Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:02 Learning Area: Grade Level: 11 Quarter:3 Date: November 28,29,30,
Entrepreneurship December 1, 2016
Duration: 240 minutes
Code:
Learning
Competency/ies:  Describe the unique selling proposition and value CS_EP11/12EBTREP-0d-7
(Taken from the Curriculum Guide) proposition that differentiates one’s product/service from
existing products/services

Key Concepts /
Market, Key concepts of Market, Players in the market, Products and services available in the
Understandings to be
market
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, duplicate, Describe the selling and value proposition
condition of The learner can recall information and list, memorize, repeat, describe, then name the difference between one’s
knowing something retrieve relevant knowledge from long-term reproduce product or service from existing
with familiarity memory products/services.
gained through interpret, exemplify, classify,
experience or
Understanding
The learner can construct meaning from oral, summarize, infer, compare, explain,
association paraphrase, discuss
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 contrast, organize, outline,
The learner can distinguish between parts and Differentiate Unique value
sustained effort to determine how they relate to one another, and to the attribute, deconstruct
smoothly and proposition from unique selling
overall structure and purpose
adaptively carryout proposition,
complex activities or Evaluating coordinate, measure, detect,
... the ability, The learner can make judgments and justify defend, judge, argue, debate,
coming from one's decisions describe, critique, appraise,
knowledge, evaluate
practice, aptitude, Creating generate, hypothesize, plan, design,
Formulate own unique value
etc., to do The learner can put elements together to form a develop, produce, construct,
something formulate, assemble, devise proposition for a chosen business
functional whole, create a new product or point of
view venture.

Attitud Categories: List of Attitudes: Name and practice

1. Receiving Phenomena - Awareness, willingness to hear, selected attention work ethic
e Self-esteem, Self-confidence,
requirements
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
name, point to, reply, select, sit, Study, use Personal discipline, needed to deal with
in target market.
feelings Perseverance, Sincerity,
2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking,
or reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
emotiona Open-mindedness, Interest,
responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
l areas.
A settled
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency,
way of perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Determined, Independent ,
or feeling simple acceptance to the more complex state of commitment. Valuing is based on the Gratitude, Tolerant, Cautious,
about internalization of a set of specified values, while clues to these values are expressed in Decisive, Self-Control, Calmness,
someone the learner's overt behavior and are often identifiable. Responsibility, Accountability,
or Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industriousness, Industry,
somethin initiate, invite, join, justify, propose, read, report, select, share, study Cooperation, Optimism,
g, 4. Organization - Organizes values into priorities by contrasting different values, resolving Satisfaction, Persistent, Organize group
typically conflicts between them, and creating a unique value system. The emphasis is on Cheerful, Reliable, Gentle, discussions with
one that comparing, relating, and synthesizing values. Appreciation of one’s culture, interest and open-
Globalism, Compassion, Work mindedness.
is Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
reflected Ethics, Creativity,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
in a Entrepreneurial Spirit, Financial
relate, synthesize
person’s 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Literacy, Global, Solidarity, Act with
behavior The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Making a stand for the good, entrepreneurial
the learner. Instructional objectives are concerned with the student's general patterns of Voluntariness of human act, spirit and creativity
adjustment (personal, social, emotional). Appreciation of one’s rights, upon
Inclusiveness, Thoughtful, accomplishment of
Seriousness, Generous, assigned tasks.
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Happiness, Modest, Authority,
practice, propose, qualify, question, revise, serve, solve, verify
Hardworking, Realistic, Flexible,
Considerate,
Sympathetic, Frankness
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 Work with concern for
judgment Concern for Others, Respect for human others and show
help, label, perform, practice, present, read, recite, report, select, tell, write
of what is rights, Gender equality, Family oneness among group
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
importan Solidarity, Generosity, Helping, Oneness members.
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,
learner’s
follow, form, initiate, invite, join, justify, propose, read, report, select, share, Saving the ecosystem, Environmental
life on
study sustainability
earth,
4. Organization - Organizes values into priorities by contrasting different values, 4. Makabansa Display social
include
resolving conflicts between them, and creating a unique value system. The Peace and order, Heroism and responsibility and
more
emphasis is on comparing, relating, and synthesizing values. Appreciation of Heroes, National Unity, civic consciousness
than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Civic Consciousness, Social in day to day
and defend, explain, formulate, generalize, identify, integrate, modify, order, responsibility, Harmony, Patriotism, activities.
fame, organize, prepare, relate, synthesize Productivity
and 5. Internalizing values - (Characterization): Has a value system that controls
would their behavior. The behavior is pervasive, consistent, predictable, and most
affect the importantly, characteristic of the learner. Instructional objectives are concerned
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 Market, Key concepts of Market, Players in the market, Products and services available in
the market
3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( minutes). This part introduces the lesson content. 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 learning is that
learning occurs when it is conducted in a pleasurable and comfortable atmosphere.
4.2 Activity( 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 Complete the provided activity sheet for creating a
learning starts where the learners are. Carefully structured activities such as individual or unique selling proposition and value proposition.
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
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( 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 Why is a unique selling proposition important?
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( minutes).This outlines the key concepts, important skills that should 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
inputs in this part of the lesson.
4.5 Application( minutes).This part is structured to ensure the commitment of the Prepare a unique value proposition dramatization to be presented
learners to do something to apply their new learning in their own environment. by group.
4.6 Assessment( 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

d) Tests End of chapter pencil and paper exam

4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening Finalize the survey results and integrate corrections if there’s any.
the day’s lesson
4.8 Concluding Activity ( minutes). "Understand why you are different and how you help, recognise your target market, and
This is usually a brief but affective give them something they might not even realise they are missing."
closing activity such as a strong Author: Chris Murray
quotation, a short song, an anecdote,
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.,

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