School:  

Grade Level:  
Detailed Teacher:   Learning Area:
Lesson Teaching
Plan Dates and   Set:  
Time:
 
I. OBJECTIVES 
The learner demonstrates an understanding of industry analysis, its principles,
A. Content Standards
tools, and techniques leading to the identification of business opportunities.

The learners shall be able to apply tools and techniques for business
B. Performance Standards
opportunities like the SWOT/TOWS analysis.
Learning Competency:

The learner will be able to construct a SWOT/TWOS Analysis before starting a

business venture.

Learning Objectives:

By the end of the 45-minute class discussion, the students should be able to:
C. Learning Competencies
with LC Code
a. differentiates the SWOT and TOWS analysis;
ABM_AE12-IIa-d9
b. constructs a SWOT and TOWS analysis of a business that exists
within the locality; and

c. share thoughts on the importance of understanding the difference

between SWOT and TWOS Analysis in business.

II. CONTENT SWOT AND TWOS ANALYSIS

III. LEARNING RESOURCES 
A. References 
1. Teacher's Guide Pages K to 12 Senior High School ABM Specialized Subject – Applied Economics
  May 2016 Page 3 of 6
2. Learner's Material Pages
  Learning Activity Sheet (LAS) Pages ________
3. Textbook Pages  
4. Additional Materials https://www.keepsolid.com/goals/blog/what-is-swot-analysis-definition-benefits
from Learning Resources https://www.youtube.com/watch?v=mR9eICQJLXA
(LR)
Laptop, Speaker, Projector, Construction Papers, Felt-tip Pen, Envelope, Manila
B. Other Learning
Paper
Resources
IV. Procedures
PRELIMINARY ACTIVITIES:

 The teacher will start with an opening prayer and then call a student to
lead the prayer.
 The teacher will check the classroom conditions and instruct students to
arrange the chairs and pick up any pieces of paper.
 The teacher will greet the students, saying, "Good morning or afternoon,
class!"
 After the warm greetings, the teacher will set the mood for the emotional
check-in activity by asking the students how they are feeling today.
 The teacher will check the attendance through the class secretary, asking
his/her who is absent today in their class.
 The teacher will remind the students about the house rules to ensure a
smooth flow of discussion.
 HOUSE RULES

Stay Engaged: Be present and actively participate in the discussion. Listen

attentively to the teacher.

Wait for Your Turn: Do not answer in chorus. Raise your right hand if you want
to answer.

Open-Mindedness: Be open to different perspectives and ideas. Respect and

consider others' viewpoints, even if they differ from your own.

Treat Others with Respect: Show respect towards your classmates and the
teacher during class discussions.

 Once the teacher is ready, they will start the lesson by reviewing the
previous lesson.

 The teacher will ask what was the previous lesson then wait for the
A. Review of Previous
student to answer, and ask some questions to see if they really
Lesson
understood the previous lesson. 
B. Establishing a purpose Pre-Activity/Drill: “ALING MARITES”
for the lesson

 The teacher will begin the lesson with a "Marites Activity" by asking if
the students are familiar with the word "Marites" and explaining that it is
a synonymous word for "chismosa" (gossiping). The students will be
informed that they will participate in a Marites activity.
 The teacher will inform the students that there is a cut-colored paper in
their LAS (Learning Activity Sheets), and they may find their assigned
color on their LAS.

Color Yellow: The students will share their strengths and how these strengths
contribute to their success.

Color Blue: The student will share their weaknesses with the class and how
they overcome them.

Color Red: The students will share opportunities that have come their way in
life and how they seize them.

Color Pink: The students will share the threats they face in achieving their
dreams/goals in life.
  Only four students will be selected to share with the class. The selection
process will involve asking a random student for a number, and then
counting the numbers based on the students’ seating arrangement.
 The chosen student will then share their thoughts based on the color
assigned to them.

C. Presenting Activity: Put Me Right!

Examples/Instances of the
new lesson  The teacher will divide the students into four groups based on their
respective colors. Yellow to Group 1, Blue to Group 2, Red to Group 3,
and Pink to Group 4.

 The teacher will distribute envelopes to each group. Each envelope

contains terms that they need to categorize.
 The teacher will display a T-Chart on the board, divided into two
sections: SWOT Analysis and TWOS Analysis.

 The teacher will explain to the students that their task is to categorize the
terms from their envelopes onto the appropriate section of the T-Chart on
the board.

TERMS:

TEAM YELLOW

 Identified as important strategic planning tool that can be used

in evaluating a company’s micro and macro environment.
 Initial focus is on strength and weakness.

TEAM BLUE

 A variant of the classic business tool. A way of taking a

particular analysis further.
  Initial focus is on threats and opportunities.

TEAM RED

 In this analysis, you will identify all strengths, weaknesses,

opportunities, and threats
 A matrix for planning tool.

TEAM PINK

 A matrix for action tool.

 Shows the relationship between external and internal factors
and chooses strategies based on these.

 The teacher has prepared a scoreboard. The teacher will inform the
groups that the group who correctly categorizes the terms will earn
points.
 The teacher will give the groups 2 minutes to brainstorm and make a
quick decision on where to place the terms on the board. During this
time, they should discuss and collaborate within their group members.
 At the end of the countdown, the teacher will allow the designated
students from each group (two members only) to quickly place the terms
on the board in the appropriate categories.
 After the terms are placed on the board, the teacher will initiate a
discussion about SWOT and TWOS analysis. The teacher will check the
answers and provide explanations if needed.
 The teacher will award points to the group(s) that have correctly placed
the terms and update the scoreboard accordingly.

 After the quiz, the teacher will present the objectives by allowing the
students to read them. Then, the teacher will repeat reading the objectives
and provide a small hint to emphasize the learning goals that students
will achieve by the end of the lesson.

Reading learning objectives:

By the end of the 45-minute class discussion analysis, the students should be
able to:

a. differentiates the SWOT and TOWS analysis;

b. constructs a SWOT and TOWS analysis of a business that exists

within the locality; and

c. share thoughts on the importance of understanding the difference

between SWOT and TWOS Analysis in business.

 Additionally, the teacher will request the participation and cooperation of

the students to ensure a smooth flow of discussion and to successfully
achieve all the learning objectives through their cooperation.

 The teacher will explain SWOT and TWOS Analysis and its matrix.
 The teacher will discuss the difference between SWOT and TWOS
D. Discussing new
Analysis.
concepts and practicing
 After the discussion, the teacher will then check the answers of the
new skills #1
students and give points.

E. Continuation of  The teacher will present a video that showcases an example of SWOT
discussion of new concepts Analysis for one of the famous brand businesses, Starbucks.
leading to formative
assessment

“I DO”
  After watching the video, the teacher will ask the following questions:

o What are the strengths and weaknesses of Starbucks?

o What are the opportunities and threats faced by Starbucks?

https://www.youtube.com/watch?v=mR9eICQJLXA

 After watching a video on Starbucks SWOT analysis, the teacher will

then demonstrate how to do the TWOS analysis with the same business,
Starbucks, using the TWOS matrix.

F. Developing mastery  To check the understanding of the students, the teacher will randomly
(Leads for formative call a student to demonstrate how to construct a TWOS Analysis on the
assessment 3) board. The teacher will provide the SWOT Analysis of McDonalds
“YOU DO” through a video.
  Then one student will demonstrate the TWOS analysis.

"Student SWOT/TWOS Analysis"

 This is a collaborative activity. Group 1 and Group 2 will collaborate on

one business, but Group 1 will focus on the SWOT analysis while Group
2 will focus on the TWOS analysis. Same with Groups 3 and 4. Groups 3
and 4 focus on one business, but Group 3 focuses on SWOT analysis and
Group 4 focuses on TWOS analysis.
 For scoring, Group 1 and 2 will receive same score. Same with the other
groups.
 The teacher may choose any business that depends on them, as long as
the business exists within the vicinity.
 The teacher will introduce the activity, "Student SWOT/TWOS
Analysis."
 The teacher will instruct the students that they will construct a
G. Finding practical
SWOT/TWOS analysis of an existing business within the locality.
applications of concepts
 The students will apply the SWOT/TWOS analysis framework or matrix
and skills in daily living
and identify relevant strengths, weaknesses, opportunities, and threats.
 A template and other materials needed for the activity will be provided to
each group.
 Each group will present their analysis to the class. They will choose one
representative from their group.
 The class will engage in a discussion, providing feedback and insights on
each group's analysis.
 A scoring rubric will be used to grade their output and presentation. Each
group will be informed beforehand.
 They will be given 7 minutes to accomplish the task.
 After the allotted time, one representative from each group will explain
and present their output.

Scoring Rubric for Student SWOT/TWOS Analysis

Category 4 points 3 points 2 points 1 point
Content        
- Identification and
Fails to identify or
explanation of strengths, Clearly identifies and Identifies and explains Identifies and explains
explain elements
weaknesses, explains all elements. most elements. some elements.
effectively.
opportunities, and threats
Provides
Provides limited
- Comprehensive analysis comprehensive Provides analysis for Analysis is lacking or
analysis for some
of each element analysis for all most elements. insufficient.
elements.
elements.
Presentation        
Presentation is well- Presentation is mostly Presentation is Presentation lacks
- Organization and
organized and organized and somewhat organized organization and
structure
structured. structured. and structured. structure.
Delivery and Delivery and Delivery and Delivery and
- Clarity of delivery and
communication are communication are communication are communication are
communication
clear and effective. mostly clear. somewhat unclear. unclear.
- Use of visual aids or Effective use of visual Adequate use of Limited use or No use of visual aids or
 aids or supporting visual aids or ineffective use of
supporting materials supporting materials.
materials. supporting materials. visual aids/materials.
Critical Thinking        
Provides in-depth Provides substantial
- Depth of analysis and Provides some analysis Analysis and insights
analysis and insightful analysis and relevant
insights provided and basic insights. are lacking or weak.
insights. insights.
Applies SWOT Applies SWOT Applies SWOT
- Application of Fails to apply SWOT
SWOT/TWOS SWOT/TWOS SWOT/TWOS
SWOT/TWOS analysis SWOT/TWOS analysis
analysis concepts analysis concepts analysis concepts to
concepts concepts effectively.
effectively. adequately. some extent.
Collaboration and
       
Engagement
Actively participates Mostly participates Somewhat participates
- Active participation and Minimally participates
and contributes and contributes to the and contributes to the
contribution and contributes.
throughout. activity. activity.
Demonstrates Shows some level of Shows limited
- Effective teamwork and Lacks teamwork and
effective teamwork teamwork and teamwork and
coordination coordination.
and coordination. coordination. coordination.

 The teacher will ask the following questions and provide generalizations
about the entire discussion:
1. What is SWOT Analysis?
H. Making generalizations
2. What is TWOS Analysis?
and abstractions about the
3. What is the difference between SWOT and TWOS analysis?
lesson
4. As an entrepreneur, why do we have to we know the difference
between the two?

I. Evaluating learning

 The teacher will administer a 5-item quiz to the students to assess their
understanding of the topic.
 The questions will be displayed in a PowerPoint presentation. The
teacher will read each question and its answer choices aloud. Students
will then be given 10 seconds to decide on their answers. They will be
instructed to write their answers on the provided Learning Activity
Sheets.

1. What does SWOT analysis stand for?

a) Strengths, Weaknesses, Opportunities, Targets
b) Strengths, Weaknesses, Objectives, Threats
c) Strategies, Weaknesses, Opportunities, Targets
d) Strengths, Weaknesses, Opportunities, Threats

2. How is SWOT analysis constructed?

a) By analyzing external factors only
b) By analyzing internal factors only
c) By analyzing both internal and external factors
d) By analyzing financial statements only

3. How is TWOS analysis constructed?

a) It assesses internal strengths and weaknesses, and external opportunities
and threats.
b) It focuses on identifying market trends and customer preferences.
c) It evaluates financial performance and profitability.
d) It analyzes supply chain and distribution channels.

4. What is the difference between SWOT and TWOS analysis?

a) SWOT analysis evaluates internal factors, while TWOS analysis focuses on
external factors.
b) SWOT analysis is used for strategic planning, while TWOS analysis is more
suitable for operational decision-making.
c) SWOT analysis is a qualitative assessment, while TWOS analysis involves
quantitative data analysis.
d) SWOT analysis assesses strengths and weaknesses, while TWOS analysis
 identifies opportunities and threats.

5. What is the importance of knowing the difference between SWOT and

TWOS?
(Oral)
J. Additional activities for
application remediation
V. Remarks  
VI. Reflection  
A. No. of learners who
earned 80% on the
formative
assessment  
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 lesson  
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this 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.