation on
the part of the learners. Attends and reacts to a thinking, Open-mindedness, Interest,
particular phenomenon. Learning outcomes may Courteous, Obedience, Hope, Charity,
emphasize compliance in responding, willingness to Assist group mates in
respond, or satisfaction in responding (motivation). Fortitude, Resiliency, Positive vision,
performing tasks given
Behavioral Verbs: aid, answer, assist, comply, Acceptance, Determined, Independent ,
with creativity.
conform, discuss, greet, help, label, perform, practice,
Gratitude, Tolerant, Cautious, Decisive,
present, read, recite, report, select, tell, write
3. Valuing - Attaches to a particular object, Self-Control, Calmness, Responsibility,
phenomenon, or behavior. This ranges from simple Accountability, Industriousness, Industry,
acceptance to the more complex state of
commitment. Valuing is based on the internalization Cooperation, Optimism, Satisfaction,
of a set of specified values, while clues to these Persistent, Cheerful, Reliable, Gentle,
values are expressed in the learner's overt behavior
and are often identifiable. Appreciation of one’s culture, Globalism,
Behavioral Verbs: work, complete, demonstrate, Compassion, Work Ethics, Creativity,
differentiate, explain, follow, form, initiate, invite, join,
justify, propose, read, report, select, share, study Entrepreneurial Spirit, Financial Literacy,
 4. Organization - Organizes values into priorities by Global, Solidarity, Making a stand for the
contrasting different values, resolving conflicts
good, Voluntariness of human act,
between them, and creating a unique value system.
The emphasis is on comparing, relating, and Appreciation of one’s rights, Inclusiveness,
synthesizing values. Organize realistic steps to
Thoughtful, Seriousness, Generous,
Behavioral Verbs: adhere, alter, arrange, combine, achieve goals necessary to
compare, complete, defend, explain, formulate, Happiness, Modest, Authority, perform activities.
generalize, identify, integrate, modify, order, organize, Hardworking, Realistic, Flexible,
prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value Considerate,
system that controls their behavior. The behavior is Sympathetic, Frankness
pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Instructional
Display solidarity and hard
objectives are concerned with the student's general work during the entire
patterns of adjustment (personal, social, emotional). session.
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
Go beyond Behavioral Verbs: aid, answer, assist, comply, conform, Perform assigned tasks
learner’s life
Concern for Others, Respect for
discuss, greet, help, label, perform, practice, present, read,
human rights, Gender equality, with concern for others
on earth, recite, report, select, tell, write
include more Family Solidarity, Generosity, and oneness.
3. Valuing - Attaches to a particular object, phenomenon, or
than wealth behavior. This ranges from simple acceptance to the more Helping, Oneness
and fame, 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 Risk Management, Protection of
differentiate, explain, follow, form, initiate, invite, join, Practice cleanliness in
justify, propose, read, report, select, share, study the Environment, Responsible
every task performance.
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
(Showing pictures of equipments and materials and
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson content. equipments)
Although at times optional, it is usually included to serve as a warm-up activity to give the 1. Give the names of the items on the picture.
learners zest for the incoming lesson and an idea about what it to follow. One principle in 2. What reminds you of these pictures?
learning is that learning occurs when it is conducted in a pleasurable and comfortable
3. How important are these things in a
atmosphere.
business?
Use of Tri – Question Technique
4.2 Activity ( 15 minutes). This is an interactive strategy to elicit learner’s prior learning 1. What is the importance of machine and
experience. It serves as a springboard for new learning. It illustrates the principle that materials in a certain business operation?
learning starts where the learners are. Carefully structured activities such as individual or 2. Choose two factors to consider in the
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
selection of raw materials and explain why is
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like it important.
may be created. Clear instructions should be considered in this part of the lesson. 3. Choose two of the factors to consider in the
selection of equipment to purchase.
*Students will be grouped into three groups to
answer these questions through drawn by lots.
4.3 Analysis ( 15 minutes). Essential questions are included to serve as a guide for the 1. Why is cost, quality, availability, credibility of
teacher in clarifying key understandings about the topic at hand. Critical points are organized suppliers’ important factors to consider in the
to structure the discussions allowing the learners to maximize interactions and sharing of selection of raw materials?
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
2. Can a business operation survive without machine
should lead the learners to understand the new concepts or skills that are to be presented in and materials?
the next part of the lesson. 3. If given a chance to visit a manufacturing firm
what would you want to know?

4.4 Abstraction ( 25 minutes).This outlines the key concepts, important skills that should Each student is expected to say something about
be enhanced, and the proper attitude that should be emphasized. This is organized as a factors/elements which are important in materials
lecturette that summarizes the learning emphasized from the activity, analysis and new and machine.
inputs in this part of the lesson.

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.

4.6 Assessment ( 10 minutes).For the Teacher to: a) Assess whether learning objectives
have been met for a specified duration, b)Remediate and/or enrich with appropriate Fill out the activity sheets provided.
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 Group presentation of accomplished activity sheets.
d) Tests
4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening Make a creative collage on the elements/factors to consider in purchasing

the day’s lesson equipment for a certain business and in selecting raw materials for production.
4.8 Concluding Activity ( minutes).
This is usually a brief but affective closing
activity such as a strong quotation, a short No man can succeed in a line of endeavor which he does not like.
song, an anecdote, parable or a letter that - Napoleon Hill
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.,

FEBRUARY 10, 2017 - HOMEROOM

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