School Gutad National High School Grade Level and Section 11

GRADE 11 DAILY LESSON LOG Teacher JuainyAggabao Learning Area Entrepreneurship

Teaching Dates and Time November 27-29 Quarter Third

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
I. OBJECTIVES 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 understanding of key The learner demonstrates understanding of key The learner demonstrates understanding of key The learner demonstrates understanding
concepts, underlying principles and core concepts, underlying principles and core competencies concepts, underlying principles and core of key concepts, underlying principles
A. Content Standards competencies in Entrepreneurship. in Entrepreneurship. competencies in Entrepreneurship. and core competencies in
Entrepreneurship.
The learner independently creates/provides a The learner independently creates/provides a quality The learner independently creates/provides a The learner independently
quality and marketable product and/or service in and marketable product and/or service in quality and marketable product and/or service in creates/provides a quality and
B. Performance
Entrepreneurship as prescribed in the TESDA Entrepreneurship as prescribed in the TESDA Training Entrepreneurship as prescribed in the TESDA marketable product and/or service in
Standards Training Regulation Regulation Training Regulation Entrepreneurship as prescribed in the
TESDA Training Regulation
The learners… The learners… The learners… The learners…
C. Learning Competencies/ Discuss the relevance of the course Explain the key concepts of common competencies Explain the core common competencies of Explore job opportunities for
Objectives (Write the LC entrepreneurship Entrepreneurship as a career.
Code)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT INTRODUCTION INTRODUCTION INTRODUCTION INTRODUCTION
1. Relevance of the course 2. Key concepts and common competencies 3. Core competencies in Entrepreneurship 4. Career opportunities
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
RESOURCES materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
portal

B. Other Learning
Resources

Session 1 Session 2 Session 3 Session 4

 These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with 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. Reviewing previous
lesson or presenting a
new lesson

“The entrepreneur always searches for change,
responds to it and exploits it as an
opportunity.” (Peter Drucker)
B. Establishing a purpose The evolution of the field of entrepreneurship
for the lesson has been formulated by scholars based on
theories that are rooted in economics,
psychology, sociology, anthropology and
management.
C. Presenting Entrepreneurship has an enormous impact on
examples/instances of the economy and in the society. Globally, the
level of entrepreneurial activity has contributed
the new lesson
significantly to the national level of economic
growth of many countries.
DEFINITION OF ENTREPRENEUR
1. From an economist’s point of view
 It is someone who brings resources, labor,
materials and other assets into combinations
that make their value greater than before
 It is also someone who introduces changes,
innovations and a new order.
2. From a psychologist’s point of view
 A person who is typically driven by certain
forces such as the need to obtain or attain
something, to experiment, to accomplish or
perhaps to escape the authority of others.
3. From a management perspective
 It is someone who identifies opportunities,
plans, mobilizes resources, manages and
assumes the risks of a business to have a
positive impact on society.
“What is emerging today is a class of professional “Entrepreneurship is the best means for
entrepreneurs who rely more upon their brains youth to adapt to a changing and highly
than their guts---and who have been trained to competitive job market in both rural and
use both methods and technology to analyze the urban areas around the world” (OECD)
business environment.” (Dollinger)
ENTREPRENEURIAL COMPETENCIES ENTREPRENEURSHIP CAREER
 Facilitate opportunity recognition, OPPORTUNITIES FOR THE ACADEMIC
 help adapt rapidly to changes, TRACK
 enhance business performance, 1. Business Consultant – people
 strengthen the firm’s competitive position who can go to a client site,
 stir the achievement of organizational identify problems and fix them
success. 2. Sales – knows how to
 The sum total of the personality, skills and represent a company, manage
knowledge that the entrepreneur possesses accounts and follow up on
which are necessary to effectively perform leads.
their functions and responsibilities 3. Research and Development –
 According to Lau, Man and Chan (1999), the need to understand
entrepreneurial competencies are considered business concepts, systems,
a higher level characteristic encompassing procedures and practices.
personality traits, skills and knowledge. 4. Not-for-profit-fundraiser –
 Can be seen as the total ability of the understanding the importance
entrepreneur to perform a job role of business and networking
successfully. relationships
5. Teacher – teach students how
to increase their
entrepreneurial intention
through acquiring the attitude
towards entrepreneurship
6. Talent recruiter – someone
being not just people savvy but
having an in-depth business
sense as well.
7. Business reporter – one can
write articles is in a prime
position to take the lead on
covering a local business beat.

D. Discussing new ENTREPRENEURIAL ACTIVITIES
concepts and practicing  Entrepreneurial activity responds to
policies that ensure the
new skills #1
protection of new ideas, facilitate access
to capital and talent,
allow the management of risks
 There are many efforts in various
countries to uplift the lives of its citizens.
 Entrepreneurship is one of the key engines
of economic growth
 Entrepreneurship is perceived to be the
symbol of business innovation,
determination, perseverance and
achievement.
 It is a catchword in this era of globalized
economy
 It is a foundation and catalyst for
economic growth and innovation across
nation
 Small and Medium Enterprises (SMEs) are
concrete manifestations of
entrepreneurship.
 Joseph Schumpeter, an Austrian
economist, was the one who first
articulated the importance of
entrepreneurship to the economy and in
the society in 1934.
DEFINITION OF ENTREPRENEURSHIP FROM
EARLY ON TO PRESENT
ENTREPRENEURSHIP
 Knight 1921 – having profits from bearing
uncertainty and risk
 Schumpeter 1934 – carrying out of new
combinations of firm organization—new
products, new services, new sources of
raw material, new methods of production,
new markets, new forms of organization
 Hoselitz 1952 – uncertainty bearing…
8. New Venture Creation –
launching a company, buying a
business or franchise, starting
a new venture in a family
enterprise or commercializing
a technology
9. Careers in existing
entrepreneurial ventures –
working for a startup, small
business,
EMERGING CHARACTERISTICS OF ENTREPRENEUR ENTREPRENEURS’ COMPETENCIES PORTFOLIO
PERSONAL CHARACTERISTICS ATTRIBUTED TO
10. The Functional Competencies are those skills,
ENTREPRENEURS
organized into clusters, regarding the main
 Confidence
areas of managerial knowledge such as
 Flexibility
accountancy, finance, control, marketing, HR
 Need to achieve
management, organization, operations,
 Responsibility
internationalization, strategy and other
 Commitment
capabilities that enable the entrepreneur to
 Creativity
manage the organization.
 Persevering
11. The Emotional Competencies are those
 Goal-oriented
specific behaviors grouped into five clusters
 Realistic
namely: self-awareness, self-management,
 Sincere
social awareness, relationship management
 Hardworking
and cognitive competencies.
 Visionary
12. The Cross-Functional Competencies are those
 Disciplined
broad overall skills that are grouped into goal
 Feedback seeking
and action management cluster, people
 Moderate risk-taker
management cluster and analytical reasoning
COMMON PROFILE DIMENSIONS OF ENTREPRENEUR
cluster
APPLICABLE EVEN AMONG FILIPINO ENTREPRENEURS
THE SIX COMPETENCIES
 Calculated risk-taking is doing everything possible
 Opportunity competencies – related to
to get the odds in their favor, often avoiding
recognizing and developing market
taking unnecessary risks.
opportunities through various means
 Commitment is the unwavering dedication to
 Relationship competencies – related to
work for the common good of the society
person to person or individual to grouped
through one’s business
based interactions, i.e., building a context of
 Feedback-seeking is the taking of steps to know
 coordination of productive resources… how well they are doing and how they might cooperation and trust, using contacts and
introduction of innovations and provision improve their performance. connections, persuasive ability,
of capital.  Perseverance is the determination to succeed by communication and interpersonal skill.
 Cole 1959 – purposeful activity to initiate overcoming obstacles and setbacks  Conceptual competencies – related to
and develop a profit oriented business.  Drive to achieve is the internal desire to pursue different conceptual abilities which are
 McClelland 1961 – taking moderate risk and attain challenging goals reflected in the behaviors of the
 Shapero 1975 – a kind of behavior that  Self-confidence is the belief that together with entrepreneur, i.e., decision skills, absorbing
includes : initiative taking, organizing or the other people, things can be done in the and understanding complex information, risk-
reorganizing of social economic business. taking and innovativeness
mechanisms to turn resources and  Opportunity orientation is the constant  Organizing competencies – related to the
situations to practical account and the awareness of opportunities that exist in everyday organization of different internal and external
acceptance of risk failure life. human, physical, financial and technological
 Casson 1982 – decisions and judgements  Innovativeness is the ability to come up with resources, including team building, leading
about the coordination of scarce something different or unique every time. employees, training and controlling
resources.  Responsibility is their willingness to put  Strategic competencies – related to setting,
 Ronstadt 1984 – dynamic process of themselves in situations where they are evaluating and implementing the strategies of
creating incremental wealth. This wealth is personally responsible for the success or failure the firm
created by individuals who assume the of the business operation.  Commitment competencies – competencies
major risks in terms of equity, time and/or  Tolerance for failure is using it as a learning that drive the entrepreneur to move ahead
career commitment of providing value for experience with the business.
some product or service. The product or HOW ENTREPRENEURS THINK
service itself may or may not be new or  Actuate self-assessment and choose course of
unique, but value must somehow be action
infused by the entrepreneur by securing  Generate multiple decision models
and allocating the necessary skills and  Learn from failure
resources.
 Drucker 1985 – behavior rather than
personality trait. Its foundation lies in
concept and theory rather than in
intuition.
 Gartner 1985 – creation of new
organizations
 Hisrich& Brush 1985 – process of creating
something new with value by devoting the
necessary time and effort; assuming the
accompanying financial, psychic and social
risks and uncertainties; and receiving the
resulting rewards of monetary and
personal satisfaction.
 Stevenson &Grousebeck 1989 – pursuit of
opportunity without regard to resources
currently controlled.
 Hart, Stevenson and Dial 1995 – pursuit of
opportunity without regard to resources
currently controlled, but constrained by
the founders’ previous choices and
industry related experience.
 Shane 2003 – an activity that involves the
discovery, evaluation and exploitation of
 opportunities to introduce new goods and
services, ways of organizing, markets,
processes and raw materials thorough
organizing efforts that previously had not
existed.
 Kuratko 2009 – dynamic process of vision,
change and creation that requires an
application of energy and passion toward
the creation and implementation of new
ideas and creative solutions.
 Dyck and Neubert 2012 – conceiving an
opportunity to offer new or improved
goods or services, showing the initiative to
pursue that opportunity, making plans,
mobilizing the resources necessary to
convert the opportunity into reality.
E. Discussing new CONTRIBUTIONS OF ENTREPRENEURSHIP TO
concepts and practicing THE ECONOMY AND SOCIETY
1. Create employment
new skills #2
2. Develop new markets
3. Introduces innovation
4. Generates new sources of materials
5. Stimulates investment interest in the new
business ventures being created
6. Improves the quality of life
7. Serves as role models
8. Brings social benefits to the people
9. Utilizes and mobilizes indigenous
resources
10. Provides more alternatives for consumers
 Entrepreneurs makes sense of complex
situations more quickly and take more
conventional approaches in making decisions.
 Entrepreneurs’ critical and creative skills are
utilized in decision making.
FACTORS THAT DETERMINE THE
ENTREPRENEURIAL DECISION-MAKING PROCESS
1. Rational/scientific method in decision making
– this involves the use of standard six-step
process to arrive at a decision. This scientific
method requires the use of management
quantitative techniques such as forecasting
using time series or growth rate analysis,
sensitivity analysis of financial data regression
and correlation for market demands and
PERT-CPM (Program Evaluation Review
Technique = Critical Path Method) for
production and distribution data.
 Identify the problem
 Gather data
 Analyze data
 Formulate alternative solutions
 Select the best alternative
 Implement the decision
2. Use of intuition in decision-making – this
pertains to the use of “gut-feel” to arrive at a
decision
3. Affect infusion – this suggests that
entrepreneurs’ current moods influence
judgments or decisions by influencing the
ease with which information consistent with
positive or negative moods can be brought to
1. The students educated choice
of Technical-Vocational track
would ensure their motivation,
lead to better achievement of
the required skills, both
personal and technical and
increase their opportunities to
enjoy satisfaction in their jobs
and life.
2. They will continue to use their
acquired entrepreneurial skills
in mastering skills and
acquiring knowledge that
would enable them to become
self-employed , establish their
own business or become more
productive in paid
employment. They can be
electrician, technical support
specialist, tool-keeper and
technician
 mind.
4. Attribution style – this refers to the
entrepreneurs’ self-serving bias which are
related to:
 Strong tendency on the part of most
entrepreneurs to attribute positive
outcomes to internal causes, i.e., skill,
talent, good judgment or hard work
 Corresponding tendency of the
entrepreneurs to attribute negative
outcomes to external cause, i.e., high
inflation rate, obsolete machine,
unavailability of raw materials or unreliable
suppliers.
5. Counterfactual thinking – this is understood
as an “afterthought in decision making in
which the procedures followed to perform
the task are discussed and various
alternatives that could have been followed
are considered.”
6. Over-confidence – this refers to the tendency
of the entrepreneurs to think that they know
more than what they really know when they
make the decision
7. Knowing style – this is the combination of
‘analytical and conceptual thinking”, where
the entrepreneurs look for facts and data
before they make decisions.
8. Creative style – this is characterized by
“holistic and conceptual thinking,
entrepreneurs who uses this style tend to be
creative and enjoy experimentation before
making decisions.
EXAMPLES OF ENTREPRENEURSHIP IN 10 COUNTRIES
1. United States – noted to be one of the friendliest countries for entrepreneurs, home to Apple, Google, Starbucks, Walmart and Walt Disney
2. China – home to budding entrepreneurs who manufacture different products that range from toys, gadgets, electronics and cars; a lot of products have generic brand names
3. Singapore – literally a small country that controls a significant portion of the economy in Asia, home to entrepreneurs who innovate on existing services for local and international use.
4. Canada – entrepreneurs here are exploring opportunities over the internet such as the people from a region called Sanikiluag, known for their wood carving skills and entrepreneurs are selling their
products online.
F. Developing mastery 5. India – one of the countries in the Asia Pacific rim with a strong base of entrepreneur organizations led by the youth and women.
(Leads to Formative 6. Taiwan – entrepreneurship here is encouraged through the small and medium enterprise incubation centers for the purpose of nurturing young firms, new products and technologies.
Assessment) *** incubators – provide space, facilities, hands on management assistance and access to technologies and financing to clients, helping them to survive and grow during the start-up period.
7. Hongkong – with the knowledge based economy, it utilizes its human resources to make its economy the best possible through entrepreneurship such as activities related to tourism and agricultural
exports which receives strong support from government and private sector.
8. Thailand – the extent of government support to entrepreneurs is very evident, in its international airport in Bangkok, a huge section is subsidized by the Bureau of Small and Medium Enterprises for
the promotion of local products. Tourism for the international markets and agricultural exports are two major sources of income of Thai entrepreneurs.
9. Malaysia – this country is becoming friendlier to entrepreneurs which is apparent in the growing numbers of businesses which decided to locate here.
South Korea – it emerged from the Asian financial crisis better than any other country in the region, home to Samsung and Kia.

G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
FACTORS THAT INFLUENCE THE FRIENDLINESS
OF A COUNTRY TO ENTREPRENEURS
 Employment regulations
 Bankruptcy laws
 Tax policies of a country
Skills are better than theoretical knowledge of
things, thus giving one an edge of the others if
one possesses the skills of innovation. The
entrepreneurs always wanting to befriend with
other countries so as to expand its horizon.
Move around in your barangay. Record 5 either
micro, small or medium enterprises that have
been established there for at least five years.
Find out the effects of their presence in your
community.
Look for a woman entrepreneur in your
community. Ask her about the reasons for her
engaging in entrepreneurship. Report in class
what you have gathered.
All these definition contains the following common
elements:
 Innovation
 Opportunity seeking and exploitation
 Resource mobilizing
 Encountering risks and uncertainties
 Economic and personal rewards
Together with group mates, explain either by
illustration or discussion the meaning of
“entrepreneurial mind set”. Report in front of the
class.
Discuss the use of intuition in entrepreneurial decision
making
Regardless of definition of success, there are a
great number of common characteristics that are
shared by successful entrepreneurs, although they
think and process information differently.
Entrepreneurial process shows that creative
thinking is the must have skill of an entrepreneur
for the creation of new ideas.
Choose one among the six competency areas of
entrepreneurial competencies, explain.
Explain the career opportunities open to
graduates of entrepreneurship
Successful entrepreneurs possess sound
commercial sense, creativity, motivation
and leadership which they acquired
through learning experience. Pursuing a
career using the acquired
entrepreneurship skills from tech-voc
training is wide open for many
opportunities.

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 instructional supervisors
VI. REFLECTION can provide for you so when you meet them, you can ask relevant questions.
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 students who caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?