Division of Lapu-Lapu City

Babag National High School

INSTRUCTIONAL PLAN 10:00-12:00 – 12 LEA
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 26, 2018 Learning Area: TLE- FBS Grade Level: 12 Quarter: 1ST Duration: 2 hrs.
Code: TLE-HEFBS9-
Learning Competency/ies: The Food Service Operations
12AS-Ia-b-1
The learner demonstrates understanding of concepts, and principles in preparing the dining room
Key Concepts / Understandings to be Developed
or restaurant area for service
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
1. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Discuss the development of food service
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss industry
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Enumerate the factors in the
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate development of food service industry
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about
someone or something,
typically one that is
reflected in a person’s
behavior
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
Valuing - Develop an appreciation for good food
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study
Organization -
service
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Food service industry is known before as the
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, hospitality industry.
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Food Service Operations

3. Learning Resources K-12 BEC FBS CG Module, FMS1 Textbook, Test Paper
4. Procedures
4.1 Introductory Activity (____ Routinary Activities
minutes). What is food service?

4.2 Activity (____ minutes). The learners will discuss the development of food service industry.

4.3 Analysis (____ minutes). Why is it important to study the factors in the development of the food service industry?

4.4 Abstraction (____ minutes). What are the factors in the development of food service industry?
4.5 Application (____ minutes). Discussion
4.6 Assessment (___ minutes). Paper and Pencil Test
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,
What are the factors that influenced the
to gain insights on their understanding and to progress and Panel Discussion, Interview, Think-Pair-Share, Reading
clarify their thinking) development of the food service industry?
Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
(Teachers judge the quality of products produced by learners Model, Artwork, Multi-media Presentation, Product made in technical-vocational
according to agreed criteria) subjects
d) Tests
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

What is Personal Entrepreneurial Characteristics ( PECs ) ?
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

1. Remarks
2. Reflections
B. No. of learners who earned 80% in the evaluation.
C. No. of learners who require additional activities for remediation.
D. Did the remedial lessons work? No. of learners who have caught up with the lesson.
E. No. of learners who continue to require remediation.
F. Which of my learning strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor can help me solve?
H. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 05, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Assess Personal Entrepreneurial Competencies
00-1
Key Concepts / Understandings to be Developed The learners demonstrate an understanding the dimensions and characteristics of PECs.

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)

1. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Explain the importance and the different
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss characteristics of PECs
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate
Evaluate one’s PECs
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about
someone or something,
typically one that is
reflected in a person’s
behavior
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
Valuing - Develop honesty in answering the PECs
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study
Organization -
self-rating questionnaire
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, or der, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Maka-Tao:
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, Respect for Human Rights
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Personal Entrepreneurial Characteristics ( PECs)

3. Learning Resources K-12 BEC FBS CG Module, Hand outs, PECs Rating Questionnaire
4. Procedures
4.1 Introductory Activity (____ Routinary Activities
minutes). What are the characteristics that students should possess in Food and Beverage Services?

4.2 Activity (____ minutes). The learners will answer the 55 brief statements of the self-rating questionnaire of PECs

4.3 Analysis (____ minutes). Why is it important to assess oneself in the dimensions of PECs?

4.4 Abstraction (____ minutes). What are the three (3) clusters of PECs? Name the different characteristic traits.
4.5 Application (____ minutes). Let the students evaluate their Personal Entrepreneurial Competencies
4.6 Assessment (___ minutes). Talking to Learners
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,  Think – Pair Share:
to gain insights on their understanding and to progress and Panel Discussion, Interview, Think-Pair-Share, Reading
clarify their thinking)
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
Model, Artwork, Multi-media Presentation, Product made in technical-vocational
Discuss your weakest and strongest PECs.
according to agreed criteria) subjects
d) Tests
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson How can Personal Entrepreneurial Competencies help you become a successful
Enhancing / improving the day’s lesson
Preparing for the new lesson
entrepreneur?
4.8 Concluding Activity (____ minutes)

1. Remarks
The success of a business person greatly depends on certain set of characteristics
2. Reflections
called Personal Entrepreneurial Competencies or PECs.
I. No. of learners who earned 80% in the evaluation.
J. No. of learners who require additional activities for remediation.
K. Did the remedial lessons work? No. of learners who have caught up with the lesson.
L. No. of learners who continue to require remediation.
M. Which of my learning strategies worked well? Why did these work?
N. What difficulties did I encounter which my principal or supervisor can help me solve?
O. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 06, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Assess Personal Entrepreneurial Competencies
00-1
Key Concepts / Understandings to be Developed The learners demonstrate an understanding the dimensions and characteristics of PECs.

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)

1. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Enumerate the different characteristics of
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss PECs
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Enter the ratings from the completed
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate questionnaires on the rating of statement
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about
someone or something,
typically one that is
reflected in a person’s
behavior
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
Valuing - Do the addition and subtraction in each
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study
Organization -
row to compute the total scores
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, or der, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Maka-Tao:
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, Respect for Human Rights
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Personal Entrepreneurial Characteristics ( PECs)

3. Learning Resources K-12 BEC FBS CG Module, PECs Manual, Hand outs, PECs Rating Questionnaire and Statement
4. Procedures
4.1 Introductory Activity (____ Routinary Activities
minutes). What are the characteristics that students should possess in Food and Beverage Services?
The learners will enter the ratings from the completed questionnaire on the lines above the item
numbers parenthesis.
4.2 Activity (____ minutes).
Let them add and subtract each row to compute each PEC score
Add all the PECs scores to compute the total score.
4.3 Analysis (____ minutes). Why do you have to compute the total scores of each statements from the PECs questionnaire?

4.4 Abstraction (____ minutes). What are the three (3) clusters of PECs? Name the different characteristic traits.
4.5 Application (____ minutes). Let the students evaluate their Personal Entrepreneurial Competencies
4.6 Assessment (___ minutes). Lecture-Discussion
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning
to gain insights on their understanding and to progress and
Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,
Panel Discussion, Interview, Think-Pair-Share, Reading  Individual Activity
clarify their thinking)
Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
(Teachers judge the quality of products produced by learners
according to agreed criteria)
Model, Artwork, Multi-media Presentation, Product made in technical-vocational
subjects
Use the rating of statement format
d) Tests
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

What is a PEC Profile Graph?
Preparing for the new lesson

4.9 Concluding Activity (____ minutes)

1. Remarks
The success of a business person greatly depends on certain set of characteristics
2. Reflections
called Personal Entrepreneurial Competencies or PECs.
P. No. of learners who earned 80% in the evaluation.
Q. No. of learners who require additional activities for remediation.
R. Did the remedial lessons work? No. of learners who have caught up with the lesson.
S. No. of learners who continue to require remediation.
T. Which of my learning strategies worked well? Why did these work?
U. What difficulties did I encounter which my principal or supervisor can help me solve?
V. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 07, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Recognize the potential customer/ market in food and beverage Code: TLE-EM-7-12-
Learning Competency/ies:
services 00-2
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
1. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Identify the customer’s needs and wants
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss through consumer analysis.
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct Conduct a consumer and market analysis
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate
in food and beverage services market in
Creating the locality or town.
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about
someone or something,
typically one that is
reflected in a person’s
behavior
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
Formulate survey questions regarding
Valuing -
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study the basic needs and wants of people in a
Organization -
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
certain area as business opportunities
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO Responsible consumerism:

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Identifying the needs of the community, its
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, resources, available raw materials, skills and
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA appropriate technology

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Environment and market

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____
minutes).
Ask some questions: What is a costumer? What are wants and needs?

4.2 Activity (____ minutes). The learners will identify the needs and wants of customers in the community.

4.3 Analysis (____ minutes). Why is it important to study the profile of the potential customers?

4.4 Abstraction (____ minutes). Learners are required to observe the potential customers in the community.
Let the students make a survey questions regarding the basis needs and wants of the market /
4.5 Application (____ minutes).
customer.
4.6 Assessment (___ minutes).
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance
or behaviors are recorded, based on assessment criteria)
Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
Psychomotor Games, Simulation Activities, Science Experiment  Focus Group Discussion ( FGD )
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,
to gain insights on their understanding and to progress and Panel Discussion, Interview, Think-Pair-Share, Reading
clarify their thinking) Formulate survey questions regarding the basic needs
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
Model, Artwork, Multi-media Presentation, Product made in technical-vocational
and wants of people in a certain area for consumer
according to agreed criteria)
d) Tests
subjects
analysis.
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson Conduct an interview / survey on the potential customer / market in food and
Enhancing / improving the day’s lesson
Preparing for the new lesson
beverage services.
4.8 Concluding Activity (____ minutes)

1. Remarks
2. Reflections
W. No. of learners who earned 80% in the evaluation.
X. No. of learners who require additional activities for remediation.
Y. Did the remedial lessons work? No. of learners who have caught up with the lesson.
Z. No. of learners who continue to require remediation.
AA. Which of my learning strategies worked well? Why did these work?
BB. What difficulties did I encounter which my principal or supervisor can help me solve?
CC. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher 1
Date: June 11, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Recognize and understand the market in food and beverage services
00-1
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
1. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Identify the player/competitor within the
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss town
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
Create a business plan or a vicinity map
Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
reflective of the potential food and
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate beverage services market in the locality
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise or town.
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
emotional areas.
A settled way of thinking Valuing - Know the needs and wants of people in a
or feeling about Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study

someone or something,
typically one that is
reflected in a person’s
behavior
Organization -
certain area as business opportunities
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO Responsible consumerism:

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Identifying the needs of the community, its
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, resources, available raw materials, skills and
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA appropriate technology

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Environment and market

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____
minutes).
Ask some questions on how to be a successful entrepreneur.

The learners will create a business vicinity map reflective of potential food and beverage services
4.2 Activity (____ minutes).
market in the locality

4.3 Analysis (____ minutes). Why is it important to study the players of the town?

4.4 Abstraction (____ minutes). Learners are required to identify the value of market
4.5 Application (____ minutes). Let the students identify the market or town by creating business vicinity map.
4.6 Assessment (___ minutes). FGD
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment Concept Map:
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,  The learners shall be able to create a
to gain insights on their understanding and to progress and Panel Discussion, Interview, Think-Pair-Share, Reading
clarify their thinking) business vicinity map reflective of the
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
Model, Artwork, Multi-media Presentation, Product made in technical-vocational
potential food and beverage services market
according to agreed criteria)
d) Tests
subjects
in the town
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

What is the value of the customer?
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

3. Remarks Note: Not Carried Out – Welcome Back to School Program

4. Reflections
DD. No. of learners who earned 80% in the evaluation.
EE. No. of learners who require additional activities for remediation.
FF. Did the remedial lessons work? No. of learners who have caught up with the lesson.
GG. No. of learners who continue to require remediation.
HH. Which of my learning strategies worked well? Why did these work?
II. What difficulties did I encounter which my principal or supervisor can help me solve?
JJ. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher 1
Date: June 12, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Recognize and understand the market in food and beverage services
00-1
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
2. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Identify the player/competitor within the
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss town
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
Create a business plan or a vicinity map
Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
reflective of the potential food and
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate beverage services market in the locality
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise or town.
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about
someone or something,
typically one that is
reflected in a person’s
behavior
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
Valuing - Know the needs and wants of people in a
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study
Organization -
certain area as business opportunities
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO Responsible consumerism:

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Identifying the needs of the community, its
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, resources, available raw materials, skills and
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA appropriate technology

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Environment and market

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____
minutes).
Ask some questions on how to be a successful entrepreneur.

The learners will create a business vicinity map reflective of potential food and beverage services
4.2 Activity (____ minutes).
market in the locality

4.3 Analysis (____ minutes). Why is it important to study the players of the town?

4.4 Abstraction (____ minutes). Learners are required to identify the value of market
4.5 Application (____ minutes). Let the students identify the market or town by creating business vicinity map.
4.6 Assessment (___ minutes). FGD
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment Concept Map:
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,  The learners shall be able to create a
to gain insights on their understanding and to progress and Panel Discussion, Interview, Think-Pair-Share, Reading
clarify their thinking) business vicinity map reflective of the
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
Model, Artwork, Multi-media Presentation, Product made in technical-vocational
potential food and beverage services market
according to agreed criteria)
d) Tests
subjects
in the town
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

What is the value of the customer?
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

5. Remarks Note: Not Carried Out – HOLIDAY – 120th Philippine Independence Day Celebration
6. Reflections
KK. No. of learners who earned 80% in the evaluation.
LL. No. of learners who require additional activities for remediation.
MM. Did the remedial lessons work? No. of learners who have caught up with the lesson.
NN. No. of learners who continue to require remediation.
OO. Which of my learning strategies worked well? Why did these work?
PP. What difficulties did I encounter which my principal or supervisor can help me solve?
QQ. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher 1
Date: June 13, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Recognize and understand the market in food and beverage services
00-1
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
3. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Identify the player/competitor within the
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss town
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
Create a business plan or a vicinity map
Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
reflective of the potential food and
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate beverage services market in the locality
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise or town.
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
emotional areas.
A settled way of thinking Valuing - Know the needs and wants of people in a
or feeling about Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study

someone or something,
typically one that is
reflected in a person’s
behavior
Organization -
certain area as business opportunities
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, or der, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO Responsible consumerism:

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Identifying the needs of the community, its
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, resources, available raw materials, skills and
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA appropriate technology

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Environment and market

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____
minutes).
Ask some questions on how to be a successful entrepreneur.

The learners will create a business vicinity map reflective of potential food and beverage services
4.2 Activity (____ minutes).
market in the locality

4.3 Analysis (____ minutes). Why is it important to study the players of the town?

4.4 Abstraction (____ minutes). Learners are required to identify the value of market
4.5 Application (____ minutes). Let the students identify the market or town by creating business vicinity map.
4.6 Assessment (___ minutes). FGD
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment Concept Map:
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,  The learners shall be able to create a
to gain insights on their understanding and to progress and Panel Discussion, Interview, Think-Pair-Share, Reading
clarify their thinking) business vicinity map reflective of the
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
Model, Artwork, Multi-media Presentation, Product made in technical-vocational
potential food and beverage services market
according to agreed criteria)
d) Tests
subjects
in the town
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

What is the value of the customer?
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

7. Remarks
8. Reflections
RR. No. of learners who earned 80% in the evaluation.
SS. No. of learners who require additional activities for remediation.
TT. Did the remedial lessons work? No. of learners who have caught up with the lesson.
UU. No. of learners who continue to require remediation.
VV. Which of my learning strategies worked well? Why did these work?
WW. What difficulties did I encounter which my principal or supervisor can help me solve?
XX. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 14, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Develop a product or service in food and beverage services
00-4
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
1. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Identify what is of “value” to the
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss customer
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate
Explain the different types of market
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about
someone or something,
typically one that is
reflected in a person’s
behavior
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
Valuing -
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study Identify the target market
Organization -
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO Responsible consumerism:

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness
MAKAKALIKASAN
Identifying the needs of the community, its
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, resources, available raw materials, skills and
Orderliness, Saving the ecosystem, Environmental sustainability

eternal destiny of millions intentionally add values MAKABANSA appropriate technology

Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
to yourself and students everyday. Patriotism,
Productivity

2. Content Environment and market

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____ Routinary Activities
minutes). How was your survey with the needs and wants of customers?

4.2 Activity (____ minutes). The learners will define market and its value to the environment.

4.3 Analysis (____ minutes). Why do we have to study the trend of the market?

4.4 Abstraction (____ minutes). What is the importance of market?

4.5 Application (____ minutes). Let the students explain the different types of market.
4.6 Assessment (___ minutes).
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance
or behaviors are recorded, based on assessment criteria)
Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
Psychomotor Games, Simulation Activities, Science Experiment  Role Playing by group
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Group 1 – Industrial
to gain insights on their understanding and to progress and Panel Discussion, Interview, Think-Pair-Share, Reading
clarify their thinking) Group 2 – Reseller
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
Model, Artwork, Multi-media Presentation, Product made in technical-vocational
Group 3 – Institutional
according to agreed criteria) subjects
d) Tests
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

What is the difference between consumer and customer?
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

1. Remarks
2. Reflections
YY. No. of learners who earned 80% in the evaluation.
ZZ. No. of learners who require additional activities for remediation.
AAA. Did the remedial lessons work? No. of learners who have caught up with the lesson.
BBB. No. of learners who continue to require remediation.
CCC. Which of my learning strategies worked well? Why did these work?
DDD. What difficulties did I encounter which my principal or supervisor can help me solve?
EEE. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 15, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Select a business idea based on the criteria and techniques set
00-5
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
1. Objectives
Categories: Behavioral Verbs:
Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce
Knowledge Differentiate consumer to a customer
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss

Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Enumerate various criteria and steps in
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate selecting a business idea
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
emotional areas.
A settled way of thinking Valuing - Develop appreciation in consumer
or feeling about Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study

someone or something,
typically one that is
reflected in a person’s
behavior
Organization -
socialization
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
eternal destiny of millions intentionally add values
to yourself and students everyday.
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness Consumer socialization is a process by which people
MAKAKALIKASAN
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness,
develop their values, motivations and habitual
Orderliness, Saving the ecosystem, Environmental sustainability activity.
MAKABANSA
Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
Patriotism,
Productivity

2. Content Environment and market – Selecting Business Idea

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____ Routinary Activities
minutes). What is the difference between consumer and customer?

4.2 Activity (____ minutes). The learners will differentiate customer from a consumer.

4.3 Analysis (____ minutes). Why do we have to identify the target market for business idea?

4.4 Abstraction (____ minutes). What are the criteria and techniques in selecting a business idea?
4.5 Application (____ minutes). Let the students enumerate the criteria and techniques in selecting business idea
4.6 Assessment (___ minutes).
Assessment Method
Observation
Possible Activities
Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
Paper and Pencil test:
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,
1. What are the criteria in selecting business
to gain insights on their understanding and to progress and
clarify their thinking)
Panel Discussion, Interview, Think-Pair-Share, Reading idea?
Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, 2. Give at least 3 techniques in selecting
(Teachers judge the quality of products produced by learners Model, Artwork, Multi-media Presentation, Product made in technical-vocational
according to agreed criteria) subjects viable business idea.
d) Tests
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

Create a business idea based on the criteria / techniques set.
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

9. Remarks Note: Not Carried Out – HOLIDAY – Edi’l Fitr

10. Reflections
FFF. No. of learners who earned 80% in the evaluation.
GGG. No. of learners who require additional activities for remediation.
HHH. Did the remedial lessons work? No. of learners who have caught up with the lesson.
III. No. of learners who continue to require remediation.
JJJ. Which of my learning strategies worked well? Why did these work?
KKK. What difficulties did I encounter which my principal or supervisor can help me solve?
LLL. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN 2:00-3:00 – 10 - DIL
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 25, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Select a business idea based on the criteria and techniques set
00-5
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
1. Objectives
Categories: Behavioral Verbs:
Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce
Knowledge Differentiate consumer to a customer
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss

Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Enumerate various criteria and steps in
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate selecting a business idea
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
emotional areas.
A settled way of thinking Valuing - Develop appreciation in consumer
or feeling about Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study

someone or something,
typically one that is
reflected in a person’s
behavior
Organization -
socialization
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
eternal destiny of millions intentionally add values
to yourself and students everyday.
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness Consumer socialization is a process by which people
MAKAKALIKASAN
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness,
develop their values, motivations and habitual
Orderliness, Saving the ecosystem, Environmental sustainability activity.
MAKABANSA
Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
Patriotism,
Productivity

2. Content Environment and market – Selecting Business Idea

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____ Routinary Activities
minutes). What is the difference between consumer and customer?

4.2 Activity (____ minutes). The learners will differentiate customer from a consumer.

4.3 Analysis (____ minutes). Why do we have to identify the target market for business idea?

4.4 Abstraction (____ minutes). What are the criteria and techniques in selecting a business idea?
4.5 Application (____ minutes). Let the students enumerate the criteria and techniques in selecting business idea
4.6 Assessment (___ minutes).
Assessment Method
Observation
Possible Activities
Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
Paper and Pencil test:
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,
1. What are the criteria in selecting business
to gain insights on their understanding and to progress and
clarify their thinking)
Panel Discussion, Interview, Think-Pair-Share, Reading idea?
Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, 2. Give at least 3 techniques in selecting
(Teachers judge the quality of products produced by learners Model, Artwork, Multi-media Presentation, Product made in technical-vocational
according to agreed criteria) subjects viable business idea.
d) Tests
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

Create a business idea based on the criteria / techniques set.
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

1. Remarks
2. Reflections
MMM. No. of learners who earned 80% in the evaluation.
NNN. No. of learners who require additional activities for remediation.
OOO. Did the remedial lessons work? No. of learners who have caught up with the lesson.
PPP. No. of learners who continue to require remediation.
QQQ. Which of my learning strategies worked well? Why did these work?
RRR. What difficulties did I encounter which my principal or supervisor can help me solve?
SSS. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Division of Lapu-Lapu City
Babag National High School
INSTRUCTIONAL PLAN 2:00-3:00 – 10 - DIL
Name: AILEEN SHEILA D. MUÑEZ Position/Designation: Teacher I
Date: June 26, 2018 Learning Area: TLE- FBS Grade Level: 10 Quarter: 1ST Duration: 1 hr.
Code: TLE-EM-7-12-
Learning Competency/ies: Develop a brand for the product
00-5
Demonstrate understanding of the concept environment and market and how they relate to the
Key Concepts / Understandings to be Developed
field to food and beverage services particularly in ones’ town or municipality
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
1. Objectives
Categories: Behavioral Verbs:

Knowledge Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Identify the benefits of having a good
Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss brand
Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Enumerate recognizable brands in the
Skills Evaluating
coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate town or municipality
Creating
generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise
Categories:
Receiving Phenomena - Awareness, willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use

Attitude Responding to Phenomena -

Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about
someone or something,
typically one that is
reflected in a person’s
behavior
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write
Valuing -
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study Identify criteria for developing a brand
Organization -
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values -
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify

List of Values:
MAKA-DIYOS
Values Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

A learner's principles or standards of behavior; MAKA-TAO

one's judgment of what is important in life.
Go beyond learner’s life on earth, include more
than wealth and fame, and would affect the
eternal destiny of millions intentionally add values
to yourself and students everyday.
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness Consumer socialization is a process by which people
MAKAKALIKASAN
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness,
develop their values, motivations and habitual
Orderliness, Saving the ecosystem, Environmental sustainability activity.
MAKABANSA
Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony,
Patriotism,
Productivity

2. Content Environment and market – Branding

3. Learning Resources K-12 BEC FBS CG Module, Chart
4. Procedures
4.1 Introductory Activity (____ Routinary Activities
minutes). What are the criteria in selecting business ideas?

4.2 Activity (____ minutes). The learners will identify the benefits of having a good brand.

4.3 Analysis (____ minutes). Why do we have to develop a brand in one’s business?

4.4 Abstraction (____ minutes). What are the criteria in developing a brand?
4.5 Application (____ minutes). Discussion
4.6 Assessment (___ minutes).
Assessment Method Possible Activities
Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor &
or behaviors are recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science Experiment
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip,
Brainstorming on recognizable brands or
to gain insights on their understanding and to progress and
clarify their thinking)
Panel Discussion, Interview, Think-Pair-Share, Reading
products in the town or province.
Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
(Teachers judge the quality of products produced by learners Model, Artwork, Multi-media Presentation, Product made in technical-vocational
according to agreed criteria) subjects
d) Tests
Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test,
(Teachers set tests or quizzes to determine learners’ ability
Pre and Post Test, Diagnostic Test, Oral Test, Quiz
to demonstrate mastery of a skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

Describe a food service operations
Preparing for the new lesson

4.8 Concluding Activity (____ minutes)

1. Remarks
2. Reflections
TTT.No. of learners who earned 80% in the evaluation.
UUU. No. of learners who require additional activities for remediation.
VVV. Did the remedial lessons work? No. of learners who have caught up with the lesson.
WWW. No. of learners who continue to require remediation.
XXX. Which of my learning strategies worked well? Why did these work?
YYY. What difficulties did I encounter which my principal or supervisor can help me solve?
ZZZ. What innovation or localized materials did I use/discover which I wish to share with other teachers?