Learning Plan-ENTREP

UNIT: ABM DEPARTMENT: SENIOR HIGH AY: 2019-2020 TERM: 1
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LASALLIAN NxGBL LEARNING PLAN
SUBJECT: Entrepreneurship TEACHERS: Vanneza Aurelio

UNIT TOPIC: Entrepreneurship Jalieca Gadong
LEVEL: Gr.11 TIME FRAME: 60 hours Armen Jhoanna Barrameda
CONTENT STANDARDS PERFORMANCE STANDARDS

The learner demonstrates understanding of key The learner, with his/her classmates, writes and
concepts, underlying principles and processes, and presents an acceptable detailed business plan for a
competencies in entrepreneurship. quality and marketable product or service.
STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOALS:
Students will independently use their learning to formulate own business idea based on the needs of the
market, writes and presents a business plan in standard format.
ENDURING UNDERSTANDING:
Students will understand that…
● Successful entrepreneurial performance begins with understanding oneself and the environment and
market.
● A well-constructed business plan is a valuable strategic and administrative tool for the business.
ESSENTIAL QUESTIONS:
Students will find the answers to the questions:
1. How does one effectively develop a quality and marketable product or service?
2. How does one plan and strategize for the implementation of a small business?
STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT
GRASPS NARRATIVE OF TRANSFER TASK
Bayan Ko, Sagot Ko, Kabataang Pilipino para sa Makabuluhang Negosyo is a movement that envisions
change, development, and sustainability through social entrepreneurship, and they provide funding
opportunities to young Filipino entrepreneurs.
You are a team of aspiring social entrepreneurs. Your aim is to develop and present your own social
enterprise proposal to a panel of angel investors and receive funding. The panel will evaluate the
innovativeness, feasibility, sustainability and most importantly, social impact of your venture. You are
expected to submit a printed copy of your social enterprise proposal and effectively communicate the details
of your proposal to the panel through a business presentation with the use of appropriate visual aids or any
other related media.
In line with your goal, you and your chosen team, will go through the initial processes involved in
entrepreneurship which includes identification and evaluation of opportunities, and business plan development.
Participants are required to develop and present business concepts that are innovative, beneficial, viable, and
most importantly, sustainable using the appropriate communicative style and the most effective communicative
strategy in presenting the message of the presentation.
Your business plan should include the typical components of a standard business plan, which is
composed of the marketing, operations, and financial plan. You are expected to present your plans and
strategies in operating the business using the best and effective oral communication techniques not limited to
speech style, communicative strategy, and proper channeling of the message. More specifically, you are
expected to adequately discuss in your pitch the need or the problem you would like to address, the target
market, the 7Ps, business strategies and financial projections. Through your pitch, you should be able to
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successfully communicate to the panel the creativity, marketability, profitability and viability of your concept as
well as the benefits it can provide to your chosen market.
STAGE 3: LEARNING PLAN FLOW

LESSON PROPER
I. INTRODUCTION:
WEEK 1
Day 1
1. ROUTINE: Prayer and Checking of Attendance
2. MOTIVATION: Creativity Game

A paper clip/bottle caps/old boxes will be shown to class. In large groups, students will list down
20 new items or products which can be made out of infinite number of the item in combination with other
materials. The group who will have the most creative and imaginative list will win the game. The teacher
will process the activity as it is a prelude to the discussion on entrepreneurial concepts.
Processing Questions:
● What were your considerations in coming up with new items made from paper clips?
● What do you think symbolizes the paper clip/bottle caps/old boxes?
● Who do you think you are portraying in that activity?
● Did you find it hard or easy to come up with product ideas? Why?
To process the activity, it will be made known to the class that the paper clip/old boxes/bottle caps
actually represent “resources available to you”, the students themselves are the entrepreneurs, and
coming up with several new product ideas is simply the process of “innovation” which is very much a
function in entrepreneurship.
3. Getting-to-Know Activity
Students will introduce themselves one by one and they will complete the statement, If I am a
product I would be... This activity is a transition towards the introduction of entrepreneurship to motivate
students to think like real entrepreneurs who are always imaginative, creative, and goal-oriented.
4. SYNTHESIS/CLOSURE:
It will be reiterated that in their Entrepreneurship class, there will be a lot of oral presentations
pertaining to their product ideas. Therefore, it is expected that as Lasallians, they will always put into
practice the Lasallian Core Values of Confidence and Commitment to Excellence.
Day 2
At the end of the lesson, students will be able to answer the following:
(a) What will I expect from this class?
(b) What is my prior understanding of entrepreneurship?
(c) What are some of the definitions of entrepreneurship?
2. MOTIVATION:
A photo collage of the product logo and slogan of previous entrepreneurship classes will be
shown to the class. A video of the best business pitch will be shown as well.
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3. Introduction of the Course/Setting of Expectations

Students will be given an overview on what the subject (Entrepreneurship) is about as well as the
topics to be discussed for the term. The following EQs will be introduced:
How does one effectively develop a quality and marketable product or service?
How does one plan and strategize for the implementation of a small business?
4. Performance Task Discussion:

The performance task will be introduced to the class. A sample business pitch will be shown.
Students will be encouraged to ask questions and clarifications.
5. Presentation of Topic Outline

Students will be informed that a soft copy of the outline is uploaded in the google classroom.
6. Eliciting Prior Knowledge:

Students will be asked the following questions:
(a) What is your understanding of entrepreneurship? What are the words you can associate
entrepreneurship with?
(b) How do you define entrepreneurship, business, and livelihood?
(c) What are the processes involved in entrepreneurship?
7. Pre-Test
A teacher-made online pre-test will be administered.
8. CLOSURE:
● How do you feel now that you have been given a glimpse of the concepts and topics we will
discussed in class?
● What are your expectations?
II. INTERACTION:
Day 3
(a) What is entrepreneurship?
(b) How will you differentiate entrepreneurship from business and livelihood?
(c) What is the goal/purpose of entrepreneurship?
2. MOTIVATION:
A video that shows what entrepreneurship is about will be shown to class. Afterwards, ask
students the following:
(a) How do you feel while watching the video? Why?
(b) What does it tell us about entrepreneurship and entrepreneurs?
3. Lecture on Entrepreneurial Concepts: Definition, Types, and Purpose

Discussion Questions:
● What was the last product you bought or the last service you availed of?
● Is there a difference between entrepreneurship and business? entrepreneur and
businessman?
● What are the risks involved in entrepreneurship?
● What are the rewards of entrepreneurship?
● How would you describe sustainable livelihood?
● For you, what is the greatest goal of entrepreneurship?
4. Graphic Organizer (Exercise No.1)

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Students will be asked to graphically illustrate the differentiation/relationship of the terms

entrepreneurship, business, and livelihood.
The activity will be processed by showing the following graphic organizer:
ENTREPRENEURSHIP BUSINESS
Process of Innovation (Organizations)
Entreprene
ur
SUSTAINABLE
LIVELIHOOD
Employees
/ workers
5. SYNTHESI/CLOSURE:
The class will be closed through a brief story (conceptualized by the teacher) of The Tree Planter
and the story goes...
There was once a man who lived in a place with a huge expanse of uncultivated land. He was thinking
of how he can utilize the land and thought of planting. And so he did. He planted a seed and nurtured it until
it grows into a tree. The moment it bore fruits, his neighbors noticed the abundance of fruits and asked if
they can taste some. The man shared the fruits and soon everyone in the community was clamoring to taste
the fruit of the tree. The fruit was so delicious and everyone could feel the nutritional benefits of the fruit.
There weren’t enough fruits for everybody. A neighbor, who also experienced the benefits of the fruit, saw
the problem and so he thought of planting his own. He did plant his own tree and just like the man who
planted the first seed, he nurtured the plant until it grew and bore its own fruits. Soon, more and more people
were encouraged to plant their own tree until the vast, uncultivated land become an orchard with different
fruit-bearing trees, that anyone in the community can benefit from.
Afterwards, students will answer the following questions:

(a) In the story, who or what represents the entrepreneur, entrepreneurship, business and
livelihood?
(b) What, then, is the goal or importance of entrepreneurship?
Day 4
(a) What is innovation?
(b) What are the types of innovation?
(c) How is entrepreneurship a function of innovation?
2. MOTIVATION
A slide show of the evolution of a computer will be shown to class. Afterwards, students will answer
the following questions:
(a) What do you think drives the changes made to computers as we know them now?
(b) Are these changes important? Are these changes necessary? Why or why not?
3. Lecture on Innovation and Types of Innovation

● How is innovation both conceptual and perceptual?
● How do you differentiate extension from duplication?
● What other examples can you give for the different types of innovation?
● What does innovation have to do with entrepreneurship?
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4. Story Analysis: Small Group Work

For students to better understand the concept of innovation and its function in entrepreneurship,
they will be asked to access the story of “Ball pens” at www.engineersgarage.com/invention-stories/ball-
pen-history. Students will identify and discuss the types of innovation that transpired in the creation of
ball pens. Answers will be discussed afterwards.
5. Video Analysis: Individual Work (Exercise No.2)

Each group will be instructed to analyze the innovation present in a specific product by watching
5 product videos. Individually, students will collaborate and discuss the following:
(a) What is/are the type/s of innovation manifested by the product?
(b) What needs or problems are addressed by the product innovation?
(c) What benefits will consumers get from the innovation?
Afterwards, the activity will be processed by answering the above questions.
6. SYNTHESIS/CLOSURE: Elicit insights from the students about the following equation.
Entrepreneurship is a function of innovation.

f(I) = Entrepreneurship
Day 5:
(a) Who are entrepreneurs?
(b) What makes them successful?
(c) Why is understanding of one’s competencies important in successful entrepreneurial
performance?
2. MOTIVATION: Guess Who?

Several pictures of famous Filipino entrepreneurs with brief descriptions of their respective
business enterprises will be shown to class and students will try to guess who they are. This is an
introduction for the topic on Personal Entrepreneurial Competencies and Successful Entrepreneurs.
3. Lecture on Entrepreneurial Competencies

● Do you think there are special set of competencies required to become a successful
entrepreneur? Why do you say so?
● Why do entrepreneurs need achievement competencies?
● Why do entrepreneurs need planning competencies?
● Why do entrepreneurs need persuasion and networking competencies?
4. Character Analysis
Student will be asked to read and study the story of some famous Filipino entrepreneurs which
they can access from the google classroom. Individually, via google classroom, they will answer the
discussion question focuses on the factors relevant to the success of Henry Sy, John Gokongwei,
Socorro Ramos, and Tony Tan Caktiong. Afterwards, the activity will be processed by identifying the
qualities of these entrepreneurs that contribute to their success.
5. Character Web and Slogan Making

Individually, via google classroom they will be instructed to create a character web that highlights
the traits/ characteristics/ qualities of their chosen Filipino entrepreneur which are relevant to their
success. Consequently, they will accomplish the task sheet and create a slogan that highlights the
importance of entrepreneurial competencies.
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6. Test for Personal Entrepreneurial Competencies

Students will answer the self-rating questionnaire on Personal Entrepreneurial Competencies
from www.psychometrictest.org.uk/entrepreneur-test. Afterwards, they will write a character analysis
paper entitled My Idol EntrePinoy and I to compare and contrast their competencies with that of their
chosen entrepreneur.
7. Synthesis/Closure
Students will be asked to complete any of the following phrases:
● I am like an entrepreneur because_____________________________.
● I think I can become a good entrepreneur because _______________.
● I believe I can be an entrepreneur if ___________________________.
WEEK 2
Day 1 – Summative Assessment No.1
Day 2 – 3
(a) How is entrepreneurship related to economic growth?
(b) How do entrepreneurs contribute to economy?
2. MOTIVATION:
A real story of a poor family will be shared in class. It is a story of how the quality of their life
was greatly improved because of entrepreneurial ventures in the community, from barely having food
on their table to having their own house with appliances they couldn’t afford to buy before. The story will
not be shared in full. The happy ending will be shared after the discussion.
3. Lecture on Entrepreneurship and Economy

● What happens if people have unlimited wants but resources are scarce?
● What is the role of entrepreneurs in this situation?
● Why do entrepreneurs need knowledge of market structure, factors of production, supply
and demand theory, demand elasticity, and economic indicators such as GDP and GNP?
4. Business Conceptualization Exercise (Scenario Analysis)

Students will access google classroom and accomplish Conceptualization Exercise. They will be
given 4 different scenarios/situations in some communities. They will analyze and propose business
ideas that will help uplift the quality of life in these communities and contribute to the country’s
economic growth. Afterwards, students will briefly explain their output.
The story introduced at the beginning will be continued. Afterwards, students will be asked how
they think entrepreneurship played a part in the improvement of the quality of life of the said family.
Day 4 – 5
(a) What are the processes involved in entrepreneurship?
(b) Why is there a need to analyze and understand the environment and market?
(c) How does one go about the process of opportunity seeking, screening, and seizing?
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2. MOTIVATION:
The following picture will be shown to class. Students will be asked to share their insights about
what the picture depicts. Process the activity by emphasizing that opportunity seeking is the first step in
the entrepreneurial process. To innovate is to consciously and purposefully seek for opportunities.
3. Lecture on the Entrepreneurial Process (1st Stage: Opportunity Seeking, Screening, Seizing)
● How will you differentiate business ideas from business opportunities?
● How do you seek opportunities? What are the ways and tools you can use for opportunity
seeking?
● How do you screen opportunities? What are the characteristics of good opportunities?
● How do you seize opportunities?
● What are the four capital factors? Why are they important?
4. Opportunity Seeking, Screening, Seizing Exercise

Students will access and accomplish OS3 Task Sheet from the google classroom. They will be
presented several situations and locations and in their small group, they will apply the processes of
opportunity seeking, screening, and seizing.
5. Business Vicinity Mapping

Using any related iPad application or software, students will create a business vicinity map to
assist them in analyzing their local community in terms of problems or gaps which are not yet satisfied
by existing businesses or entrepreneurial ventures. Students will then come up with business ideas
that will address a specific need of or problem in their community.
Students will share their insights about the following quote from Albert Einstein.
“In the middle of every difficulty lies opportunity.”
WEEK 3
Day 2
(a) What is a business plan and what is it for?
(b) What are the parts and their purpose?
(c) Why is it an essential process in any business undertaking?
2. MOTIVATION:
The Entrepreneurial Process Diagram will be shown again in class. Emphasize that the class will
now engage in the second phase of the entrepreneurial process which is the development of a business
plan. Students will be asked the following questions:
● As an athlete, what are your goals every game? What do you do to achieve your goals?
● As students, wouldn’t you want to finish your high school education with good grades? What
do you do to be able to submit several requirements with the same deadline?
● What do you do when you want to give your friend a surprise birthday party?
● What do you do when you want to make the most out of your summer vacation?
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Emphasize to the class that “PLANNING” is a very important activity that we consciously and
sometimes even unconsciously engage in. In business, more importantly, planning for the business is an
essential part of the entrepreneurial process if we want to successfully start up and sustain the business.
3. Lecture on Business Plan Definition, Parts and Purpose

● What is the management focus of each part of the business plan?
● Why is there a need for a new entrepreneur to devise and write plans for every aspect of the
business?
● What do you need to ensure when planning for each aspect of the business?
● How do you countercheck/ validate your plans and strategies for the business?
● Why is a business plan considered both strategic and evaluative tool of the business?
4. Business Plan Analysis

Students will be given a sample business plan. They will be instructed to read and understand
the business plan. Individually, students will answer in writing the questions provided by the teacher
uploaded in the google classroom.
5. Synthesis:
Students will be asked to recite one word, preferably a noun that for them best describes a
business plan. (Possible answers are blueprint, layout, guide, etc.)
Day 3
(a) What is market segmentation and its purpose?
(b) How do you segment markets?
1. ROUTINE: Prayer and Attendance Checking
2. Motivation:
The following brand/product logo will be shown and students will think about the target
consumers of these products.
● How will you describe the potential buyers of these products in terms of age, income,
gender, lifestyle, interests, preferences, etc.?
● Do they have specific product variants for specific group of consumers?
3. Lecture on Market Segmentation.

● How do we divide market into segments?
● What is the purpose of dividing the market using several segmentation variables?
● What are examples of products that use the following segmentation variables?
(demographic, psychographic, behavioral, and geographic)
4. Market Segmentation Exercise: Students will answer the following exercise uploaded in the google
classroom.
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SMALL GROUP WORK:

Create 2 to 3 market segments for any of the following:
Mobile Phone
Laptop
Wrist Watch
Jeans
Make a visual presentation of the segmentation. Label and
describe each segment based on segmentation variables.
To end the lesson, a video on market segmentation will be shown.
Day 4
(a) What is market targeting and its purpose?
(b) How do you choose a market segment/s to target?
2. Motivation:
The following product images will be shown to class. Let students answer the following questions.
Process the activity by emphasizing that familiarity with and knowledge on products are greatly
influenced by the concept of target market.
Are you familiar with this product?

What do you think it is?
Will you buy this? Why or why not?
3. Lecture on Market Targeting.

● Why is there a need to target specific market segments?
● When do you say that a market segment is attractive?
● Why do you need to align your target market with brand objectives and organizational
resources?
● How do you choose a targeting strategy?
4. Market Targeting Exercise

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Using the market segments, you generated for the following,

Mobile Phone
Laptop
Wrist Watch
Jeans
conceptualize a product that would target any of the segments.
Briefly describe your proposed product.
To end the lesson, students will be asked how they conceptualize a product. Was it easy or difficult
to think of a product given a specific target market? Why or why not?
Day 5
(a) What is market positioning and its purpose?
(b) How do you position a product or service in the market?
2. Motivation:
When you think of the following products, what instantly comes to mind? Relate students’
answers to the concept of positioning which is what companies/firms want to be remembered or
associated with in the minds of their target consumers.
3. Lecture on Market Positioning.

● Why do you need to position your product?
● Why is value proposition important?
● How is it related to the concept of competition?
● Why do businesses thrive despite competition?
4. Market Positioning Exercise

Several product video commercials will be shown to class. In their small group, students will
determine the value propositions of each product. Afterwards, using their previous outputs on marketing
segmentation and targeting, they will generate a value proposition for their product concept.
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To end the lesson, show the following picture and ask students how market segmentation, positioning,
and targeting are depicted in the said picture.
WEEK 4
Day 1 – Summative Assessment No. 3
Day 2
(a) What are products and their types?
(b) What must products have?
(c) How do you decide what product/s to offer?
2. Motivation:
Students will be asked, when you are thinking of giving someone a gift, how do you choose what to
give to that someone? What are your goals in giving that someone a gift?
Finding a present/gift for someone is a lot like

Product Strategizing. You choose something
that will satisfy the person based on the needs
of that person at a specific period or occasion.
3. Lecture on Product Strategy

● What factors do you consider in choosing a product or availing of a service?
● What should be at the heart of product strategizing? What should be your number one
consideration?
● How do market segmentation, targeting and positioning influence product strategizing?
4. Product Strategy Exercises
Think-Pair-Share:
Students will identify the core benefits or core value of specific product items. They will share
their answers to their partner and later on, share to the class their answers.
Individual Work:
Students will classify given product information as features, advantages, or benefits.
Day 3
Group Work:
Using their previous output in Market Positioning, students will create a FAB table (table of
features, advantages, and benefits). They will briefly report their output in class.
5. Synthesis/Closure:
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To end the topic, students will be asked, “what is all the strategizing for?” Emphasize the
importance of customer satisfaction.
Day 4 – Scaffolding Task 1

Group Work: Marketing Segmentation, Targeting, and Positioning
Students, in their permanent group, will start the process of Market Segmentation, Targeting, and
Positioning based on the result of their OS3 or Opportunity Seeking, Screening, and Seizing. They will
submit their output (draft) and the teacher will accomplish the Performance Task monitoring sheet upon
submission.

Group Work: Product Strategizing
Students, in their permanent group, will start the process of designing their Marketing Mix. They will
begin with Product Strategy. They will submit their output (draft) and the teacher will accomplish the
Performance Task monitoring sheet upon submission.
WEEK 5
Day 1
(a) What is price?
(b) What are the two components of price?
(c) How do you price a product using mark-up strategy?

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2. Motivation:
Game – “Name the Price” – Students will guess the price of some products. Afterwards, the activity will
be processed by asking why do prices differ?
3. Lecture on Pricing Strategy (Part 1)

● How do variable costs differ from fixed costs?
● Why is there a need to account for both variable and fixed costs?
● What happens if the price of the product is equal to its unit cost?
● What happens if the price of the product is more than its unit cost?
● What happens if the price of the product is less than its unit cost?
● Why is it necessary to divide fixed costs by the expected number of units to be sold?
● In using the Mark-up Pricing Strategy, how do you compute for the profit margin?
● Why is Unit Cost calculation the first step in cost-based pricing strategies?
4. Pricing Strategy Activities and Exercises
Class Work: (Guided Practice)

As a class, students will classify given costs information as fixed or variable. The teacher will
answer clarifications and misconceptions.
Also as a class, with the guidance of the teacher, students will solve for the unit cost of some
products.
Pair Work:
Students will calculate the unit cost of given products by calculating first, the variable and fixed
costs. They will also calculate the Mark-up price of the same products.
Individual Work:
Students, on their own, will calculate the unit cost of given products and profit margin (peso
mark-up value) to arrive at their Mark-up Prices.
To end the topic, students will be asked the following:
● When do you say that a product is overpriced?
● Based on your knowledge in pricing, at what points can overpricing happens?
● What is the challenge posed to you by our Pricing topic as a future Lasallian entrepreneur?
Day 2
(a) What is ROI or Return on Investment and Profit?
(b) How do you price a product using Target Profit Pricing strategy?
2. Motivation:
Game – “Pricing (Mental Drill)” – Students will calculate for the mark-up price of some products
mentally. Students who will be able to give the answer the fastest will earn a point. Afterwards, a
new pricing strategy will be introduced.
3. Lecture on Pricing Strategy (Part 2)

● How do you differentiate Return on Investment from Profit?
● How do we estimate target ROI?
● In using the Target Profit Pricing Strategy, how do you compute for the profit margin?
● When do you use TPP strategy? How is it different from Mark-up pricing?
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4. Pricing Strategy Activities and Exercises (Part 2)

As a class, with the guidance of the teacher, students will solve for the price of products using
the Target Profit Pricing strategy.
Pair Work:
Students will calculate the unit cost of given products by calculating first, the variable and fixed
costs. They will also calculate the Target Profit price of the same products.
Individual Work:
Students, on their own, will calculate prices of given products using TPP strategy.
To end the topic, students will be asked, “why is it ideal and prescriptive to use industry-based ROI
percentage?” Emphasize the importance of price competitions.
Day 3
(a) How do you price a service?
(b) What are the costs associated in running a service business?
(c) How do you account for these costs?
2. Motivation:
Students will be asked, “What is the last service you availed of?” Do they ever wonder how services are
priced?
3. Lecture on Pricing Services (Part 3)

● What are examples of variable and fixed costs in a service business?
● What are strategies to use in pricing services?
● How is it different from pricing tangible products?
4. Pricing Strategy Activities and Exercises (Part 3)

As a class, with the guidance of the teacher, students will solve for the price of a sample service
business.
Pair Work:
Students will calculate the price of given services using appropriate strategies.
Individual Work:
Students, on their own, will calculate prices of given products using appropriate strategies.
To end the topic, students will be asked, “Whether we are computing for the price of a tangible or
intangible product, why is pricing decision a very important business decision?” Emphasize the
importance of responsible and appropriate pricing decisions.
Day 4 – Summative Assessment No. 4

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Group Work: Price Strategy

Students, in their permanent group, will continue the process of designing their Marketing Mix.
After Product Strategy, they will now focus with Price Strategy. They are expected to gather
realistic cost information to assist them in coming up with realistic price values. They will submit
their output (draft) and the teacher will accomplish the Performance Task monitoring sheet upon
submission.
WEEK 6
Day 1
(a) How do we reach our target customers?
(b) Why is there a need for distribution intermediaries?
(c) How do we choose distribution strategies?
2. Motivation:
Students will be asked,
● Have you experienced entering a grocery store or a shopping center with your mind set
at buying a particular item only to end up frustrated or dissatisfied because you had no
option but to buy another brand?
● What if you’re not the only one who entered the store looking for the same item? What if
you’re not just two but many?
In business, that is what we call opportunity cost. Any unwanted or additional cost for the business is
not good. This problem can be attributed to distribution strategy.
3. Lecture on Place Strategy

● Is direct distribution better than indirect distribution? Why or why not?
● What are the implications of too many distribution intermediaries?
● How do you choose the distribution strategy appropriate for your product or service?
4. Place Strategy Diagrams

Group Work:
Using their previous output in Product Strategy, students will create a place strategy diagram
(channel/s of distribution) suitable to their product concept.
5. Synthesis/Closure: A video on “Helping-Not-Selling Business Perspective” will be shown to class.

Reiterate the importance of Customer Satisfaction as the heart of strategizing.
Day 2
(a) What comprises promotional mix?
(b) What do you need to consider in making an effective marketing communications or promotions
strategy?
2. Motivation:
Students will be asked to think about all the ways they hear about and interact with companies like the
following...
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3. Lecture on Promotion Strategy

● How do you choose promotional tools?
● What must be the main focus of promotional mix?
● Why does promotional mix come after place strategy?
4. Promotion Strategy Exercise

Group Work:
Using their previous output in Place Strategy, students will create plans for product awareness and
sales promotion suitable to their product concept.
Looking at the diagram, what could be the most appropriate question to ask as you plan your
promotion strategies?
Day 3 – Oral Presentation of Formative Exercises on Place and Promotion Strategy (with instructions and
rubric uploaded in the google classroom)

Group Work: Place Strategy
After Product and Price Strategy, they will now focus with Place Strategy. They are expected to
gather realistic distribution channel or place information to assist them in coming up with
appropriate distribution strategy. They will submit their output (draft) and the teacher will
accomplish the Performance Task monitoring sheet upon submission.

Group Work: Promotion Strategy
After Product, Price and Place Strategy, they will now focus with Promotion Strategy. They are
expected to generate marketing communications strategies appropriate to their product or
service. They will submit their output (draft) and the teacher will accomplish the Performance
Task monitoring sheet upon submission.
WEEK 7
Day 2
(a) What are the important aspects of business production or operation that require careful and
strategic planning?
(b) Why do business organizations need to plan for efficient and effective production or
operations?
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2. Motivation:
A video about yogurt or potato chips production will be shown to class. Afterwards, ask students about
what they have observed in the manufacturing processes they just saw. Emphasize that great
amount of planning is needed to execute an efficient and effective production or operations
process flow.
3. Lecture on Writing Production or Operations Plan

● What is the difference between efficient and effective?
● When do you say that production or operation is efficient?
● When do you say that production or operation is effective?
4. Analysis of sample Production/Operations Plan:

Students will analyze sample Production or Operations Plan. They will accomplish and answer
the analysis guide questions uploaded in the google classroom.
● Why is it important to ensure efficient and effective production or operations?
Day 3
(a) What are the important aspects of the business human resource that require careful and
strategic planning?
(b) Why do business organizations need to plan for human resource requirements, qualifications
and costs?
2. Motivation:
Elicit students’ insights on the following statement: “People is the most important resource of any
organization.”
5. Lecture on Writing Organizational Plan

● Who are considered key personnel of an organization?
● Who are considered support personnel of an organization?
● What factors should be considered in planning for the number of required personnel?
● How do companies calculate salaries and wages?
6. Analysis of sample Organizational Plan:

Students will analyze sample Organizational Plan. They will accomplish and answer the analysis
guide questions uploaded in the google classroom.
To end the topic, emphasize that organizational plan:
SCHOOL

Group Work: Production or Operations Plan
Students, in their permanent group, will now focus and draft their plans for efficient and effective
production or operations. They are expected to generate a list of materials, machine, and other
equipment needed by the business with corresponding list of potential suppliers. They will
submit their output (draft) and the teacher will accomplish the Performance Task monitoring
sheet upon submission.

Group Work: Organizational Plan
Students, in their permanent group, will now draft their plans for organizing their needed human
resources for the business. They are expected to identify the key and support personnel needed
by the business organization with corresponding descriptions of their duties, responsibilities and
salaries/wages. They will submit their output (draft) and the teacher will accomplish the
Performance Task monitoring sheet upon submission.
WEEK 8
Day 1
(a) What are the financial requirements needed to establish a business?
(b) What are some of the sources of financial capital?
(c) What are the financial statements needed to generate by any business organization?
2. Motivation:
A video clip about one of the episodes of Shark Tank will be shown to class.
It is a reality TV show about entrepreneurs/businessmen and women who pitch to investors to further
expand their ventures. Instruct students to take note of the financial terms that will be mentioned
in the video. Emphasize that in most cases, personal savings are not enough to finance the
establishment or expansion of a business. Highlight the importance of a well-constructed
financial plan in convincing investors or securing the financial requirements of the business.
3. Lecture on Writing Financial Plan

● How do you compute for the initial investment needed to operate the business?
● How do you compute for sales, gross profit, and net profit?
● What are COGS or Cost of Goods Sold or Cost of Service?
● What are operating expenses?
● How do you generate a Pro-forma or Projected Income Statement?
4. Financial Planning Exercises

SCHOOL
As a class, with the guidance of the teacher, students will solve for the total initial investment
needed to establish and operate a business. The teacher will answer clarifications and
misconceptions.
There will also be guided practices on calculating sales, gross profit and net profit as
preparation for writing a Projected Income Statement.
Pair Work:
Students will calculate the values required to write a Projected Income Statement that begins
with pricing computations.
Day 2
Individual Work:
Students, on their own, will apply the step-by-step process of calculating the necessary values
required to arrive at a realistic forecast of Net Profit.
What Lasallian Core Value(s) can you relate to business financial planning? Why do you think
these values are important in financial planning?
Day 3 – Formative Assessment on Financial Planning
Day 4
At the end of the sessions, students will be able to answer the following:
(a) What are the different forms/types of businesses?
(b) How do you register a business in the Philippines?
2. Motivation: Ask the following questions.

● How do you define permit?
● What are some of the types of permits that you know of?
● In general, what is the importance of permits?
3. Flipped Classroom: Types of Business Organizations and Steps in Business Registration
4. Online Brochure or Infomercial:

Students will create an online brochure or infomercial on how to register businesses in the
Philippines.
● How will you rate ease of registering a business in the Philippines? Rate from 1 to 5, with 1
as Very Easy and 5 as Very Difficult.
Afterwards, emphasize that while business registration procedures and fees in the Philippines need
improvement, it is essential for all types of businesses to follow them. Business permits are for the
protection of consumers, the businesses themselves, and of course the government.
III. INTEGRATION:
WEEK 9
Day 1 – 2
At the end of the sessions, students will be able to answer the following:
SCHOOL
(a) How do you write the supplemental parts of the business plan (Business Objectives and
Executive Summary?
(b) How do you analyze competition?
2. Motivation:
Performance Task Narrative will be reiterated (already discussed at the beginning of the term). Rubric
will likewise be discussed. Emphasize that this task is an authentic task, they will be challenged
to design a real business plan.
3. Flipped Classroom: Writing Objectives, Competitor Analysis and Executive Summary
4. Writing and Analysis Exercises:

Students will accomplish writing exercises on business objectives both in the short and long-term as
well as analyze sample competitors’ analyses of given business plans. The teacher will monitor and
evaluate students’ performance and correct errors.
● What is the important role of business objectives in business planning?
● Why is it important to analyze competitors?
Day 3 – 5
Group Work: Business Planning Task 1
Students, in their permanent group, will finalize their Marketing Mix (Product, Price, Place and
Promotion Strategy). They will use previously submitted drafts (with teachers’ comments) as reference.
The teacher will monitor and evaluate group performance with the use of an evaluation sheet. Students
will be likewise required to accomplish a peer evaluation sheet.
WEEK 10
Day 1 – 3
Students, in their permanent group, will finalize their Production/Operation Plan as well as
Organizational Plan. They will use previously submitted drafts (with teachers’ comments) as reference.
Day 4 – 5
Students, in their permanent group, will finalize their Financial Plan. They will use previously submitted
drafts (with teachers’ comments) as reference. The teacher will monitor and evaluate group
performance with the use of an evaluation sheet. Students will be likewise required to accomplish a
peer evaluation sheet.
WEEK 11
Day 1 – 2
Students, in their permanent group, will finalize their Business Objectives, Competitive Analysis and
Executive Summary. They will use previously submitted drafts (with teachers’ comments) as reference.
SCHOOL
Day 4 – 5
Individual Work: Business Pitch
Individually, students will prepare in writing their individual one-minute pitch.
Group Work: Preparation of Slides and other visual aids
Students, in their permanent group, will submit their final printed business plans and prepare their
slides and other appropriate visual aids. The teacher will provide comments and suggestions.
WEEK 12
Day 1
Individual and Group Work: Practice Pitch
Students will be given time to practice their pitch. They will be encouraged to take a video of their pitch
so they will see for themselves, areas for improvement. Relatedly, the teacher will provide the
mechanics for presentation and reiterate the criteria for grading.
Day 2 – 4
PERFORMANCE TASK PRESENTATION (3 days) – The teacher will provide a schedule and order of
presentation. Panelists will be invited to critique and evaluate students’ performance.
Day 5
SYNTHESIS AND EVALUATION – Students will view their pitch videos. They will perform self-
evaluation guided by the evaluation tool to be given by the teacher. They will write a brief reflection
paper regarding their learning experiences and realizations.
Written by: Teddy Rizza A. De Castro
Submitted by: Teddy Rizza A. De Castro
Date Submitted: ________________________________

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UNIT: ABM DEPARTMENT: SENIOR HIGH AY: 2019-2020 TERM: 1

LASALLIAN NxGBL LEARNING PLAN

SUBJECT: Entrepreneurship TEACHERS: Vanneza Aurelio

CONTENT STANDARDS PERFORMANCE STANDARDS

STAGE 1: ESTABLISHING DESIRED RESULTS

STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

GRASPS NARRATIVE OF TRANSFER TASK

STAGE 3: LEARNING PLAN FLOW

1. ROUTINE: Prayer and Checking of Attendance

2. MOTIVATION: Creativity Game

1. ROUTINE: Prayer and Checking of Attendance

3. Introduction of the Course/Setting of Expectations

4. Performance Task Discussion:

5. Presentation of Topic Outline

6. Eliciting Prior Knowledge:

1. ROUTINE: Prayer and Checking of Attendance

3. Lecture on Entrepreneurial Concepts: Definition, Types, and Purpose

4. Graphic Organizer (Exercise No.1)

Students will be asked to graphically illustrate the differentiation/relationship of the terms

Afterwards, students will answer the following questions:

1. ROUTINE: Prayer and Checking of Attendance

3. Lecture on Innovation and Types of Innovation

4. Story Analysis: Small Group Work

5. Video Analysis: Individual Work (Exercise No.2)

Afterwards, the activity will be processed by answering the above questions.

Entrepreneurship is a function of innovation.

1. ROUTINE: Prayer and Checking of Attendance

2. MOTIVATION: Guess Who?

3. Lecture on Entrepreneurial Competencies

5. Character Web and Slogan Making

6. Test for Personal Entrepreneurial Competencies

Day 1 – Summative Assessment No.1

1. ROUTINE: Prayer and Checking of Attendance

3. Lecture on Entrepreneurship and Economy

4. Business Conceptualization Exercise (Scenario Analysis)

1. ROUTINE: Prayer and Checking of Attendance

4. Opportunity Seeking, Screening, Seizing Exercise

5. Business Vicinity Mapping

Day 1 – Summative Assessment No.2

1. ROUTINE: Prayer and Checking of Attendance

3. Lecture on Business Plan Definition, Parts and Purpose

4. Business Plan Analysis

1. ROUTINE: Prayer and Attendance Checking

3. Lecture on Market Segmentation.

SMALL GROUP WORK:

1. ROUTINE: Prayer and Attendance Checking

Are you familiar with this product?

3. Lecture on Market Targeting.

4. Market Targeting Exercise

Using the market segments, you generated for the following,

1. ROUTINE: Prayer and Attendance Checking

3. Lecture on Market Positioning.

4. Market Positioning Exercise

Day 1 – Summative Assessment No. 3

1. ROUTINE: Prayer and Attendance Checking

Finding a present/gift for someone is a lot like

3. Lecture on Product Strategy

4. Product Strategy Exercises

Day 4 – Scaffolding Task 1

Day 5 – Scaffolding Task 2

1. ROUTINE: Prayer and Attendance Checking

3. Lecture on Pricing Strategy (Part 1)

4. Pricing Strategy Activities and Exercises

Class Work: (Guided Practice)