Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:02 Learning Area: Grade Level: 12 Quarter:3 Date:

Entrepreneurship Duration: 240 minutes
 Determine who the customers are in terms of Code:
Learning
Competency/ies: a. Target market
(Taken from the Curriculum Guide) b. Customer requirements CS_EP11/12EBTREP-0d-8
c. Market Size CS_EP11/12EBTREP-0d-g-
 Validate customer-related concerns through 9
a. Interview
b. Focused Group Discussion
c. Survey

Key Concepts / Market, Key concepts of Market, Players in the market, Products and services available in the
market
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate,
of knowing The learner can recall information and list, memorize, repeat, describe,
something with retrieve relevant knowledge from long-term reproduce
familiarity gained memory
through experience interpret, exemplify, classify,
or association
Understanding
The learner can construct meaning from oral, summarize, infer, compare, explain, Explain what target market is.
written and graphic messages paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Outline the customers in terms of target
systematic, and The learner can distinguish between parts and contrast, organize, outline, market, customer requirements and
sustained effort to determine how they relate to one another, and to the attribute, deconstruct market size.
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect,
complex activities or
Evaluating
The learner can make judgments and justify decisions defend, judge, argue, debate,
... the ability, describe, critique, appraise,
coming from one's evaluate
knowledge, practice, generate, hypothesize, plan, design,
aptitude, etc., to do Creating
something The learner can put elements together to form a develop, produce, construct, Hypothesize customer-related
functional whole, create a new product or point of formulate, assemble, devise concerns.
view

Attitud Categories: List of Attitudes: Name and practice

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, work ethic
e requirements
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
Personal discipline, needed to deal with
feelings name, point to, reply, select, sit, Study, use target market.
or Perseverance, Sincerity,
2. Responding to Phenomena - Active participation on the part of the learners. Attends Patience, Critical thinking, Open-
emotiona and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
l areas. mindedness, Interest, Courteous,
in responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
A settled
way of
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Fortitude, Resiliency, Positive
thinking perform, practice, present, read, recite, report, select, tell, write vision, Acceptance, Determined,
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Independent , Gratitude,
about simple acceptance to the more complex state of commitment. Valuing is based on the Tolerant, Cautious, Decisive,
someone internalization of a set of specified values, while clues to these values are expressed in Self-Control, Calmness,
or the learner's overt behavior and are often identifiable. Responsibility, Accountability,
somethin Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industriousness, Industry,
g, initiate, invite, join, justify, propose, read, report, select, share, study Cooperation, Optimism,
typically 4. Organization - Organizes values into priorities by contrasting different values, resolving Satisfaction, Persistent, Organize group
one that conflicts between them, and creating a unique value system. The emphasis is on Cheerful, Reliable, Gentle, discussions with
is comparing, relating, and synthesizing values. Appreciation of one’s culture, interest and open-
Globalism, Compassion, Work mindedness.
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
in a Ethics, Creativity,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
person’s Entrepreneurial Spirit, Financial
relate, synthesize
behavior Literacy, Global, Solidarity,
5. Internalizing values - (Characterization): Has a value system that controls their Act with
Making a stand for the good,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, entrepreneurial
Voluntariness of human act,
characteristic of the learner. Instructional objectives are concerned with the student's spirit and creativity
Appreciation of one’s rights,
general patterns of adjustment (personal, social, emotional). upon
Inclusiveness, Thoughtful, accomplishment of
Seriousness, Generous, assigned tasks.
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Happiness, Modest, Authority,
practice, propose, qualify, question, revise, serve, solve, verify Hardworking, Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith, Trusting ,
principles locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may
of emphasize compliance in responding, willingness to respond, or satisfaction in
behavior; responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, 2. Maka-tao Work with concern for
judgment help, label, perform, practice, present, read, recite, report, select, tell, write Concern for Others, Respect for human others and show
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This rights, Gender equality, Family oneness among group
important ranges from simple acceptance to the more complex state of commitment. Solidarity, Generosity, Helping, Oneness members.
in life. Valuing is based on the internalization of a set of specified values, while clues 3. Makakalikasan
to these values are expressed in the learner's overt behavior and are often Care of the environment, Disaster Risk
Go identifiable. Management, Protection of the
beyond Environment, Responsible Consumerism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain,
learner’s Cleanliness, Orderliness, Saving the
follow, form, initiate, invite, join, justify, propose, read, report, select, share,
life on ecosystem, Environmental sustainability
study
earth, 4. Makabansa Display social
4. Organization - Organizes values into priorities by contrasting different
include Peace and order, Heroism and responsibility and
values, resolving conflicts between them, and creating a unique value system.
more Appreciation of Heroes, National Unity, civic consciousness
The emphasis is on comparing, relating, and synthesizing values.
than Civic Consciousness, Social in day to day
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, responsibility, Harmony, Patriotism, activities.
and defend, explain, formulate, generalize, identify, integrate, modify, order, Productivity
fame, organize, prepare, relate, synthesize
and 5. Internalizing values - (Characterization): Has a value system that controls
would their behavior. The behavior is pervasive, consistent, predictable, and most
affect the importantly, characteristic of the learner. Instructional objectives are
eternal concerned with the student's general patterns of adjustment (personal, social,
destiny of emotional).
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify,
perform, practice, propose, qualify, question, revise, serve, solve, verify
2. Content Market, Key concepts of Market, Players in the market, Products and services available
in the market
3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( minutes). This part introduces the lesson content. Although
at times optional, it is usually included to serve as a warm-up activity to give the learners zest Choose a business venture and identify the possible target cus-
for the incoming lesson and an idea about what it to follow. One principle in learning is that tomers within the community. Determine what their require-
learning occurs when it is conducted in a pleasurable and comfortable atmosphere. ments are and its market size.
4.2 Activity( minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that Examine the business venture chosen and determine
learning starts where the learners are. Carefully structured activities such as individual or how the customers’ requirements affect the sales
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
and discuss how important it is.
may be created. Clear instructions should be considered in this part of the lesson.
4.3 Analysis( minutes). Essential questions are included to serve as a guide for the
teacher in clarifying key understandings about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to maximize interactions and sharing of
ideas and opinions about expected issues. Affective questions are included to elicit the How can we validate customers related concerns.
feelings of the learners about the activity or the topic. The last questions or points taken
should lead the learners to understand the new concepts or skills that are to be presented in
the next part of the lesson.
4.4 Abstraction( minutes).This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson.
4.5 Application( minutes).This part is structured to ensure the commitment of the Conduct a survey having your product innovation as the sub-
learners to do something to apply their new learning in their own environment. ject.

Use survey questionnaire provided.

4.6 Assessment( minutes).For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b)Remediate and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods
below:
Assessment Method Possible Activities
a) Observation

b) Talking to learners/conferencing

c) Analysis of learner’s products Discuss the consolidated results of the surveys

they conducted on a per group basis.
d) Tests
4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening Finalize the survey results and integrate corrections if there’s any.
the day’s lesson
4.8 Concluding Activity ( minutes). "Understand why you are different and how you help, recognise your target market, and
This is usually a brief but affective give them something they might not even realise they are missing."
closing activity such as a strong Author: Chris Murray
quotation, a short song, an anecdote,
parable or a letter that inspires the
learners to do something to practice
their new learning.
1. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.,

2. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
s them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned 80% in
the evaluation.
B. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
C. No. of learners
who require
additional
activities for
remediation.
D. Which of my
learning strategies
worked well? Why
did these work?
E. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
F. What innovation
or localized
materials did I
use/discover which
I wish to share
with other
teachers?
G.

H.

Prepared by:
Name: ANA MARIA A. SABELLON School: MATAB - ANG NATIONAL HIGH SCHOOL