School Florita Hererra Irizari National Grade level 9

DETAILED High School

LESSON Teacher Hannah Lorraine A. Learning Area TLE
PLAN Hontanosas
Teaching Dates February 20 – 22, 2023 Time 1:00 - 2:00
and Time

I. OBJECTIVES 1. Identify environment and market;

A. Content Standards
B. Performance Standards
C. Learning Competencies
with LC Code
2. Discuss the relation of the environment and market; and
3. Valuing the environment and market in selling the product in
real life setting.
The learner demonstrates understanding of valuing the
environment and market.
The learner independently creates a business vicinity map
reflective of potential Wellness Massage market within the
locality/town.
Develop a product/service in Wellness Massage (TLE_EM9-12-I0-
2)

II. CONTENT Environment and Market (EM)

III. LEARNING
RESOURCES
A. References
1. Textbook pages K to 12 Home Economics – Wellness Massage Curriculum Guide
May 2016 p. 26 – 47
B. Other Learning Manila paper, pentel pen, bond paper, printed pictures, wifi
Resources modem, cellphone
IV. Procedures PRELIMINARIES

 The teacher will start with a prayer.

 Greetings
 Checking of attendance
 Classroom Norms

When the class is ready, the teacher starts the lesson.

A. Reviewing previous  The teacher will ask the students about their previous
lesson or presenting the lesson.
new lesson  What was your previous topic all about?
 What are those Characteristics of an Entrepreneur?
 What are the Skills of an Entrepreneur?
B. Establishing a purpose  The teacher will proceed to their new lesson and conduct of
for the lesson Guess the picture that pasted on the board then let the
students analyse the picture.
 The teacher will ask some questions to elicit responses from
the students. (In case students find it difficult to answer the
questions the teacher can use Mother Tongue to allow
learners to understand better the questions) .(In case
learners’ answers are needing more support, other learners
will be called through the same method, or the teacher may
shift voluntarily modality to allow other learners who are
ready to share to answer the questions. The teacher must
ensure also those other learners are given a chance to
share their answers).

 What have you noticed about the pictures?

 What do we call a place that has many consumer,
seller and products?
 Can anyone cite an example of a market we have in
our province or community?
 What do we call the area that the market found?
 What would make you a perfect brand?
 Why do people buy from you? What value or need
does it fulfill?
 What single aspect about your brand makes it stand
out and makes clients trust you?
 What is the best way to communicate with the kind of
people you are trying to reach out to?

 The teacher will present the objective by allowing learners

to read the objectives. The teacher will then repeat reading
the objective and will give a little hint to emphasize the
learning goals that students will achieve at the end of the
lesson.

At the end of the lesson the students will be able to:

1. Identify environment and market
2. Discuss the relation of the environment and market
3. Valuing the environment and market in selling the product
in real life setting
  After reading the objectives, the teacher will once again
ask if the learners are ready for the lessons and the
activities.
C. Presenting examples/  The teacher will proceed to the conduct of Guess the picture
instances of the new and arrange the jumbled words (4 Pics 1 Word) Game. This
lesson game will tackle the new lesson on Environment and
Market.
 The students will be grouped into 4 teams.
 They will be given 5 minutes.
 Each team will be provided 1 manila paper, photo
images, jumbled words and tape to puzzle their
answer.
 The images will be paste on the manila paper
using the tape.
 The team will have their group yell once they’ve
finish their output.
 The team will choose 1 representative to present
their output.
 After starting the activity, the teacher will present the
rubrics. The teacher will instruct the students that this rubric
will be used on rating their output as part of their
presentation.

CRITERIA 3 POINTS 2 POINTS 1 POINT

Members are Members have Members do

on tasks and defined not their tasks
Cooperation have defined responsibility and have no
and responsibilities. most of the defined
Group conflicts time. Group responsibilities.
Teamwork
are conflicts Group conflicts
cooperatively cooperatively have to be
managed at all managed most settled by the
times of the time. teacher.
Members Members Members do
Time finish ahead finish of time not finish on
Management of time with with time with
complete incomplete incomplete
output. output. output.
Members do Members Members
Ability to do not need to be require require the
work supervised by occasional supervision of
independentl the teacher. supervision by the teacher.
the teacher
y
D. Discussing new concepts (Now the teacher will start the group tasks)
and practicing new skills
#1 Group Activity (4 Pics 1 Word)

Instructions: Identify each photo image about Environment and

Market then arrange the jumble words and determine each
photo to its word. Paste/attach the photos and words in the
manila paper.

 The teacher will process the student’s output by raising the

following questions:

 How did you find the activity?

 What have you observed on the jumbled words?
 What do you call those pictures?
 In your own words, what is environment and market?
 Where can we put up a business?
 Why is it important to choose a good environment in having a
business?
 What do you think are the advantages in choosing good
environment and market in a business?

 The teacher will make sure that there is smooth transition from
process questions so that learners will see the connectivity of
the activities to the lesson.
E. Continuation of  (The teacher will provide key inputs and discussions of the
discussion of new lesson proper. The key inputs will deepen the knowledge of
concepts leading to students through some sort of discussion, simple question
formative assessment and answer portion and some sort of sharing on the lesson.
The teacher might as well use translation on terms that are
difficult or not common to learners.)

 To be successful in any kind of business venture, potential

entrepreneurs should look closely at the environment and
market. They should always be watchful of existing
opportunities and constraints, and to take calculated risks.

 The Opportunities in the business environment are factors

that provide possibilities for a business to expand and make
more profit. Constraints, on the other hand, are factors that
limit business growth, hence reduce the chance of
generating profit. One of the best ways to evaluate
opportunities and constraints is to conduct a Strengths,
Weaknesses, Opportunities and Threats (SWOT) Analysis.
 SWOT Analysis is a managerial tool used to assess the
environment. It is used to gather important information
which is then used in strategic planning.

 Product Development – is a referring to a process of making

a new product to be sold by a business/enterprise to its
customers. It involved modification of a product or its
presentation, or formulation of an entirely new product that
satisfies a newly-defined customer’s needs, wants and/or a
market place.

 These are things that people cannot live without:

1) basic commodities for consumption,
2) clothing and other personal belongings,
3) shelter, sanitation and health, and
4) education.

 On the other hand, here are the examples of wants or

desires:
1) fashion accessories
2) expensive shoes and clothes
3) travels
4) eating in an expensive restaurant
5) watching movies/concerts
6) having luxurious cars
7) wearing expensive jewelry and perfume and
8) living in impressive homes
 To summarize, product development entirely depends on
the needs and wants of the customers.

 Concept Development – it is a structured way to develop an

idea, see if customers like your idea, and determine what
customer market is willing to buy it.

 These are the following stages of Concept Development:

1) Identify customer needs
2) Establish target specifications
3) Analyse competitive product
4) Generate product concepts
5) Select a product concept
6) Refine product specifications
7) Perform economic analysis
8) Plan the remaining development project

 Value Proposition – is the benefits of economic value which

it promises to deliver to the current and future customers
who will buy their products and/or services.
 Innovation – is the introduction of something new in your
 product or service.
 Unique Selling Proposition (USP) – is the
factor/consideration presented by a seller as the reason that
one product/service is different from and better than that of
the competition.
 Branding – is a marketing practice of creating a name, a
symbol or design that identifies and differentiates product or
services from the rest.
F. Developing Mastery  The teacher will give a Graphic Organizer for the learners to
(Leads to answer.
Formative Assessment) Direction: In a 1 whole sheet of paper. Develop your
own concept of your product/service by using these
figures. Use bullets in every stage of product
conceptualization in listing important key ideas.

Task 5: Product Conceptualization

1. Identify
Customers
Need
-
7. Prepare a - 2. Target
Developme Specificati
nt Plan ons
- -
- -

6. Refine 3. Analyse a
Product Competitive
Specification Product
- -
- -

5. Select a 4. Generate
product Product
Concept Concept
- -
- -
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalization
and abstraction about the
lesson
I have learned that _____
I have realized that _____
I will apply _____
I. Evaluating learning
 The teacher will ask HOTS questions to the learners to
screen their ideas about business.
1. How much capital is needed to put up a business?
2. Where should the business be located?
3. How big is the demand for the product? Do many people
need this product and will continue to need it for a long time?
4. How is the demand met? Who are processing the products
to meet the needs (competition or demand)? How much of the
need is now being met (supply)?
5. Do you have a background and experiences needed to run
this particular business?
6. Will the business be legal and not against any existing or
foreseeable government regulation?
7. Is the business in line with your interest or expertise?
8. If you want to be successful in any kind of business venture,
what are the things you should do first or consider?
 The teacher will allow the students to share reflections
about their learning on the lesson by answering the format
below.
 The teacher will give a short quiz about the lessons
discussed. The examination is identification type of test.
Direction: identify what is being ask in the following
sentences.
1. It is a process of making a new product to be sold to the
customers.
2. It is the introduction of something new in your product or
service.
3. It is a believable collection of the most persuasive
reasons why people should notice you to take the action
you’re asking for.
4. It is factor or consideration presented by a seller as the
reason that a product or service is different from and
better than that of the competition.
5. It is creating names, symbol, or designs that identifies
and differentiates a product from the other products.
6. These are luxuries, advantages and desires that every
individual considers beyond necessary.
7. A stage, in which the needs of the target market are
identified, reviewed, and evaluated.
8. It is a managerial tool used to assess the environment
and to gather important information that can be used for
strategic planning.
 9. These are things that people cannot live without.
10. It is a meaningful and unforgettable statement that
captures the essence of the brand.
J. Additional Activities for  Write a short reflection about the importance of a business
applications or in our community and economy.
remediation.
V. REMARKS

VI. REFLECTION

A. No. of Learners who earned  50 out of 56 learners earned 80% in the evaluation.
80% in the evaluation.
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of Learners who
have caught up with the
lessons.
D. No. of Learners who
continue to require
remediation?
E. Which of my teaching
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
used/discover which I wish
to share with other
teachers?

Prepared by:
HANNAH LORRAINE A. HONTANOSAS
Practice Teacher

Noted by:
LIEZEL A. ROLUNA
Teacher II