Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
7 T. L. E. 7-EARTH I 1 hr (8:45-9:45 am) June 13, 2017
Learning Competency/ies: Code:
Identify electrical supplies, materials and tools
(Taken from the Curriculum Guide)

Key Concepts / Understandings to be Identify electrical supplies and materials needed in electrical/wiring installation
Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)

Showing pictures of the supplies and materials, the students will be able to recognize the uses and name of the supplies and materials with at
Knowledge Remembering least 75% accuracy
The fact or condition of knowing
something with familiarity gained
through experience or association Understanding

Applying
Identify the uses of supplies and materials with 75% precision.
Skills
The ability and capacity Analyzing At the end of the introductory activity, the students can be able to identify on the given pictures with
acquired through deliberate, systematic,
and sustained effort to smoothly and
80% accuracy.
adaptively carryout complex activities or
the ability, coming from one's
knowledge, practice, aptitude, etc., to do
Evaluating
something

Creating

Attitude Responding to phenomena

Values Valuing The students know how to use the electrical tools in specification to a particular supplies and materials.

2. Content ELECTRICAL SUPPLIES AND MATERIALS

3. Learning Resources pictures, illustrations, charts, media clips, TG and LM

4. Procedures
4.1 Introductory Activity
Checking the attendance of the students.
minutes

4.2 Activity
minutes
4.3 Analysis
minutes
4.4 Abstraction
minutes
4.5 Application
minutes
4.6 Assessment
Talking to Learners/ Conferencing
minutes
4.7 Assignment
Enhancing / improving the day’s less
minutes
4.8 Concluding Activity
minutes

5.      Remarks Not carried out due to Barangay Fiesta..

6.      Reflections

C.   Did the remedial lessons work? No. of learners who have caught up with the
A.  No. of learners who earned 80% in the evaluation. lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning strategies worked well? Why did these

work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:

Name: School:
GUILBERTH C. ROSELL CALAPE NATIONAL HIGH SCHOOL
Position/
Designation: TEACHER 1 Division:
CEBU PROVINCE
Contact
Number: Email address:
09156435396 guilberthrosell@gmail.com
 (The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 MAPEH 9 I 1 hr Sept.5-9,2022
Learning Competency/ies: describes the musical elements of selected vocal and code
(Taken from the Curriculum Guide) instrumental music of Medieval period. MU9MRB

Key Concepts / Understandings

The learner demonstrates understanding of characteristic features of the Medieval Period.
to be Developed

Adapted Cognitive Process

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

Knowledge Remembering
The fact or
condition of knowing
something with familiarity
Understanding Describe the musical element of selected vocal and instrumental music of Medieval, Renaissance
gained through experience
or association and Baroque music.

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout Evaluating
complex activities or the
ability, coming from one's Relate Medieval,Renaissance, Baroque music to other forms and history within the era.
knowledge, practice, aptitude,
etc., to do something Creating
The students will be able to perform music from Medieval, Renaissance and Baroque period.
Attitude Responding to
phenomena Given all presented topics, the students will be able to give importance and purpose of the music.

Values Valuing

Demonstrates understanding of characteristic features of Medieval, Renaissance and

2. Content Baroque period music.

3. Learning Resources Curriculum guide and Learning Materials

4. Procedures

4.1 Introductory Activity The teacher will show some pictures to the class and let the students anwer about the picture. What is the picture all
about?
10 minutes
4.2 Activity Activity 2: After forming another group, the students then will create their own concept map on what they
10 minutes have understood about medieval music.
4.3 Analysis
To show appreciation of Medieval music , perfororm a Gregorian chant or secular song. Both may have
10 minutes accompaniment, which may be a group, as long as you practice healthy safety.

4.4 Abstraction Using the Venn diagram, compare and contrast the Gregorian chant and the secular music of Medieval
period. Draw the diagram in a short bondpaper.
15 minutes
4.5 Application

Write G on the line if the characteristic refers to Gregorian Chant ; otherwise, write S for secular music. Write
10 minutes B if the characteristic refers to both.
_______1. in triple meter _______4.written in one melody
_______2. Medieval Music _______5. written in one native
language
_______3. less varied themes
4.6 Assessment Enumeration: Give the correct answer.
1-5. Give atleast five Gregorian characteristic.
6-10. Secular songs have the ff. distinguishing traits, in comparison with the Gregorian
10 minutes Chants. Give atleast 5 traits.

4.7 Assignment Enriching / inspiring the day’s Write a reflection which expresses your thoughts on what you have
lesson discovered and learned about the music of the Medieval Period.
10 minutes
4.8 Concluding Activity Let somebody to talk from each of the group to give their impressions and how they were able to respond to
10 minutes it.

5.      Remarks
6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional activities

for remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

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

Prepared by:

Name: School:
Joana Saspa Dover Academic Center For Excellence
Position/
Designatio
n: Teacher
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP Blg.: Asignatura: Baitang: Kwarter: Duration: Date:

Pebrero
4 KONTEMPORARYUNG ISYU 10 IV 60 minuto 5,2019
Gabayan ng Pagkatuto Natatalakay ang pagkabuo ng karapatang pantao batay sa Code:
Universal Declaration of Human Rights at Saligang Batas ng 1987
(Taken from the Curriculum ng Pilipinas. AP10MKP-IVd-4
Guide)
Susi ng Konsepto ng Pag-unawa Natatalakay ang konstekstong historikal ng pag-unlad ngkonsepto ng karapatang pantao.
Domain Adapted Cognitive Process Mga Layunin:
Knowledge(Kaala Dimensions (D.O. No. 8, s. 2015)
-man) Remembering (Pag-alala)
The fact or
condition of
knowing
something with Natatalakay ang kontekstong historikal ng pag-unlad ng konsepto ng karapatang
familiarity gained Understanding(Pag-unawa) pantao mula sinaunang panahon hanggang sa pagkabuo ng Universal Declaration of
through Human Rights;
experience or
association
Skills (Kasanayan)
Applying(Pag-aaplay)

The ability and

capacity acquired Analyzing(Pag-unawa) Nailalahad ang dokumento at mga nakapaloob na karapatang pantao sa pagkakabuo
through ng Universal Declaration of Human Rights;
deliberate,
systematic, and Evaluating
sustained effort to
smoothly and
adaptively
carryout complex
activities or the
ability, coming Creating(Paglikha) Nakakabuo ng sariling konklusyon o ideya tungkol sa pag-unlad at paggamit ng
from one's karapatang pantao;
knowledge,
practice, aptitude,
etc., to do
something

Attitude
(Saloobin) Responding to phenomena

Napapahalagahan ang pagkabuo ng Universal Declaration of Human Rights sa

Values
(Pagpapahalaga) Valuing pamamagitan ng paggamit ng karapatan upang maging aktibong mamamayan sa
lipunan.
2. Content(Nilalaman) Mga Karapatang Pantao
CM, Modyul,Instructional Plan, Instructional Materials/Diagram, Larawan,
3. Learning Resources(KagamitangPanturo) Chalk at Pentel Pen
4. Procedures(Pamamaraan)

4.1 Pagganyak
Presentasyon ng isang larawan na nagpapakita ng pagiging timawa o ang walang kakayahang paggamit
ng karapatan noong unang panahon;
3 minuto

4.2 Gawain Batay sa larawan, ang mag-aaral ay bubuo ng ideya kung bakit walang sapat na kakayahan ang
mamamayan sa paggamit ng kanilang karapatan.
7 minuto

4.3 Analisis 1.Gaano nga ba kahalaga ang bawat karapatan ng isang tao? 2. Ano ang mangyayari kung gagamitin ng
isang tao ang kanyang karapatan sa isyu ng lipunan?
5 minuto
4.4 Abstraksyon
Malayang Talakayan tungkol sa pagkabuo ng karapatang pantao batay sa Universal Declaration of Human
20 minuto Rights. Tanong: 1. Ano ba ang mga pagbabago sa pagkabuo ng karapatang pantao?
S
t
e
e
l

S
q
u
a
r
e

4.5 Aplikasyon
H
a
c
k
S
a
w

C 15 minuto
r
4.6
o Assessment Bilang isang mamamayan, paano mo gagamitin ang iyong
s
s
-
5 minuto karapatan upang maging isang aktibong mamamayan sa lipunan?
c
4.7
u Takdang Aralin
t Saliksikin at basahin ang Universal Declaration of Human Rights at
Enriching / inspiring the day’s lesson
S 3 minuto ang Bill of Rights.
a
w
4.8 Concluding Activity
Human rights are not a privilege conferred by government. They are every human being's entitlement by
2 minuto virtue of humanity. -Mother Teresa

P
5.      Remarks
i
p
e

C
6.      Reflections
u
t
t
e
rA.  No. of learners who earned C.   Did the remedial lessons work? No. of
P
i
80% in the evaluation. learners who have caught up with the lesson.
pB.   No. of learners who require
e D.  No. of learners who continue to require
additional activities for remediation.
T
hremediation.
rE.   Which of my learning
astrategies worked well? Why
e

ddid these work?

e
r
i
p
e

T
h
r
e
a
d
e
r
F.   What difficulties did I
encounter which my principal or
supervisor
G.  can help me
What innovation solve?
or localized
materials did I use/discover
Pwhich I wish to share with other
i
pteachers?
e

R
Inihanda ni:
e
a
m
e
Name:
r JESSA CRISTY C. TUICO School: DAANBANTAYAN NATIONAL HIGH SCHOOL

Position/
Designati Division:
on:
S
p GURONG-NAGSASANAY CEBU PROVINCE
i
r
Contact
i
Email address:
Number:
t

L 9974329204 jessacristytuico7@gmail.com
e
v
e
l

P
l
u
m
b

L
o
b
T
e
f
l
o
n

T
a
p
e

F
a
u
c
e
t

P
V
C
P
i
p
e

F
i
t
t
i
n
F
i
t
t
i
n
g
(The process of systematically planning, developing, evaluating and managing the instructional process
s by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP Blg.: Asignatura: Baitang: Kwarter: Duration: Date:

4 KONTEMPORARYUNG ISYU 10 IV 60 minuto Pebrero

5,2019
Gabayan ng Pagkatuto Natatalakay ang pagkabuo ng karapatang pantao batay sa Code:
(Taken from the Curriculum Universal Declaration of Human Rights at Saligang Batas ng 1987
Guide) ng Pilipinas. AP10MKP-IVd-4

Ang karapatang pantao batay sa Universal Declaration of Human Rights at saligang batas ng
Susi ng Konsepto ng Pag-unawa 1987 ng Pilipinas.

Domain Adapted Cognitive Process Mga Layunin:

Dimensions (D.O. No. 8, s. 2015)

Remembering (Pag-alala)
Knowledge(Kaala
-man)
The fact or
condition of
knowing
something with Natatalakay ang kontekstong historikal ng pag-unlad ng konsepto ng karapatang
1 Understanding(Pag-unawa) pantao mula sinaunang panahon hanggang sa pagkabuo ng Universal Declaration of
.familiarity gained
through Human Rights;
experience or
association

Applying(Pag-aaplay)

Analyzing(Pag-unawa) Nailalahad ang dokumento at mga nakapaloob na karapatang pantao sa pagkakabuo

ng Universal Declaration of Human Rights;
Evaluating

Skills (Kasanayan)

Creating(Paglikha)

Attitude Nakakabuo ng sariling konklusyon o ideya tungkol sa pag-unlad at paggamit ng

(Saloobin) Responding to phenomena
karapatang pantao;
Napapahalagahan ang pagkabuo ng Universal Declaration of Human Rights sa
Values Valuing
2 (Pagpapahalaga) pamamagitan ng paggamit ng karapatan upang maging aktibong mamamayan sa
.
lipunan.
2. Content(Nilalaman) Mga Karapatang Pantao
2
.

CM, Modyul,Instructional Plan, Instructional Materials/Diagram, Larawan,

3. Learning Resources(KagamitangPanturo) Chalk at Pentel Pen
4. Procedures(Pamamaraan)
4.1 Pagganyak Presentasyon ng isang larawan na nagpapakita ng pagiging timawa o ang walang kakayahang paggamit
ng karapatan noong unang panahon.
3 minuto

4.2 Gawain Ang bawat mag-aaral ay bubuo ng ideya kung ano ang karapatang pantao. Ibibigay din nila kung ano pa
ang nalalaman nilang karapatan ng isang tao.
7 minuto

4.3 Analisis 1.Gaano nga ba kahalaga ang bawat karapatan ng isang tao? 2. Ano ang mangyayari kung gagamitin ng
isang tao ang kanyang karapatan sa isyu ng lipunan?
5 minuto
4.4 Abstraksyon Malayang Talakayan tungkol sa pagkabuo ng karapatang pantao batay sa Universal Declaration of Human
Rights. Tanong: Ano-ano ang mga dokumentong nakapaloob sa pagkabuo ng Universal Declaration of
20 minuto
3
.
Human Rights.
4.5 Aplikasyon

15 minuto

4
.
4.6 Assessment Bilang isang mamamayan, paano mo gagamitin ang iyong
karapatan upang maging isang aktibong mamamayan sa lipunan?
5
. 5 minuto

4.7 Takdang Aralin

Saliksikin at basahin ang Universal Declaration of Human Rights at
Enriching / inspiring the day’s lesson
3 minuto ang Bill of Rights.
4.8 Concluding Activity Human rights are not a privilege conferred by government. They are every human being's entitlement by
2 minuto virtue of humanity. -Mother Teresa
5.      Remarks
6.      Reflections
A.  No. of learners who earned C.   Did the remedial lessons work? No. of
80% in the evaluation. learners who have caught up with the lesson.
B.   No. of learners who require
additional activities for D.  No. of learners who continue to require
remediation.
remediation.
E.   Which of my learning
strategies worked well? Why
did these work?

F.   What difficulties did I

encounter which my principal or
supervisor can help me solve?

G.  What innovation or localized

materials did I use/discover
6
.
which I wish to share with other
teachers?

Inihanda ni:
Name: JESSA CRISTY C. TUICO School: DAANBANTAYAN NATIONAL HIGH SCHOOL

Position/
Designati Division:
on:
GURONG-NAGSASANAY CEBU PROVINCE
Contact
Number: 9974329204 Email address:
jessacristytuico7@gmail.com

7
.
7
.

Instructional Planning
8 (The process of systematically planning, developing, evaluating and managing the instructional process
.
by using principles of teaching and learning - D.O. 42, s. 2016)
9 Detailed Lesson Plan (DLP) Format
.

DLP Blg.: Asignatura: Baitang: Kwarter: Duration: Date:

3 KONTEMPORARYUNG ISYU 10 IV Pebrero 4,

60 minuto
2019
Gabayan ng Pagkatuto Napahahalagahan ang papel ng isang mamamayan para sa Code:
(Taken from the Curriculum pagbabagong panlipunan. AP10PKK-IVC-3
Guide)
Susi ng Konsepto ng Pag-unawa Mga pagpahahalaga sa papel ng isang mamamayan para sa pagbabagong lipunan.

Domain Adapted Cognitive Process Mga Layunin:

Dimensions (D.O. No. 8, s. 2015)
Remembering (Pag-alala)
Knowledge(Kaala
-man)
The fact or
condition of
knowing
something with
familiarity gained
through
experience or
association

1
0
.
Knowledge(Kaala
-man)
The fact or
condition of
knowing
something with Nauunawaan ang kahalagahan sa papel ng isang mamamayan sa pagbabagong
familiarity gained Understanding(Pag-unawa) lipunan;
through
experience or
association

1
0
.
Skills (Kasanayan)
Applying(Pag-aaplay) Naipapakita ang pagpapahalaga sa papel ng isang mabuting mamamayan sa
pamamagitan ng isang dula;
The ability and Analyzing(Pag-unawa)
capacity acquired Evaluating
through
deliberate,
systematic, and
sustained effort to
smoothly and
adaptively
carryout complex
activities or the Creating(Paglikha)
ability, coming
from one's
knowledge,
practice, aptitude,
etc., to do
something

Attitude Nakakalikha ng ideya o pananaw batay sa pagpapahalaga sa papel ng isang

Responding to phenomena
(Saloobin) mabuting mamamayan sa lipunan sa pamamagitan ng islogan;
1 Values Valuing Napapahalagahan ang pagiging pagkamamamayang Pilipino sa pamamagitan ng
1
.
(Pagpapahalaga) paggamit ng kanyang papel o tungkulin para sa pagbabagong panlipunan.
2. Content(Nilalaman) Pagkamamamayan: Konsepto at Katuturan
CM, Modyul,Instructional Plan, Chalk,Pentel Pen, Larawan, Papel
3. Learning Resources(KagamitangPanturo)
Pamantayan sa Paghuhusga
4. Procedures(Pamamaraan)
4.1 Pagganyak Presentasyon ng isang larawan .
Batay sa larawang ito, ipinapakita ba ng
3 minuto isang mamamayan na pinapahalagahan niya ang kanyang papel o tungkulin para sa pagbabagong
panlipunan?
Pangkatang Gawain. Ang bawat mag aaral ay papangkatin sa limang grupo. Bawat grupo ay
4.2 Gawain magkakaroon ng dula-dulaan na magpapakita sa kahalagahan sa paggamit ng papel ng isang
mamamayan sa pagbabagong lipunan. Ang dula ay 3-4 na minuto lamang.

27 minuto Bawat grupo na magsasadula ay susunod sa pamantayang paghuhusgang ito: Nilalaman- 50% Pag-arte-
30% Organisasyon- 20%

1.Gaano kahalaga ang pag-unawa sa kahalagahan ng pagtugon ng tungkulin/papel ng isang mamamayan

4.3 Analisis sa pagbabagong panlipunan? Ano ba ang magiging bunga kung ang papel na ito ay ating
pahahalagahan?
5 minuto
4.4 Abstraksyon Tanong: 1. Gaano kahalaga ang pagtugon at paggamit ng tungkulin ng isang mamamayan sa
5 minuto pagbabagong panlipunan?
1
4.5
2 Aplikasyon Ang mga mag-aaral ay makakalikha ng ideya batay sa kahalagahan ng papel ng isang mamamayan sa
.
pamamagitan ng islogan.
1
2
.
Ang mga mag-aaral ay makakalikha ng ideya batay sa kahalagahan ng papel ng isang mamamayan sa
10 minuto pamamagitan ng islogan.
4.6 Assessment Bilang isang mamamayan, paano mo mapahahalagahan ang iyong
5 minuto papel para sa pagbabagong panlipunan?
4.7 Takdang Aralin Ibahagi ang iyong kaalaman: Bilang mamamayan, ano pa ba ang
Enriching / inspiring the day’s lesson maaari mong gawin para tugunan ang isyu sa pagbabagong
3 minuto
panlipunan?
4.8 Concluding Activity
"Papel at tungkulin ay gamitin upang mabuting lipunan ay mapasa 'tin!"
2 minuto
5.      Remarks
6.      Reflections
A.  No. of learners who earned C.   Did the remedial lessons work? No. of
80% in the evaluation. learners who have caught up with the lesson.
B.   No. of learners who require
additional activities for D.  No. of learners who continue to require
remediation.
remediation.
E.   Which of my learning
strategies worked well? Why
did these work?

F.   What difficulties did I

encounter which my principal or
supervisor can help me solve?

G.  What innovation or localized

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

Inihanda ni:
Name: JESSA CRISTY C. TUICO School: DAANBANTAYAN NATIONAL HIGH SCHOOL

Position/
Designati Division:
on:
GURONG-NAGSASANAY CEBU PROVINCE
Contact Email address:
Number: 9974329204 jessacristytuico7@gmail.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson

Enriching / inspiring the day’s

lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment

Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning

Daily Lesson Plan (DLP) Format

Learning Area: Grade

DLP No.: Quarter: Duration: Date:
Level:

1 TLE- COOKERY 9 I 1 hr September 5-9, 2022

Learning Competency/ies: Code:
Explains the dimension / cluster of PECs
and the different characteristic traits per
(Taken from the Curriculum Guide) cluster . TLE_IAPB7

Key Concepts / Understandings Dimension of personal Entrepreneurial Competencies (PECs)

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

Knowledge Remembering Identify entrepreneurial competencies.

The fact or
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Analyzing
The ability and
capacity acquired through
deliberate, systematic, and Evaluating Demonstrates an understanding the dimension and characteristics of PECs.
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something Creating

Attitude Responding to The students will be able to recommend specific strategies to improve "weak" areas
phenomena and sustain "strong" areas in their PECs.

Values Valuing The students will be able to apply the concept review of personal entrepreneurial
competencies in daily life.
2. Content Assess personal entrepreneurial competencies.

3. Learning Resources Curriculum Guide and Learning Module

4. Procedures
4.1 Introductory Activity
Activity 1: Show a quote being said by Albert Einstein. What does the quote mean?
5 minutes

4.2 Activity Activity 2: Showing different materials and tools used for plumbing. Let them identify and describe
5 minutes the given materials and tools.

Personal Entrepreneurial Competencies

There has been many studies to characterize “the entrepreneurial
personality”; although there is no isolated set of traits that guarantee success, there
4.3 Analysis were identified behaviors found common to most successful entrepreneurs.
15 minutes

I t was found out that these behaviors were also typical entrepreneurial behaviors. The
entrepreneurial qualities, more known as the Personal Entrepreneurial
Competencies (PECs) are as follows:
 Achievement Cluster
 Opportunity seeking – Entrepreneurs have a good eye for spotting business
opportunities and acts on these opportunities appropriately.
 Persistence - Entrepreneurs do not easily give up in the face of obstacles.
They will take repeated or different actions to overcome the hurdles of
business. This includes making a personal sacrifice or extraordinary effort to
complete a job.
 Commitment to work contract - Entrepreneur do their best to satisfy
customers and to deliver what is promised. They accept full responsibility for
problems when completing a job for customers.
 Risk-taking - Entrepreneur are known for taking calculated risks and doing
tasks that are moderately challenging.
 Demand for efficiency and quality - Entrepreneur see to it that the business
meets or exceeds existing standards of excellence and exerts efforts to
improve past performance and do things better. They set high but realistic
standards.
Planning Cluster
 Goal setting - Entrepreneur knows how to set specific, measurable, attainable,
realistic, and time-bound (SMART) goals. It is easy for them to divide large
goals into short-term goals.
 Information seeking - Entrepreneur update themselves with new information
about
Planning herCluster
customers, the market, suppliers, and competitors. This is rooted to
their innate
 Goal setting sense of curiosity.knows how to set specific, measurable, attainable,
- Entrepreneur
realistic,
Systematic planning
and time-bound and(SMART)
monitoring - Entrepreneurs
goals. It is easy fordevelop
them to and uselarge
divide logical,
step-by-step plans to reach
goals into short-term goals. their goals. They monitor progress towards goals
and to alter strategies when necessary.
 Information seeking - Entrepreneur update themselves with new information
Power
about her Cluster
customers, the market, suppliers, and competitors. This is rooted to
their
Persuasion and networking
innate sense of curiosity.- Entrepreneurs know how to use the right
strategies to influence
 Systematic planning and or persuade
monitoringother people. Theydevelop
- Entrepreneurs have naturally
and use logical,
established a network of people who they can turn to
step-by-step plans to reach their goals. They monitor progressin order totowards
achievegoals
their
objectives.
and to alter strategies when necessary.
LM-Cookery Grade 9
5
 Self-confidence - Entrepreneurs have a strong belief in themselves and their
own abilities. They have self-awareness and belief in their own ability to
complete a difficult task or meet a challenge.
Power your
Assess Cluster
Personal Entrepreneurial Competencies by answering the item
 Persuasion and networking - Entrepreneurs know how to use the right
strategies to influence or persuade other people. They have naturally
established a network of people who they can turn to in order to achieve their
objectives.

 Self-confidence - Entrepreneurs have a strong belief in themselves and their

own abilities. They have self-awareness and belief in their own ability to
complete a difficult task or meet a challenge.

4.4 Abstraction

Let the students try to ponder for a while the importance of having entrepreneurial qualities. Let
them associate that importance to a certain instance of their life. They can write it in a journal and
5 minutes
afterwards, some can vounteer to share their output.

Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire

Read each statement carefully and answer honestly based on how well it describes you. There are
five choices as follows: Please write the number you have selected on the space before each
statement. Some statements may be similar but no two are exactly alike. Please go through each
4.5 Application statement and answer all the item.
Always -5 Usually -4 Sometimes - 3 Rarely - 2 Never -1

Rating
________1. I look for things that need to be done.
________2. When I am faced with a difficult problem, I spend a lot of time trying to find a
solution._______3. I complete my work on time.
________4. It bothers me when things are not done very well.
________5. I prefer situations in which I can control the outcomes as much as possible.
________6. I like to think about the future.
________7. When starting a new task or project, I gather a great deal of information before
going ahead.
________8. I plan a large project by breaking it down into smaller tasks.
 Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire
Read each statement carefully and answer honestly based on how well it describes you. There are
five choices as follows: Please write the number you have selected on the space before each
statement. Some statements may be similar but no two are exactly alike. Please go through each
statement and answer all the item.
Always -5 Usually -4 Sometimes - 3 Rarely - 2 Never -1

Rating
________1. I look for things that need to be done.
________2. When I am faced with a difficult problem, I spend a lot of time trying to find a
solution._______3. I complete my work on time.
________4. It bothers me when things are not done very well.
________5. I prefer situations in which I can control the outcomes as much as possible.
________6. I like to think about the future.
________7. When starting a new task or project, I gather a great deal of information before
going ahead.
________8. I plan a large project by breaking it down into smaller tasks.
10 minutes ________9. I get others to support my recommendations.
________10. I feel confident that I will succeed at whatever I try to do.
________11. I do things that need to be done before being asked to by others.

4.6 Assessment Write a reflection which expresses your thoughts on what you have
discovered and learned and how it affects you and how can you make your
Tests learning productive.
10 minutes

4.7 Assignment
Enriching / inspiring What is the importance of personal entreprenurial competencies in business?
5 minutes the day’s lesson

4.8 Concluding Activity

Close the period by wrapping - up the lesson.
5 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons
A.  No. of learners who earned 80% in the
evaluation. work? No. of learners who have
caught up with the lesson.

D.  No. of learners who

B.   No. of learners who require additional
activities for remediation. continue to require
remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

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

Prepared by:
Name: JOANA SASPA School: DOVER ACADEMIC CENTER FOR EXCELLENCE
Position/
Designatio Division:
n: TEACHER (BSED TLE) CEBU PROVINCE
Contact Email
Number: 9983126063 address: joanasaspa@gmail.com