Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:01 Learning Area: Grade Level: 11 Quarter:3 Date: November 14-17, 2016
Entrepreneurship Duration: 240 minutes
Learning  Discuss the relevance of entrepreneurship Code:
Competency/ies:  Explore job opportunities for entrepreneurship as a career
CS_EP11/12EBTREP-0a-1
 Identify the market problem to be solved or the market need to be met
(Taken from the Curriculum Guide) CS_EP11/12EBTREP-0a-2
 Propose solutions in terms of products and services that will meet the
need using techniques on seeking, screening and seizing opportunites: CS_EP11/12EBTREP-0a-3
a. Analyze the market need CS_EP11/12EBTREP-0a-4
b. Determine the possible products or services that will meet the need CS_EP11/12EBTREP-0b-c-
c. Screen the proposed solutions based on viability, profitability and 5
CS_EP11/12EBTREP-0d-6
customer
d. Select the best product or service that will meet themarket need

Key Concepts /
Introduction to Entrepreneurship
Understandings to be
Developing a Business Plan
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, duplicate,
condition of The learner can recall information and list, memorize, repeat, describe, Identify the market problem to be solved or the
knowing something retrieve relevant knowledge from long-term reproduce market needs to be met.
with familiarity memory
gained through interpret, exemplify, classify,
experience or
Understanding Infer the relevance of entrepreneurship and
The learner can construct meaning from oral, summarize, infer, compare, explain,
association paraphrase, discuss discuss a job opportunity that goes by with it.
written and graphic messages

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,
systematic, and The learner can distinguish between parts and contrast, organize, outline,
sustained effort to determine how they relate to one another, and to the attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect,
complex activities or
Evaluating
The learner can make judgments and justify defend, judge, argue, debate,
... the ability, describe, critique, appraise,
coming from one's decisions
evaluate
knowledge, generate, hypothesize, plan, design,
practice, aptitude, Creating
The learner can put elements together to form a develop, produce, construct,
etc., to do formulate, assemble, devise Develop a business plan.
something functional whole, create a new product or point of
view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
in name, point to, reply, select, sit, Study, use Personal discipline,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Perseverance, Sincerity, Practice the value of
or reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Patience, Critical thinking, determination and
emotiona responding, willingness to respond, or satisfaction in responding (motivation). Open-mindedness, Interest, positive vision,
l areas. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Courteous, Obedience, Hope, determination and
A settled perform, practice, present, read, recite, report, select, tell, write Charity, Fortitude, Resiliency, cooperation in
way of Positive vision, Acceptance, participating all the
Determined, Independent , group activities and
thinking
Gratitude, Tolerant, Cautious, assessing
or feeling
Decisive, Self-Control, Calmness, situations.
about
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Responsibility, Accountability,
someone
simple acceptance to the more complex state of commitment. Valuing is based on the Industriousness, Industry,
or
internalization of a set of specified values, while clues to these values are expressed in Cooperation, Optimism,
somethin
the learner's overt behavior and are often identifiable. Satisfaction, Persistent,
g,
typically Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cheerful, Reliable, Gentle,
one that initiate, invite, join, justify, propose, read, report, select, share, study Appreciation of one’s culture,
is 4. Organization - Organizes values into priorities by contrasting different values, resolving Globalism, Compassion, Work Organize group
reflected conflicts between them, and creating a unique value system. The emphasis is on Ethics, Creativity, discussions and
in a comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial meetings with
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Literacy, Global, Solidarity, authority and
behavior explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Making a stand for the good, persistence.
relate, synthesize Voluntariness of human act,
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Appreciation of one’s rights, Act in accordance to
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Inclusiveness, Thoughtful, entrepreneurial
the learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, spirit during the
adjustment (personal, social, emotional). Happiness, Modest, Authority, development of
Hardworking, Realistic, Flexible, business plan.
Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Sympathetic, Frankness
practice, propose, qualify, question, revise, serve, solve, verify
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
standard Attends and reacts to a particular phenomenon. Learning outcomes may
s 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 Practice fair and
judgment Concern for Others, Respect for human responsible responses in
help, label, perform, practice, present, read, recite, report, select, tell, write
of what is rights, Gender equality, Family the entire development
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
importan Solidarity, Generosity, Helping, Oneness of the business plan.
ranges from simple acceptance to the more complex state of commitment.
t in life. Valuing is based on the internalization of a set of specified values, while clues to 3. Makakalikasan
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
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Consumerism, Cleanliness, Orderliness, Integrate responsible
learner’s
follow, form, initiate, invite, join, justify, propose, read, report, select, share, Saving the ecosystem, Environmental consumerism in the
life on
study sustainability study.
earth,
4. Organization - Organizes values into priorities by contrasting different values,
include
resolving conflicts between them, and creating a unique value system. The
more
emphasis is on comparing, relating, and synthesizing values.
than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, 4. Makabansa
and defend, explain, formulate, generalize, identify, integrate, modify, order, Peace and order, Heroism and
fame, organize, prepare, relate, synthesize Appreciation of Heroes, National Unity,
and 5. Internalizing values - (Characterization): Has a value system that controls Civic Consciousness, Social Display social
would their behavior. The behavior is pervasive, consistent, predictable, and most responsibility, Harmony, Patriotism, responsibility and
affect the importantly, characteristic of the learner. Instructional objectives are concerned Productivity patriotism in the study.
eternal with the student's general patterns of adjustment (personal, social, emotional).
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify,
millions perform, practice, propose, qualify, question, revise, serve, solve, verify
2. Content Development of a Business Plan

3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Video Presentation – What is an Entrepreneur?
Although at times optional, it is usually included to serve as a warm-up activity to give the
learners zest for the incoming lesson and an idea about what it to follow. One principle in Generate students’ responses on what an entrepreneur is after the
learning is that learning occurs when it is conducted in a pleasurable and comfortable video presentation and share to the entire class.
atmosphere.
4.2 Activity(25 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 Effective discussion:
learning starts where the learners are. Carefully structured activities such as individual or
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic Discuss the different parts of a business plan. Let the
students interact during the discussion by letting them ask.
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
may be created. Clear instructions should be considered in this part of the lesson.
4.3 Analysis( 5 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 Choose one part of a business plan and explain each.
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( 10 minutes).This outlines the key concepts, important skills that should Interactive Discussion
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 The following process questions are given to deepen the
inputs in this part of the lesson. discussion:
a. What is a business plan for?
b. Which audience will you prioritize in terms of
customizing the contents of a business plan?

4.5 Application( 5 minutes).This part is structured to ensure the commitment of the 1. How can you apply your knowledge on the development of
learners to do something to apply their new learning in their own environment. business plan in your life?

4.6 Assessment( 5 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 students business plan output.

d) Tests
4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening Finalize the business plan made and integrate corrections given.
the day’s lesson
4.8 Concluding Activity ( minutes). I can accept failure. Everyone fails at something. But I cannot accept not
This is usually a brief but affective trying.
closing activity such as a strong
quotation, a short song, an anecdote,
-- Michael Jordan
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.,
Transfer of lesson to November 28-December 1, 2016 due to class suspensions in preparation of Cebu
Provincial Meet 2016.
3. 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: Ma. Larity Alburo-Carin School: Carmen National High School - Day