Entrepreneurship 1st Quarter Sessions

DAILY LESSON LOG
IGNACIO VILLAMOR SENIOR HIGH SCHOOL

applied
ENTREPRENEURSHIP Andrei nicolai e. pacheco
Semi-detailed Lesson Exemplar based on DO no. 42 s. 2016 Master teacher II
Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

Teaching Date Time 7:00-1:00
Learning Phase Explore DLL No. 6 Session 1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts, underlying principles,
and core competencies in Entrepreneurship
B. Performance Standard The learner self-sufficiently creates/ provides a quality marketable product and/or
service in Entrepreneurship
C. Learning Discuss the relevance of the entrepreneurship to the strand
Competencies/
Objectives
II. CONTENT
A. Topic Chapter 1: Core Concepts in Entrepreneurship
Session 1: THE WORLD OF ENTREPRENEURSHIP
B. Focus Question Why is entrepreneurship a relevant tool in today’s society?
III. LEARNING RESOURCES

A. References
Aduana, Nick L. Entrepreneurship in the Philippine Setting. Quezon City, Philippines: C&E Publishing, Inc., 2016.
Brown, Betty and John E. Clow. Introduction to Business. California, USA: The McGraw-Hill Companies, Inc., 2008.
Bygrave, William and Andrew Zacharakis. Entrepreneurship, 2nd ed. New Jersey, USA: John Wiley & Sons, Inc., 2011.
De Guzman, Ines A. A Module in Entrepreneurship. Manila, Philippines: Saint Bernadette Publications, 1991.
Miller, Roger LeRoy. Economics: Today and Tomorrow. Ohio, USA: The McGraw-Hill Companies, Inc., 2008.
B. Other Learning Resources
Technology Audio-Visual Print/Physical
 LCD Screen/Projector  Slide Presentation  Egg Catcher Task Card
 MacBook Pro  Discovery Stations
 Multimedia Speakers  KWL Chart and Rubric
 iPad Air
IV. PROCEDURES
(Please see reverse for the Procedures)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the B. No. of learners who require addt’l C. No. of learners who caught up with the D. No. of learners who needs more
Formative Assessment: activities for remediation: lesson: remediation:
E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

IV. PROCEDURES DLL 6, Session 1
SAYSAY (Before the Lesson)
A. Review Jumpstart Activity: Celebrity Bluff
B. Purpose Statement of Objectives: “Today, I can…!”
Focus Question: Why is entrepreneurship a relevant tool in today’s society?
C. Motivation Activity 1: The Egg Catcher
Activity and Students will develop a solution the egg catcher problem by developing an innovative
Analysis product. They can develop their own device or provide diagrams depending on the time.
Process Questions:
1. What innovative product did you develop to solve the egg catcher problem?
(Applying)
2. What are your considerations in proposing solutions to the egg catcher problem?
(Evaluating)
3. How important is creativity in solving our global problems? (Understanding)
HUSAY (During the Lesson)
D. Discussion of Activity 2: Entrepreneurs of the World (Discovery Stations Activity)
New Concepts/ 1. The class will explore how entrepreneurs help solve society’s problems through a
Skills discovery stations activity.
2. Each station will showcase photos, videos, and other artifacts related to the following
topics:
Station 1: Entrepreneurs in Science and Technology
Station 2: Entrepreneurs in Education
Station 3: Entrepreneurs in the Community
Station 4: Entrepreneurs in the Food, Health, and Wellness Industry
3. Each group will explore the contents of the station in 1 minute and they will write
answers to the process questions.
Process Questions:
1. What is entrepreneurship? (Understanding)
2. How does entrepreneurship help solve society’s problems? (Understanding)
E. Development of Activity 3: KWL Chart (Group Activity)
Mastery/ Practical 1. Students will answer a KWL based on Activity 2.
Application 2. Each group will present their outputs in class.
SARILI (After the Lesson)
F. Generalization Entrepreneurship is a vital tool that helps solve the problems of society.
and Abstraction
G. Evaluation Formative Assessment: Rubric for the KWL Chart (20 Points)
H. Enrichment/ Homework
Remediation/ 1. Choose one Filipino or Foreign Entrepreneur. Initiator
Homework 2. Identify some key attributes that s/he possesses.

3. Create a bubble map.
Decsion
Maker Photo Innovator
Risk-Taker
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Pacheco
2017
DAILY LESSON LOG
applied

Learning Phase Firm-up DLL No. 7 Session 2
I. OBJECTIVES
C. Learning 1. Explain the key concepts and competencies in entrepreneurship
Competencies/
Objectives
II. CONTENT
Session 2: SALIENT FEATURES OF ENTREPRENEURSHIP
B. Focus Question What are the salient features of entrepreneurship?

A. References
 LCD Screen/Projector  Slide Presentation  Sago’t Gulaman Offline Game
 MacBook Pro Cards
 Multimedia Speakers  Case Situations Table
 iPad Air  Checklist of Skills
 Lemonade Stand Online game
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: Fact or Fiction
Focus Question: What are the salient features of entrepreneurship?
C. Motivation Activity 1: Lemonade Stand/Sago’t Gulaman Stand (Small Group Activity)
Activity and 1. Students will play an online activity about building a lemonade stand found on
Analysis http://classbrain.net/cb_games/cb_gms_bag/lemonade.html.
2. If there is no internet access, students will play the offline Sago’t Gulaman Game.
Process Questions:
1. Were you profitable for the week? How do you know? (Analyzing)
2. What would you change to be more profitable? (Evaluating)
D. Discussion of Activity 2: Salient Features of Entrepreneurship (Big Group Discussion)
New Concepts/ 1. Class discussion on the meaning of entrepreneurship, entrepreneur, and enterprise.
Skills 2. This will be followed by the four entrepreneurial attributes: initiator, decision-maker,
innovator, and risk taker.
Process Questions:
1. What does the terms ‘entrepreneurship,’ ‘entrepreneur,’ and ‘enterprise’ mean?
(Understanding)
2. What makes the entrepreneur “the captain of the industry?” (Understanding)
E. Development of Activity 3: Entrepreneurial Attributes Case Analysis (Group Activity)
Mastery/ Practical Students will evaluate case situations and identify the corresponding entrepreneurial
Application attribute necessary.
Case Situation Initiator Decision Innovator Risk Taker
Maker
1. Maria’s Carinderia
2. Romy’s Repair Shop
3. Queenie’s Events
4. Mark’s Coffee Shop
F. Generalization The entrepreneur is the captain of the industry because s/he creates the right climate for
and Abstraction opening and operating a small business. S/he must possess the 4 entrepreneurial attributes so
that s/he can be successful in his/her business venture.
G. Evaluation Formative Assessment: Checklist of Skills (20 Points)
Remediation/ 1. Prepare for a 5-minute guided reporting on the following topics:
Homework a. Innovation theory
b. Keynesian theory
c. Marshallian theory
d. Risk theory
2. Guide Questions:
a. What are the features of the theory?
b. What are practical, real-world applications of the theory in business?
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2017
DAILY LESSON LOG
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I. OBJECTIVES
Competencies/
Objectives
II. CONTENT
Session 3: THEORIES OF ENTREPRENEURSHIP
B. Focus Question What are the theories of entrepreneurship and how are they applied?

A. References
 LCD Screen/Projector  Slide Presentation  Venn Diagram
 MacBook Pro  Success Stories Task Cards
 Multimedia Speakers  Rubric for Oral Presentation
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: The Four Attributes
Focus Question: What are the theories of entrepreneurship and how are they applied?
C. Motivation Activity 1: The Art and Science Puzzle Venn Diagram
Activity and (Big Group Activity)
Analysis Students will answer a Venn Diagram to determine whether Art Science
or not Entrepreneurship is an Art or A Science.
Process Questions:
1. What are the salient features of entrepreneurship?
(Remembering)
2. What makes entrepreneurship an art? a science? (Understanding)
D. Discussion of Activity 2: Theories of Entrepreneurship (Big Group Discussion)
New Concepts/ 1. Group reporting on the four key theories of entrepreneurship, namely:
Skills a. Innovation theory
b. Keynesian theory
c. Marshallian theory
d. Risk theory
e. Other theories on entrepreneurship
Process Questions:
1. What are the theories of entrepreneurship? (Understanding)
2. How are these theories applied in the real-world business situations?
(Understanding)
E. Development of Activity 3: Success Stories in Philippine Entrepreneurship (Group Activity)
Mastery/ Practical Students will evaluate the success stories of different business ventures and they will
Application evaluate which theory is best applicable.
Business Theory
1. SM Supermalls
2. Mercury Drugstore
3. National Bookstore
4. MyPhone
5. Jollibee
F. Generalization The theories of entrepreneurship serves as guides to the success stories of actual business
and Abstraction ventures. We must use theory in real-world business situations to help our business ventures
grow.
G. Evaluation Formative Assessment: Rubric for Oral Presentation (20 Points)
Remediation/ 1. Using Edward de Bono’s Six Thinking Hats, evaluate the major activities of a small
Homework startup business and compare it to the principles of entrepreneurship.
a. Motive in Opening a Business b. Sources of Funds
c. Perception of Risk d. Reactions to Changes in the Environment
e. View on Competition f. Vision for Development
g. Horizon on Business Operations
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2017
DAILY LESSON LOG
applied

I. OBJECTIVES
Competencies/
Objectives
II. CONTENT
Session 4: ENTREPRENEURSHIP AND BUSINESS OPERATIONS
What makes entrepreneurship an essential tool in opening and operating a small
B. Focus Question
business?

A. References
 LCD Screen/Projector  Slide Presentation  Major Startup Activities Task
 MacBook Pro  “What is an Entrepreneur” Video Cards
 Multimedia Speakers  Six Thinking Hats
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: The Theories of Entrepreneurship
Focus Question: What makes entrepreneurship an essential tool in opening and operating
a small business?
C. Motivation Activity 1: “What is an Entrepreneur?” Video
Activity and Analysis (Big Group Discussion)
Analysis Process Questions:
1. What are the essential characteristics of an
entrepreneur? (Remembering)
2. Why are these characteristics necessary in
running a startup business?
(Understanding)

D. Discussion of Activity 2: Group Brainstorming (Small Group Discussion)
New Concepts/ 1. Each group will be given task cards regarding the major activities of a small business
Skills enterprise.
a. Motive in Opening a Business b. Sources of Funds
c. Perception of Risk d. Reactions to Changes in the Environment
e. View on Competition f. Vision for Development
g. Horizon on Business Operations
2. They will analyze each task card and shall answer the guide questions.
Process Questions:
1. What is the difference between the activities of entrepreneurship and that of a
small business? (Understanding)
2. Why is entrepreneurship an essential tool in opening and operating a small
business? (Understanding)
E. Development of Activity 3: Six Thinking Hats (Big Group Activity)
Mastery/ Practical Students will use the six thinking hats to assess the attributes of each business activity.
Application

F. Generalization Entrepreneurship serves as a guide in opening and operating a small business.
and Abstraction
G. Evaluation Formative Assessment: Rubric for Oral Presentation (20 Points)
Remediation/ 1. Create a map of your community.
Homework 2. Identify key areas that can be a challenging place to start a business.
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Pacheco
2017
DAILY LESSON LOG
applied

I. OBJECTIVES
Competencies/
Objectives
II. CONTENT
Session 5: MISCONCEPTION ABOUT ENTREPRENEURSHIP
B. Focus Question What are the common misconceptions about entrepreneurship?

A. References
 LCD Screen/Projector  Slide Presentation  ARG Template with Rubric
 MacBook Pro  I Can See Your Voice Theme  I Can See Your Voice Placards
 Multimedia Speakers Song
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: Major Activities of Businesses
Focus Question: What are the common misconceptions?
C. Motivation Activity 1: Anticipation-Reaction Guide (Big Group Discussion)
Activity and Students will answer the anticipation part of the anticipation-reaction guide (ARG) about
Analysis common misconceptions about entrepreneurship.
Topic Anticipation Reaction
1. Entrepreneurship applies only to manufacturing.
2. Entrepreneurship applies only to small business
3. Entrepreneurship applies mostly to graduates of business
courses
4. Entrepreneurship applies only to wealthy economies
5. Entrepreneurship is only for creative and wealthy people
D. Discussion of Activity 2: I Can See Your Business Voice (Big Group
New Concepts/ Discussion)
Skills 1. Students will participate in the game show “I Can See Your
Business Voice.”
2. There will be 7 students who will act as “singers” with
corresponding placards related to the misconceptions about entrepreneurship.
3. Each group will select representatives who will guess whether the placard is a
“SEEnger” (“singing” about the truth) or “SINGtunado” (“singing” about a lie)
Process Questions:
1. What are the common misconceptions about entrepreneurship? (Remembering)
2. Why do you think these misconceptions exist? (Understanding)
3. Do you have similar misconceptions? Why? (Evaluating)
E. Development of Activity 3: Anticipation-Reaction Guide (Big Group Activity)
Mastery/ Practical Students will answer the reaction part of the ARG.
Application Process Questions:
1. What changed from your initial perceptions about entrepreneurship? (Evaluating)
2. Why did your perceptions change? (Evaluating)
3. Are there other misconceptions that you still have as a budding entrepreneur?
(Remembering)
F. Generalization Nobody is born an entrepreneur. To become a successful entrepreneur, we must know the
and Abstraction basic principles of entrepreneurship but it does not mean that we must only formally study it.
G. Evaluation Formative Assessment: Rubric for ARG (20 Points)
Remediation/ 1. Create a map highlighting the key areas of business opportunity in your community.
Homework 2. List down possible business ventures that can be opened in these areas.
3. Choose one that would most likely be profitable and one that you would personally
be interested in.
©
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Pacheco
2017
DAILY LESSON LOG
applied

Learning Phase Deepen DLL No. 11 Session 6
I. OBJECTIVES
C. Learning 1. Explore job opportunities in entrepreneurship as a career
Competencies/ 2. Discuss the relevance of entrepreneurship to the strand
Objectives
II. CONTENT
Session 6: SOURCES OF ENTREPRENEURIAL IDEAS
B. Focus Question How do we find sources of entrepreneurial ideas in our community?

A. References
 LCD Screen/Projector  Slide Presentation  Business Map Activity Sheet
 MacBook Pro  “My Puhunan” News Clip  May Trabaho sa Negosyo Task
 Multimedia Speakers Cards with Rubric
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: Fact or Bluff
Focus Question: How do we find sources of entrepreneurial ideas in our community?
C. Motivation Activity 1: “My Puhunan” News Feature Analysis
Activity and (Big Group Discussion)
1. How did the entrepreneur identify business
opportunities? (Remembering)
2. What makes her strategy effective? (Analyzing)
3. Are you inspired by the featured story? How?
(Evaluating)
D. Development of Activity 2: Mapping Business Opportunities (Small Group Activity)
Mastery 1. Based on their enhancement activity, they will create a community map that identifies
needs of the community that can be converted into a startup business.
2. Students will classify these business opportunities as:
a. Most creative
b. Most difficult
c. Most costly, and
d. Most common
E. Practical Activity 3: May Trabaho sa Negosyo! Exhibit (Big Group Activity)
Application 1. Students will present their Business Maps in a gallery of outputs.
2. They will highlight the jobs that each possible business opportunities can offer.
Process Questions:
1. What business opportunities are available in your community? (Analyzing)
2. What job opportunities can these business give young people like you?
(Analyzing)
F. Generalization As a future entrepreneur, always remember that a business must be firmly established based
and Abstraction on the needs of the community. A career in entrepreneurship is a rewarding endeavor.
G. Evaluation Summative Assessment: Rubric for Creative Presentation (20 Points)
Remediation/ 1. Create a flow chart about the benefits of entrepreneurship from the individual Filipino
Homework entrepreneur to the economy.
2. Use one Filipino company as an example.
Benefit 1 Benefit 2 Benefit 3 Benefit 4 Benefit 5
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Pacheco
2017
DAILY LESSON LOG
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I. OBJECTIVES
C. Learning 1. Explore job opportunities in entrepreneurship as a career
Competencies/ 2. Discuss the relevance of entrepreneurship to the strand
Objectives
II. CONTENT
Session 7: IMPORTANCE OF ENTREPRENEURSHIP
B. Focus Question Why is entrepreneurship important to Filipinos and the Philippine Economy?

A. References
 LCD Screen/Projector  Slide Presentation  Jenny’s Salon Activity
 MacBook Pro  "Entrepreneurs Can Change the  Blogging/Essay Rubric
 Multimedia Speakers World” Video
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: True or False
Focus Question: Why is entrepreneurship important to Filipinos and the Philippine
Economy?
C. Motivation Activity 1: “Entrepreneurs Can Save the World”
Activity and Video Analysis (Big Group Discussion)
1. Why do you think entrepreneurs can change
the world? (Evaluating)
2. Do you consider yourself as having the
potential to be entrepreneurs in the future?
(Applying)
D. Development of Activity 2: Jenny’s Salon (Paired Activity)
Mastery Students will evaluate the case study entitled “Jenny’s Hair Salon” to identify the
contributions of the entrepreneur to the economy.
Process Questions:
1. What are the benefits that Jenny got from her business? (Remembering)
2. What did her employees and stakeholders get out of the business?
(Remembering)
3. How did the economy benefit from Jenny’s Hair Salon? (Understanding)
E. Practical Activity 3: Flow of Benefits (Individual Activity)
Application 1. Students will write a feature article on why entrepreneurship is important on the
development of the Filipino and the Philippines.
2. This will be published online through a blogging website.
Process Questions:
1. What are the benefits of entrepreneurship to the entrepreneur? To the economy?
(Understanding)
2. Do you believe that entrepreneurs can change the world? (Understanding)
F. Generalization The significance of entrepreneurship cannot be undermined. The list of benefits seem limitless
and Abstraction because it affects the lives of Filipino communities and the larger Philippine Economy as a
whole.
G. Evaluation Summative Assessment: Rubric for Essay/Blog (20 Points)
Remediation/ 1. Prepare for Long Test 1
Homework
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2017
DAILY LESSON LOG
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I. OBJECTIVES
Competencies/ 2. Explore job opportunities in entrepreneurship as a career
Objectives
II. CONTENT
A. Topic Chapter 2: Core Entrepreneurial Competencies
Session 1: CHARACTER TRAITS OF SUCCESSFUL ENTREPRENEURS
B. Focus Question What are the common character traits of successful entrepreneurs?

A. References
 LCD Screen/Projector  Slide Presentation  Faces of Different Entrepreneurs
 MacBook Pro  “The 15 Characteristics of  My Skills Task Sheet
 Multimedia Speakers Effective Entrepreneurs” Video  Checklist of Skills
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: Match Making
Focus Question: What are the common character traits of successful entrepreneurs?
C. Motivation Activity 1: Guess that Face (Big Group Activity)
Activity and Students will guess the jumbled faces of famous entrepreneurs.
1. What characteristics do these famous entrepreneurs have in common?
(Remembering)
2. Which of these characteristics do you think you possess? (Evaluating)
D. Discussion of Activity 2: “The 15 Characteristics of Effective
New Concepts/ Entrepreneurs” Video Analysis (Big Group
Skills Discussion)
Process Questions:
1. What are the 15 Characteristics of
effective entrepreneurs? (Remembering)
2. How can these characteristics improve
the way entrepreneurs do business?
(Understanding)
E. Development of Activity 3: My Skills Think-Pair-Share (Paired Activity)
Mastery/ Practical 1. Students will write goals and objectives as future entrepreneurs by accomplishing the
Application tables below.
2. They will pair up with a seat mate to share their thoughts about the topic.
Characteristic Strengths Areas of Development
Process Questions:
1. Which among the characteristics do you consider strengths? Areas of
development? (Remembering)
2. What will you do in order to meet your areas of development? (Applying)
F. Generalization There is no specific formula to be a successful entrepreneur. There is always room for
and Abstraction development. We need to keep an open mind in order to improve what we need to improve
on.
Remediation/ 1. Conduct a 1-5 minute interview with a local entrepreneur using the PECS
Homework Interview Guide.
2. Identify the entrepreneurial competencies that your guest entrepreneur
possesses.
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Pacheco
2017
DAILY LESSON LOG
applied

I. OBJECTIVES
Objectives
II. CONTENT
Session 2: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
B. Focus Question How can the PECS inspire me to be a future entrepreneur?

A. References
 LCD Screen/Projector  Slide Presentation  Think-Pair-Share Task Sheet
 MacBook Pro  Video Interview
 Multimedia Speakers
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: Cause and Effect
Focus Question: How can the PECS inspire me to be a future entrepreneur?
C. Motivation Activity 1: “The Pinoy Entrepreneur” Video Analysis (Big Group Discussion)
Activity and Students will showcase their interviews with local entrepreneurs and they will conduct
Analysis peer evaluation about the results of their interviews.
Process Questions:
1. Based on your interview, what are the common motivations of entrepreneurs in
establishing a startup business? (Analyzing)
2. Why do you think establishing a business is both a difficult and rewarding task?
(Evaluating)
D. Discussion of Activity 2: Personal Entrepreneurial Competencies (Big Group Discussion)
New Concepts/ Process Questions:
Skills 1. What are the PECS? (Remembering)
2. How important is it to develop the PECS as a budding entrepreneur?
E. Development of Activity 3: Think-Pair-Share (Paired Activity)
Mastery/ Practical 1. Based on the previous activity, students will accomplish a table that categorizes key
Application character traits of entrepreneurs.
2. They will identify which among these characteristics can be found in the guest
entrepreneur.
3. They will also do a personal assessment of their entrepreneurial character traits.
Personal Entrepreneurial Competencies Guest Entrepreneur My PECS
Achievement Cluster
Planning Cluster
Power Cluster
Process Questions:
1. What are inspiring skills that you can learn from the successful entrepreneur that
you have interviewed?
2. Why is there a need to develop the PECS? (Understanding)
3. What plan of action will you do to achieve the PECS? (Applying)
F. Generalization The principle of knowing oneself has a very important role in entrepreneurship. By knowing
and Abstraction oneself, one will be able to determine the areas to which one can improve on.
Remediation/ List down your personal entrepreneurial goals by completing the following table:
Homework “I am the Captain of My Ship”
Entrepreneurial Goals Expected Time to Actions to be
Accomplish Accomplished
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2017
DAILY LESSON LOG
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I. OBJECTIVES
Objectives
II. CONTENT
Session 3: MY ENTREPRENEURIAL QUOTIENT
B. Focus Question What are my existing entrepreneurial strengths that I can use in my career?

A. References
 LCD Screen/Projector  Slide Presentation  My Entrepreneurial Quotient Quiz
 MacBook Pro  “The Story of Soccoro Ramos”  Monopoly Game Supplies
 Multimedia Speakers Video  Video Blog Rubric
 iPad Air
IV. PROCEDURES
V. REMARKS
VI. REFLECTION

A. Review Jumpstart Activity: My Entrepreneurial Quotient Quiz
Focus Question: What are my existing entrepreneurial strengths that I can use in my
career?
C. Motivation Activity 1: “The Story of Soccoro Ramos”
Activity and Video Analysis (Big Group Discussion)
Analysis Processing Questions:
1. What were the struggles of Soccoro
Ramos when she was starting her
business? (Remembering)
2. What can we learn from the
struggles of entrepreneurs like
Soccoro Ramos? (Analyzing)
D. Development of Activity 2: Monopoly! (Small Group Activity)
Mastery 1. The class will play a trading game that will utilize
the PECS as currency.
2. There will be four stores, each of which have an
assortment of needs. The group will “bid” using
the PECS currency. If they bid correctly, they will
have the chance to own the business.
Processing Questions:
1. What were your considerations in offering your bid? (Understanding)
2. Why are entrepreneurial competencies important for budding entrepreneurs like
you? (Evaluating)
E. Practical Activity 3: My Entrepreneurial Quotient (Individual Activity)
Application Students will assess their entrepreneurial quotient and create a video blog which will be
posted on Facebook/YouTube.
F. Generalization More than just skills, an entrepreneur must possess the passion to serve the needs of his/her
and Abstraction fellowmen.
G. Evaluation Summative Assessment: Rubric for Creative Presentation (20 Points)
Remediation/ 1. Prepare for Long Test 2
Homework
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2017

Entrepreneurship 1st Quarter Sessions

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Entrepreneurship 1st Quarter Sessions

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DAILY LESSON LOG

IGNACIO VILLAMOR SENIOR HIGH SCHOOL

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Homework 2. Identify some key attributes that s/he possesses.

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

HUSAY (During the Lesson)

SARILI (After the Lesson)

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Benefit 1 Benefit 2 Benefit 3 Benefit 4 Benefit 5

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

Grade Level/Strand 11 Academic, TVL Semester/Quarter 2nd Semester, 1st Quarter

III. LEARNING RESOURCES

(Please see reverse for the Procedures)

E. Effective teaching strategies: F. Problems encountered: G. Innovations or localized materials:

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