DETAILED LESSON PLAN (DLP)

DLP NO. 1 Learning Area: ENTREPRENEURSHIP-12 Quarter: 1 Duration:

60mins.
July 8,2019
Learning Compare and contrast the nuances of varied Code: CS_EP11/12ENTREP-0h-
Competencies: Brands in the world to best achieve specific j-11
class objectives or address situational
challenges
Key Concept/ Develop a brand name for specific professional track
Understanding to
be developed
1. Objectives
Knowledge The students are expected to:

Explain how Brands affects their everyday lives and the state of our nation;
Skills
Compare and contrast the differences between Local Brand and International
Brand.
Attitude Give the importance of Local Brand in our daily lives.
Values
Perform the given task with oneness and solidarity.
2. Content Develop a brand name
1. Market (locality/town)
2. Key concepts of market
3. Players in the market (competitors)
4. Product and services available in the market

3. Learning Internet, Laptop and LCD Projector

Resources Curriculum Guide, LRMDS
Other Learning Resources: Manila paper, Cartolina, Marker, Metacards
4. Procedures
4.1 Let the students listen to a short sound clip of a famous product.
Introductory Magnolia ice cream tune
Activity Rejoice
Downy

4.2 Activity Video Presentation: The teacher will provide a video clips about the brand names.
4.3 Analysis Present or shows an example of local and international brand names to the learners.

Toyota Kentucky Fried Chicken

Converse Shoes

Do you think these products have characteristics of a good and high quality brand
names based on our discussion today?

4.4 Abstraction The teacher will give oral questioning or re-teaching based on the response of the
students.
  What are the most popular brands in our country?
 Do you have a favorite brand?
 Are local brands as good as foreign ones?

4.5 Application In a group of five with a four members, the learners give importance in making
their own brand name and discuss it by the following format:
 Own brand name created
 Logo
 Target Audience/Customers
 5 Characteristics with elaborated explanations
4.6 Assessment Give your inputs based on our discussion on the following statements:
1. As an entrepreneur, it is a must that I
___________________________________________________________________
__________________________________________________.
2. If I am going to establish a brand name in our town, the following
characteristics are necessary because;
a. ________________-______________________________
b. ________________- _____________________________
c. ________________- _____________________________
4.7 Assignment Guide Question: (1/2 sheet of Paper)
“Think of a brand name and how it works.”
1. Get one local product and explain why is it marketable with the buying
public based on the characteristics we discuss.

4.8 Concluding Keep everything clean and in proper order.

Activity
(2 mins)
5. Remarks
6. Reflections

Prepared by:

JOYCE D. PAREJO
SHS-Teacher II

Noted by:

MAVE DRICK G. LUCABERTE

Head Teacher II

Detailed Lesson Plan (DLP) Format

DATE: Learning Area: Media and Information Literacy Grade Level: Quarter: 2

September 2, 2019 Grade 12

Learning Cites studies showing proofs of positive and negative effects of media, information
Competency/ies: on individual and society (MIL-11/12PM-IVa-1)

(Taken from The

Curriculum Guide)

Key Positive and negative effects of media, information on individual and society
Concepts/Understand
ings to be Developed

1. Objectives

Knowledge Explain the definition of people media.

Skills Differentiate people media and people in media.

Attitude Work with his or her classmates with enthusiasm and cooperation.

Values Demonstrate help, respect, and unity among each dyad.

2. Content 1. People Media

a. People as Media and people in media

1. Definition

2. Characteristics

3. Positive and Negative effects of media and information (advantages and

limitations)

3. Learning Resources - Multimedia resources

- internet

4. Procedures

Preparations Motivation/Introductory The teacher will flash different TV, print, radio, and
Activity (5 mins.) social media personalities through a multimedia
- How will I make the presentation. She will tell the class that these people
learners ready? This part introduces the might be familiar to them because they might saw
lesson content.. it is serves
- How do I prepare them in TV, magazines, internet, etc. They might
as a warm-up activity to give have heard some of them in the radio as well.
the learners for the the learners zest for the
new lesson? incoming lesson and an idea
(Motivation about what it to follow. One
/Focusing principle in learning is that TV Personalities:
/Establishing Mind-set learning occurs when it is 1.) Noli de Castro
/Setting the Mood conducted in a pleasurable
/Quieting /Creating and comfortable 2.) Kris Aquino
Interest - Building atmosphere. 3.) Karen Davila
Background
Experience – 4.) Piolo Pascual

5.) Taylor Swift

Activating Prior
Knowledge/Appercep
tion - Review – Drill)
Radio Personalities:
- How will I connect
my new lesson with 1.) Papa Jack
the past lesson?
2.) DJ Cha-cha

3.) Mark Logan

Social Media personalities/YouTubers/Vloggers:

1.) Mikey Bustos

2.) Say Artillero

3.) Lloyd Cadena

4.) Maine Mendoza

Presentation Activity (15 mins.) The teacher will then let the students watch these
videos:
- (How will I present This is an interactive
the new lesson? strategy to elicit learner’s
prior learning experience. It
- What materials will I serves as a springboard for A.) a Ted Talk of Karylle Yuson, a famous TV
use? personality.
new learning. It illustrates
- What generalization the principle that learning B.) Karen da Vila interviewing a Leni Robredo
/concept starts where the learners
are. Carefully structured C.) Ann Curtis being interview by Boy Abunda
/conclusion
/abstraction should activities such as individual
the learners arrive at? or group reflective
exercises, group discussion, Given some guide questions, the students will
(Showing/ self-or group assessment, choose a partner and answer the guide questions
Demonstrating/ dyadic or triadic after watching the video clips.
Engaging/ Doing interactions, puzzles,
/Experiencing simulations or role-play,
/Exploring /Observing cybernetics exercise, gallery
- Role-playing, dyads, walk and the like may be
dramatizing, created. Clear instructions
brainstorming, should be considered in this
reacting, interacting part of the lesson.
- Articulating
Analysis (10 mins.)
observations, finding,
conclusions, Essential questions are The teacher will ask the following questions to the
generalizations, included to serve as a guide students about the activity.
abstraction for the teacher in clarifying
- Giving suggestions, key understandings about
reactions solutions the topic at hand. Critical 1.) What have you learned from the videos shown?
recommendations) points are organized to
structure the discussions
allowing the learners to
2.) What are the sources of information you know?
maximize interactions and
sharing of ideas and
opinions about expected
issues. Affective questions 3.) Where do you get sources of information?
are included to elicit the
feelings of the learners
about the activity or the 4.) How important are people as sources of
topic. The last questions or information?
points taken should lead the
learners to understand the
new concepts or skills that
5.) What are the positive and negative effects of
are to be presented in the
media on an individual or society?
next part of the lesson.
6.) How did you come up with your answers?

Abstraction (20 mins.) The teacher will present first the meaning of people
and media. And, for better understanding of the
This outlines the key lesson, she will discuss the different between people
concepts, important skills media and people in media/ Afterwards, the teacher
that should be enhanced, will also discuss the characteristics of people in
and the proper attitude that media.
should be emphasized. This
is organized as a lecturette “Based on the dictionary definition, we may say that
that summarizes the people media consists of men, women, even
learning emphasized from children
the activity, analysis and
new inputs in this part of that widely influence the people by reaching them
the lesson. through different means.

They are the sources of information, and are

responsible in disseminating those information.

People media may also be defined as the utilization

of people credible in their respective fields to talk
about their expertise and help the students learn
from people with firsthand experiences on a
particular field or topic.”

She will also discuss the positive and negative effects

of media and information on an individual and
 society.

Media has always been powerful especially with the

rise of social media. Each individual, especially
children, can get information accessibly through
social media. Thus, one positive effect of media is
the access to varied information through social
media. Media also is a great way to express your
ideas, feelings, and emotions.

There are also several negative effects of media. One

would in advertising. The society is bombarded with
a lot of information that are harmful and would
trigger psychological and mental problems especially
to the youth.

Practice Application (5 mins.)

- What practice This part is structured to The class will do an activity entitled, “ Paint Me A
exercises/application ensure the commitment of Picture”. They will be divided into five groups. Each
activities will I give to the learners to do group will choose a facilitator/leader.
the learners? something to apply their
new learning in their own
(Answering practice environment. Each group will pick out a paper with a scenario that
exercise
- Applying learning in they will do. Once they have received the paper,
they will be given 3 minutes to brainstorm on how to
other
situations/actual portray or act their given scenario.
situations/real-life
situations
- Expressing one’s The scenarios are as follows:
thoughts, feelings,
1.) A leader or a president is giving a speech.
opinions, beliefs
through artwork, 2.) A group of students are talking in the canteen.
songs, dances, sports
- Performing musical 3.) A meeting of teachers
numbers/dances,
4.) A person is posting an information in the
manipulative
internet.
activities, etc.)
5.) A child is glued on the television.

After brainstorming, the group will present it to the

class without any sound. Once the teacher says
freeze, the group who was presenting will pause as if
like a picture or a painting. The teacher will then ask
the class what they have observed or presented. This
will be done until the last group is finished.
 After such activity, there will be a group assessment
and discussion on what has been shown by each
group. The class will discuss and assess each
scenarios that were given. The students can give out
their inputs.

Assessment (___6_minutes): For the teacher to: a)
Assess whether the learning objectives have been met
for a specific duration, b) Remediate and/or enrich
with appropriate strategies as needed, and c)
Evaluate 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:
The teacher will show some pictures with different
scenarios about the effects of media on the
individual and society. In a dyad, the students will
determine if the effects are positive or negative to
an individual or the society.

Assessment Method Possible Activities

a) Observation

(formal and informal observations of

learners’ performance or behaviors are
recorded, based on assessment criteria)

b) Talking to Learners/Conferencing - Picture Analysis

(Teachers talk to and question learners - Think-Pair-Share

about their learning to gain insights on
their understanding and to progress
and clarify their thinking)

c) Analysis of Learners’ Products

(Teachers judge the quality of products

produced by learners according to
agreed criteria)

d) Tests(

Assignment Reinforcing the

day’s lesson

Enriching the day’s

lesson

Enhancing the
day’s lesson

Preparing for the Research about the Format and types of People Media
new lesson

Concluding Activity: (2 mins.) The teacher will let the students watch a short clip or video that
speaks about facebook and its effect/s on an individual.
(This is usually a brief but effective
activity such as a strong quotation, a
short paragraph, a short song, an
anecdote, parable or a letter that
inspires the learners to do something to
practice their new learning.)

Remarks:

Reflection:

A. No. of learners who earned 80% in

the evolution

B. No. of learners who require

additional activities for remediation.

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson.

D. No. of learners who continue to

require remediation.

E. Which of my learning strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by:

JOYCE D. PAREJO
SHS-Teacher II

Noted by:

MAVE DRICK G. LUCABERTE

Head Teacher II
DETAILED LESSON PLAN (DLP)
Date: Learning Area: EMPOWERMENT Quarter: 3 Duration:
December 2,2019 TECHNOLOGY 60mins.
Learning Compare and contrast the nuances of varied Code: CS_ICT11/12-ICTPT-Ia-
Competencies: online platforms, sites, and content to best b-1
achieve specific class objectives or address
 situational challenges
Key Concept/ ICT in the context of global communication for specific professional track
Understanding to
be developed
7. Objectives
Knowledge The students are expected to:

Explain how ICT affects their everyday lives and the state of our nation;
Skills
Compare and contrast the differences between online platforms, sites and content
Attitude Give the importance of ICT in our daily lives.
Values
Perform the given task with oneness and solidarity.
8. Content Information and Communication Technology covering the topics of:
1. The current state of ICT technologies (i.e., Web 2.0, 3.0, convergent
technologies, social,
mobile, and assistive media)
2. Online systems, functions, and platforms
9. Learning Books, CG, Power point, internet.
Resources
10. Procedures
4.1 Using the concept map, write words that are related to ICT.
Introductory
Activity
ICT

4.2 Activity Form the class into group of 8 members. Take turns answering the questions. Share
by group.
1. How many times have you checked your phone this morning?
2. How many status updates have you posted in FB or Twitter today?
3. Did you use internet for an hour after you woke up this morning?
4. Do you follow a celebrity via his/her social media account?

4.3 Analysis 1. What do you feel about the activity?

2. Does ICT make the world go around? Why?
3. How important is it in our daily lives?
4.4 Abstraction Lecturette:
 ICT – information and communication technology deals with the use of different
communication technologies such as mobile phones, internet, telephone etc. to
locate, edit, and send information.
 Philippines the “ICT hub of Asia”

4.5 Application Do exercises on p. 6 of E-Tech by ITWI, “ICT, Me and My Community”

4.6 Assessment Using the given Table on Exploration 1.1 (Static and Dynamic), compare and
contrast the differences between online platforms, sites and content.
4.7 Assignment In lecture notebook, do exploration 1.2, Identify the correct web platform for Social
Change.
2. Identify a problem in your community (e.g., littering, garbage disposal,
blocked drainage, etc)
3. Imagine that you are going to create a website to persuade both community
 leaders and members to solve this problem.
4. Fill up the given form. (refer to presentation)

4.8 Concluding Keep everything clean and in proper order.

Activity
(2 mins)
11. Remarks
12. Reflections

Prepared by:

JOYCE D. PAREJO
SHS-Teacher II

Noted by:

MAVE DRICK G. LUCABERTE

Head Teacher II

DETAILED LESSON PLAN (DLP)

Date: Learning Area: DISCIPLINE AND IDEAS IN Quarter: 4 Duration:
February 3,2020 APPLIED SOCIAL SCIENCE 60mins.
Learning The learners identify career opportunities for Code: (HUMSS_DIASS12-Ij-
Competencies: communicators and journalists. 34)
Key Concept/ Career opportunities of communicators and journalists in the context of global
Understanding to communication for specific professional track.
be developed
13. Objectives
Knowledge The students are expected to:
Identify career opportunities of communicators and journalists;
Skills The learners demonstrate an understanding of professionals and practitioners in
communication.
Attitude Give the importance of communicators and journalists in our daily lives.
Values Perform the given task with oneness and solidarity.
14. Content Career Opportunities of Communicators and Journalists
15. Learning CG, TG, LR, Power point, projector, laptop, markers, metacards, manila paper,and
Resources http://you.tube.com/careeroppurtunitiesforcommunicatorsandjournalists/
and
Materials
16. Procedures
A. Reviewing Ask: Give work areas where communicators or journalists work.
previous lesson or
presenting the new
lesson
B. Establishing a WHO’S WHO?
purpose for the
lesson
Show pictures of journalists. Let the class identify them and imitate their
way of communication delivery.

C. Presenting Through concept map the teacher will engage into a discussion on the traits and
examples/instance characteristics of journalists. Ask the class to provide examples of journalists that
s of the new lesson they like on the traits they like most and ask why?

Journalist
ICT

C. Discussing new Video Presentation

concepts and Discuss the career opportunities of communicators and journalist.(5 minutes)
practicing new
skills #1
D. Discussing new 1. Discuss further on the career opportunities in relation to one’s personality.
concepts and 2. WHAT FITS YOURS? (GROUP ACTIVITY )
practicing new Group the students into 4.
skills #2
Ask: If you were a journalist, what career opportunity fits your personality?
Explain your answer. Share your insights to your group-mates. Summarize your
data and present it by group. It could be in the form of the following:
 Infographic
 Singing
 Dancing
 Role Playing

E. Developing Present a case about a specific person and tell his/her personality --his/her skills
 mastery (leads to and characteristics. Then ask the class to identify which career opportunity fits for
Formative him. And ask the learner to explain their answer.
Assessment 3
F. Finding What is the importance of knowing the career opportunities where you should go?
practical
applications of
concepts and skills
in daily living

G. Making Ask: How would a journalist know that the career he has chosen fits him/her?
generalizations
and abstractions
about the lesson

I.Evaluating QUIZ:
learning Give your inputs based on our discussion on the following statements:
1.As a journalist, it is a must that I
___________________________________________________________________
__________________________________________________.
2.If I am going to establish a brand name in our town, the following characteristics
are necessary because;
a.________________-______________________________
b.________________- _____________________________
c.________________- _____________________________
1. Give the career opportunities for communicators and journalist.
2. Describe each career opportunity you have listed. (15 minutes)
J. Additional
activities for ASK: Do you like to become a journalist someday? Why or why not?
application or
remediation)
17. Remarks
18. Reflections

Prepared by:

JOYCE D. PAREJO
SHS-Teacher II

Noted by:

MAVE DRICK G. LUCABERTE

Head Teacher II