School: NATO NATIONAL HIGH SCHOOL
TLE- AGRICROP
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies
/Objectives: Write the LC
Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
Grade Level: G9
Teacher: RONNEL V. ENCINAS Learning Area: PRODUCTION
Teaching Dates and Time: October 3-4, 2023 Quarter: 1st
Session 6
The learner demonstrates an understanding of the market of agricultural crop production from the context of the town.
The learner independently identifies the products/services available and the competitors within the agricultural crop production market from
the context of the town.
LO 1. Recognize and understand the market for agricultural crop production
1.1. Identify the players/ competitors within the town
1.2. Identify the different products/services available in the market
1.3. Enumerate the differences between these products/ services
Learning across curriculum:
1. Mathematics - Students can calculate profit margins and break-even points for different business models.
2. English - Students can research and present on famous entrepreneurs and their contributions to the business world.
3. Social Studies - Students can explore the economic systems of different countries and analyze their impact on business markets.
TLE_EM9-12-I0-1
Personal Entrepreneurial Competencies (PECs)
7-25
27-41
Video clips, projector, photos, slide presentation, real objects, speaker, Chart paper, markers, handouts with examples of business markets
(3) EM: Environmental Market (Taglish Video Lesson) - YouTube
Routinely activities: Praying, checking of attendance and presenting the lesson objectives
Let the students share about their learning of the previous lesson.
1. Show a short video clip of a successful entrepreneur sharing their journey and the importance of understanding the business market.
2. Conduct a small group discussion on the different types of businesses students encounter in their daily lives.
(The teacher will give a candy to the learners and give a positive feedback)
3. Present a case study of a local business and ask students to identify its target market and unique selling proposition.
(This strategy will enhance their verbal skills)
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
G.Finding Practical Applications
of Concepts and Skills in Daily
Activity 1: Common Characteristics of a Business Market
Materials: Chart paper, markers, handouts with examples of business markets
Instructions:
1. Divide students into small groups.
2. Provide each group with a handout containing examples of different business markets.
3. Ask each group to analyze the examples and identify the common characteristics of a business market.
4. Each group presents their findings to the class.
Rubric:
- Identification of common characteristics: 5 points
- Presentation clarity and organization: 3 points
- Participation and teamwork: 2 points
Assessment Questions:
1. What are the common characteristics of a business market?
2. Why is it important for businesses to understand their target market?
(The teacher will praise the learners using the YES Clap and give a positive feedback)
DISCUSSION
Using a video and slide presentation, the teacher will discuss the common characteristics of a business market,
the legal forms of business, the different industries in the country today, checking the needs, wants and demands of the market through
environmental scanning process and the 4m’s of production.
(The teacher will select a student who will install the projector, another student will be in-charge for the speaker, and another student will
operate the laptop and show the slide presentation - ICT INTEGRATION)
Activity 2: Legal Forms of Business
Materials: Whiteboard, markers, handouts on legal forms of business
Instructions:
1. Provide an overview of the different legal forms of business (sole proprietorship, partnership, corporation).
2. Divide students into pairs.
3. Each pair is assigned a specific legal form of business to research and present to the class.
4. Students should discuss the advantages, disadvantages, and requirements of their assigned legal form.
Rubric:
- Presentation content and accuracy: 5 points
- Presentation delivery and engagement: 3 points
- Participation and teamwork: 2 points
Assessment Questions:
1. What are the advantages and disadvantages of a sole proprietorship?
2. What are the requirements for forming a corporation?
(This strategy will enhance their drawing and verbal skills)
Activity 3: The 4M's of Production and Start-up Capital
Materials: Slides or handouts explaining the 4M's of production, examples of start-up capital sources
 Living
H. Making Generalizations and
Abstractions about the Lesson
Instructions:
1. Present the 4M's of production (manpower, materials, machines, money) and their importance in business operations.
2. Show examples of start-up capital sources (personal savings, loans, investors) and discuss their significance for new businesses.
3. Divide students into small groups.
4. Each group is given a scenario of a start-up business and must discuss the allocation of the 4M's of production and the need for start-up
capital.
Rubric:
- Application of the 4M's of production: 5 points
- Understanding of start-up capital importance: 3 points
- Participation and teamwork: 2 points
Assessment Questions:
1. How does the allocation of the 4M's of production impact business operations?
2. Why is start-up capital important for a new business?
After each activity, the teacher should facilitate a class discussion to analyze the outcomes. This can include highlighting key points,
addressing any misconceptions, and encouraging students to reflect on their learning.

During the analysis phase, the teacher can summarize the key concepts and principles related to the objective. This will help students form a
deeper understanding of the lesson and its relevance to real-world business scenarios.

To apply their knowledge, students can be given a real-life problem related to the objective. For example, they can be tasked with creating a
business plan for a hypothetical start-up, considering the target market, legal form of business, allocation of the 4M's of production, and
securing start-up capital.
(This strategy will solicit learnings that they have acquired in the whole discussion enabling them to develop HOTS. Allowing learners to
express their ideas and opinions.
I. Evaluating Learning Teachers can assess students' learning based on the learning objectives through various methods, such as:
1. Written quizzes or tests covering the common characteristics of a business market, legal forms of business, the 4M's of production, and
the importance of start-up capital.
2. Class participation and engagement during discussions and activities.
3. Presentation assessments for the group activities, evaluating content accuracy, delivery, and engagement.
J. Additional Activities for As an assignment, students can be asked to research and create a presentation on a specific legal form of business, analyzing its
Application or Remediation advantages, disadvantages, and requirements. They can also be tasked with identifying and interviewing a local entrepreneur to gain
insights into the challenges and strategies involved in acquiring start-up capital.
VI.REFLECTION
A. No. of learners who earned 80% in the evaluation
50
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who There is no remediation since all learners passed the evaluation
have caught up with the lesson
D. No. of learners who continue to require remediation 0
E. Which of my teaching strategies work well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?
The ICT approach works well including videos, music , and photo. It captures the learner’s interest and sustain
attention because most of them are visual learners. Discussion also played an important role enabling leraners to
have a clear understanding of the topic.

Prepared: Checked by:

RONNEL V. ENCINAS WILFREDO C. TABACO JR.

Teacher I Master Teacher I

Noted:

FELOMINA C. VERGARA
Secondary School Principal II