School Grade Level 9

DAILY Teacher Quarter 1

LESSON Inclusive Dates Learning Area Agricultural Crop
LOG Scheduled Week 1 Production
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC
Code)
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedure must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are
assessed 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 an understanding of one's Personal Competencies and Skills (PeCS) and
what it takes to become successful in the field.
The learner recognizes his/her Personal Competencies and Skills (PeCS) and is able to compare
these with the PeCS of a practicing entrepreneur/ employee involved in the Agricultural Crop
Production.
LO 1. Develop and strengthen Personal Competencies and Skills (PeCS) needed in agricultural
crop production
1. Explain the different factors to be considered in setting up a business.
2. Assess one's PECs, such as characteristics, lifestyle features, and skills.
3 Assess practitioner's entrepreneurial competencies, such as characteristics, attributes, lifestyle,
skills, and traits

TLE_PECS9-12-00-1
1. Mathematics: Calculate the costs and profits of a crop production business.
Subject Integration 2. Economics: Analyze the market demand and supply for different agricultural crops.
3. Science: Study the biological aspects of plant growth and crop yield.
II. CONTENT PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
List of materials to be used in different days. Varied sources of materials sustain children’s interest in
III. LEARNING RESOURCES 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.
A. References
1. Teacher’s Guide pages Agricultural Crop Production NC I- Curriculum Guide
 Agricultural Crop Production Learning Module 9
2. Learners’ Materials Alternative Delivery Mode Modules (Deped)
pages
3. Textbook pages
4. Additional Materials TV, Laptop, Speaker, Projector, Multimedia site (Youtube), PPT, Farm materials, tools, implements,
from Learning and equipment
Resources Portals
B. Other Learning Resources Rubrics, DLL, Activity sheets, Activity materials, realia
These steps should be done across the week. Spread out the activities appropriately so the 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
IV. PROCEDURES
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.
A. Revising previous lesson Pretest/ self- check
or presenting the new Review of the previous lesson
lesson
B. Establishing a purpose for - Ask students to share their knowledge about starting a business and the skills required for
the lesson entrepreneurship
C. Presenting examples/ 1. Show a video of successful agricultural entrepreneurs and their journey.
instances of the new 2. Conduct a short quiz on basic business concepts related to agricultural crops.
lesson 3. Discuss real-life success stories of agricultural businesses and their impact on the community.
D. Discussing new concepts Activity 1: Business Plan Creation
and practicing new skills Materials: Paper, pens, laptops/computers
#1 Instructions: In groups, students will research and create a business plan for a hypothetical
agricultural crop production business. They should consider factors such as target market, crop
selection, pricing, marketing strategies, and financial projections.
Rubric:
- Comprehensive business plan: 20 points
- Clear and logical presentation: 10 points
Assessment questions:
1. What are the key components of a business plan?
2. How does market research influence the decision-making process in a business?

Activity 2: PEC Assessment

Materials: PEC assessment forms, pens
 Instructions: Individually, students will assess their own Personal Entrepreneurial Competencies
(PECs) by evaluating their characteristics, lifestyle features, and skills. They will reflect on their
strengths and areas for improvement.
Rubric:
- Comprehensive assessment: 15 points
- Clear self-reflection: 10 points
Assessment questions:
1. Why is self-assessment important in entrepreneurship?
2. How can understanding one's PECs contribute to personal and professional growth?

Activity 3: Entrepreneurial Competencies Assessment

Materials: Entrepreneurial competencies assessment forms, pens
Instructions: In pairs, students will assess a practitioner's entrepreneurial competencies by
evaluating their characteristics, attributes, lifestyle, skills, and traits. They will analyze the strengths
and areas for improvement of the selected entrepreneur.
Rubric:
- Comprehensive assessment: 15 points
- Clear analysis and reflection: 10 points
Assessment questions:
1. What are the key competencies required for successful entrepreneurship?
2. How can understanding the competencies of successful entrepreneurs guide aspiring
entrepreneurs?
E. Discussing concepts and
practicing new skills #2
F. Developing mastery 1. Teacher-led discussion on the different factors to be considered in setting up a business, using
(Leads to Formative real-life examples and case studies.
Assessment 3) 2. Interactive lecture on the importance of PECs and their role in entrepreneurial success, with
opportunities for student participation and discussion.
G. Finding practical 1. Group activity: Students will interview local agricultural entrepreneurs and gather information
applications of concepts about their experiences, challenges, and strategies for success.
and skills in daily living 2. Role-play: Students will act as aspiring entrepreneurs and present their business ideas,
incorporating the factors discussed in the lesson.
H. Making generalizations - Organize a field trip to a local agricultural business to students with firsthand experience and
and abstractions about the insights into the industry.
lesson
 I. Evaluating learning
J. Additional activities for
application or remediation
1. Create a rubric to assess the quality of students' business plans, focusing on the incorporation of
key factors and the viability of the proposed business.
2. Conduct a class discussion where students share their reflections on their PECs and the
entrepreneurial competencies of the practitioners they assessed.
Research and write a reflection paper on the role of agricultural entrepreneurship in sustainable
development. Discuss the potential benefits and challenges of starting an agricultural crop
production business in your local community.

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? Identify what help your
VI. REFLECTION
Instructional Supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
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
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it 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
learners?