DAILY LESSON LOG
School
GRADE 8
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
D. References
1.Teacher’s Guide Pages
2. Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
Grade Level 12
Teacher Learning Area Entrepreneurship
Teaching Dates and Time Quarter 3
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts, underlying principles and core competencies in Entrepreneurship.
The learner independently creates/provides a quality and marketable product and/or service in Entrepreneurship as prescribed in the TESDA Training Regulation
At the end of the lesson, the learners should be able to:
a. Define entrepreneur and entrepreneurship
b. Describe the salient features of entrepreneurship
c. Discuss the different theories on entrepreneurship
d. Distinguish between entrepreneurial venture and ordinary small business activity
Theories of Entrepreneurship
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
Nick L. Aduana (2016). Entrepreneurship in Philippine Setting, C and E Publishing Inc.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Teacher reviews activities from the last session.
Teacher presents the different theories of entrepreneurship and gives a brief explanation for each.
Theories of Entrepreneurship
1. Innovation Theory – was contributed by Joseph Schumpeter, an Austrian economist and political scientist. He wrote about it in his book, The theory of Economic Development.
The Innovation Theory regards economic development as the product of structural change or innovation.
It becomes the primary role of the entrepreneur to introduce innovation in any of the following forms:
a. new product
b. new production method
c. new market
d. new supplier
c. new industry structure
2. Keynesian Theory – was developed by John Maynard Keynes, a British economist. The General Theory of Employment, Interest and Money, which was published during the Great
 Depression in 1936.
The theory put so much emphasis on the role of the government in entrepreneurial and economic development, most especially when the economy was experiencing depression. It
suggests that entrepreneurial activities may not be favorable in the future unless the short-term problem of economic disequilibrium is finally resolved through the active participation of
the government.
3. Alfred Marshal Theory - Alfred Marshall an English economist strongly asserted that there are four factors in the production (land, labor, capital and organization) of goods and
services in the economy, he considered organization as the coordinating element. Without the active participation of organization, the other factors of production will remain inactive in
their role for economic development.
4. Risk and Uncertainty-Bearing Theory – Frank Hyneman Knight, an American economist, conceptualized the risk and uncertainty bearing theory of entrepreneurship in his book, Risk,
Uncertainty and Profit.
By adopting some concepts of the early economist, Knight viewed an entrepreneur as an agent of the production process where he/she connects the producers and the consumers.
Knight, however, added risk-taking as an important dimension that will differentiate an entrepreneur from a worker.
Knight considered uncertainty an important factor in the production of goods and services. He believed that the entrepreneur must anticipate possible random events to happen while
shouldering the risk at the same time. The entrepreneur would be eventually rewarded with high profits.

Other Theories on Entrepreneurship

1. Weber’s Sociological Theory – In sociological theory, Max Weber stressed that social cultures are the primary driving elements of entrepreneurship. The entrepreneur is expected to
perform the role of a good constituent by executing his/her entrepreneurial activities in line with good customs and traditions, religious beliefs and morals.
2. Kaldor’s Technological Theory – The technological theory was developed by Nicholas Kaldor who considered modern technology as an essential factor in production. In the absence of
modern technology application in entrepreneurship, economic development would be slow and growth might not be expected. The entrepreneur is expected to keep abreast with
modern technology and find ways to apply the same in the entrepreneurial endeavor. Proper application of modern technology will promote efficiency in the production of goods and
D. Discussing new concepts and
services.
practicing new skills #1
3. Leibenstein’s Gap-Filling Theory - In this theory on entrepreneurship, Henry Leibenstein proposed that the primary role of entrepreneurship in any economic activity is to fill the
existing gap. Entrepreneurship is responsible for recognizing trends in the market. The entrepreneur is expected to possess abilities that will connect the different markets. He/She must
extend assistance to entrepreneurial ventures experiencing failures and deficiencies.
4. Kirzner’s Learning-Alertness Theory – Israel Kirzner was the main proponent of this theory. He pointed out spontaneous learning and alertness as the two major attributes of
entrepreneurship in any given economy. The entrepreneur must be alert in recognizing entrepreneurial opportunities and the ignorance of consumers as well. He/She must immediately
find appropriate remedy to correct the error or wrong perception.

E. Discussing new concepts and Ask the class to discuss the features and significance of the theories on entrepreneurship.
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical applications Discuss: A theory is a generalization that explains a set of facts or phenomena. It is not an absolute truth. It can be supported by another observation or proven to be otherwise.
of concepts and skills in daily
living
H. Making generalizations and Form groups of six members each, preferably with members from the same community. Observe the activities of the entrepreneur in your local community. Report your observation in
abstractions about the lesson class.
I. Evaluating learning Mae your own theory on entrepreneurship for the businesses that you observed, give your theory a name and explain how it applies to the said business.
J. Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the
formative assessment

B. No. of learner who require additional

activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require

E. Which of my teaching strategies worked

well? Why did these work

F. What difficulties did I encounter which

my principal or superior can help me
solve?

G. What innovation or localized materials

did I use/ discover which I wish to share
with other teachers?