Republic of the Philippines

Department of Education
Region VIII
Schools Division of Tacloban City
District Learning Center IX
V&G de la CRUZ MEMORIAL SCHOOL
Tacloban City
School I.D. 124230

LESSON PLAN FOR CLASSROOM OBSERVATION

Teacher: Donna Belle I. Costibolo Grade & Section: VI
Teaching Date: April 15,2024 Learning Area: EPP/TLE
Teaching Time: Quarter 4th

I. OBJECTIVES
A. Content Standard Demonstrates knowledge and skills that will lead to one becoming an ideal
entrepreneur.
B. Performance Standard Sells products based on needs and demands.
C. Learning Competencies Produces simple products
TLEIE6-0a-2
II. SUBJECT MATTER PRODUCING SIMPLE PRODUCTS
III. LEARNING RESOURCES
A. References a. Teacher’s Guide pages: CG page 32

b. Learner’s Materials pages:

c. Textbook pages: ICT and Entrepreneur TLE Textbook

pages 111-131

d. Additional Materials from Learning Resource (LR)

portal Science 4 Curriculum:

B. Other Learning Resources a. Materials: Pictures, Powerpoint presentation, Laptop, Cartolina,

b. Process Skills: analyzing, describing, identifying

c. Strategies: collaborative learning, hands-on activities (practice

and demonstrate), feedback and reflection, guided discovery.

d. Integration: values

IV. PROCEDURES ACTIVITIES ANNOTATIO

N
A. Reviewing previous
lesson or Presenting the new This Illustrates
Review: Indicator #1
lesson (Introductory Applied knowledge
Activity) What are the different precautionary measures in doing a of content within
and across
project? curriculum teaching
areas.

B. Establishing a purpose for . This Illustrates

the lesson (Motivation) Indicator #3
Look at the picture Applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
other higher order
thinking skills.

What product can you see in the picture?

What are the materials used to make the product?
What is the meaning of entrepreneur?

C. Presenting examples/insta Discuss meaning of entrepreneur and people with successful

nces of the new lesson This Illustrates
stories. Indicator #1
(Demonstration / Modeling) Applied knowledge
Present examples in making a product of content within
and across
Polvoron and pastillas making curriculum teaching
(video presentation) areas.

This Illustrates
Indicator #7
Established a
learner-centered by
using teaching
strategies as that
respond to their
linguistic, cultural,
socio-economic and
religious groups

Ask:
1. what is the most popular delicacies in your province or
area?
2. How do you think the ingredients used in making polvoron
or pastillas reflect the cultural heritage of the Philippines?
3. what are other traditional foods in the Philippines?
D. Discussing new Short Story (Literacy & Numeracy Integration)
concepts and practicing Once upon a time in a bustling town, there lived a curious kid
new skills #1 (Analysis) named Alex. With a passion for creativity and a knack for
business, Alex decided to start making colorful bracelets out
This Illustrates
of beads found in Grandma's old wallet. With hard work and Indicator #2
determination, Alex's bead bracelets became the talk of the Used a range of
town! Inspired by their success, Alex decided to turn their teaching strategies
that enhance
hobby into a business. They set up a small stall at the local learner achievement
market, selling their unique creations. Through patience and in literacy and
perseverance, Alex's entrepreneurship journey bloomed, numeracy skills
teaching them valuable lessons about innovation, marketing,
and the joy of turning passion into profit This Illustrates
Comprehension Questions: Indicator #3
Applied a range of
teaching strategies
1. What motivated Alex to start making colorful to develop critical
bracelets? and creative
thinking, as well as
2. How did Alex's bead bracelets become popular in the other higher order
town? thinking skills.
3. If Alex sells 5 bead bracelets each day at the local
market for P3 each, how much money does Alex make
in a week for 7 days?

Discussing new concepts Preparation of Ingredients.

and practicing new skills The teacher will discuss and demonstrate the procedures of
#2 (Analysis) polvoron and pastillas making.

The teacher will group the students into 5. This Illustrates

Indicator #8
Adapted and used
culturally
Ingredients for making polvoron and pastillas (e.g., powdered appropriate
milk, sugar, butter, etc.) teaching strategies
to address the needs
of learners from
Cooking utensils and equipment (e.g., mixing bowls, spatulas, indigenous groups.
molds, etc.)
This Illustrates
Indicator #9
Recipe cards with instructions Used strategies for
providing timely ,
Tables or stations for group work accurate and
constructive
feedback to improve
(Encourage open discussion and sharing of knowledge among learner
group members about the significance of polvoron and performance.
pastillas in their respective cultures.)
E. Developing mastery Each group will do the process on making the product
This Illustrates
following the procedures with the close supervision of the Indicator #7
teacher. Established a
learner-centered by
using teaching
Each group will be given time to do their task and present strategies as that
their works. respond to their
 (Foster collaborative learning environments where students linguistic, cultural,
socio-economic and
work together in diverse groups, encouraging peer-to-peer religious groups.
support and knowledge sharing.)
F. Finding practical This Illustrates
applications of Indicator #7
Can you think of any traditional ingredients from your Established a
concepts and skills in cultural background that could be incorporated into polvoron learner-centered by
daily living or pastillas to add a unique flavor? using teaching
(Application) strategies as that
respond to their
linguistic, cultural,
socio-economic and
religious groups.
G. /(Generalization) What do you think is the most important part of making This Illustrates
Indicator #3
polvoron and pastillas successfully? Applied a range of
teaching strategies
What similarities do you notice between making polvoron and to develop critical
and creative
pastillas? thinking, as well as
other higher order
thinking skills.

H. Evaluating learning This Illustrates

(Evaluation) Directions: Indicator #8
Adapted and used
Arrange the steps on how to make a polvoron. culturally
appropriate
_______1. Measure out all the ingredients needed for making teaching strategies
polvoron. to address the needs
of learners from
_______2. Melt the butter in a saucepan or microwave until it indigenous groups.
becomes liquid.
In a large mixing bowl, combine the all-purpose flour, powdered
milk, and sugar.
_______3. Stir the dry ingredients together until well mixed and
evenly distributed.
_______4. Pour the melted butter into the bowl with the dry
ingredients.
_______5. Once the mixture has a crumbly texture, use your hands
to squeeze and press it together.
_______6. Place the tray of molded polvoron in the refrigerator to
chill for at least 30 minutes.

Answer: 1-6

I. Additional activities Sell the items and collect the total cost of polvoron & pastillas.
for application or
remediation
(Assignment)

Prepared by:
DONNA BELLE I. COSTIBOLO
Grade 6 EPP Teacher
Observed by:
MARIA LYN T. MACAYAN
Master Teacher I
 Noted by:
LORENA Z. BONIFACIO
Principal III