Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:14 Learning Area: Grade Level: 11 Quarter:3 Date: February 16, 2017
Entrepreneurship Duration: 60 minutes
Code:
Learning CS_EP11/12ENTREP-0h-j-
Competency/ies: Forecast Revenues for the Business 14
(Taken from the Curriculum Guide)

Key Concepts /
The learner demonstrates understanding of environment and market in one’s locality/town.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, duplicate,
condition of list, memorize, repeat, describe,
The learner can recall information and Identify variable cost and fixed costs.
knowing something retrieve relevant knowledge from long-term reproduce
with familiarity memory
gained through interpret, exemplify, classify,
experience or
Understanding
association The learner can construct meaning from oral, summarize, infer, compare, explain, Discuss what revenue is.
written and graphic messages paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to dramatize, interpret, solve, use,
capacity acquired undertake a procedure in familiar situations illustrate, convert, discover
through deliberate, or in a new way
systematic, and Analyzing differentiate, distinguish, compare,
sustained effort to contrast, organize, outline, attribute,
The learner can distinguish between parts Differentiate revenue from expenses
smoothly and and determine how they relate to one deconstruct
adaptively carryout another, and to the overall structure and
complex activities or purpose
... the ability, coordinate, measure, detect, defend,
coming from one's
Evaluating
The learner can make judgments and justify judge, argue, debate, describe, critique,
knowledge, appraise, evaluate
practice, aptitude, decisions
etc., to do Creating generate, hypothesize, plan, design,
something The learner can put elements together to develop, produce, construct, formulate,
form a functional whole, create a new assemble, devise
product or point of view

Attitude
Growth in feelings Categories: Use creativity during the
or emotional areas. 1. Receiving Phenomena - Awareness, willingness to
hear, selected attention
entire session.
A settled way of
thinking or feeling Behavioral Verbs: ask, choose, describe, erect, List of Attitudes:
about someone or follow, give, hold, identify, locate, name, point to, Self-esteem, Self-confidence, Wellness,
something, typically reply, select, sit, Study, use
one that is reflected 2. Responding to Phenomena - Active participation on Respect, Honesty, Personal discipline,
in a person’s the part of the learners. Attends and reacts to a Perseverance, Sincerity, Patience, Critical
behavior particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to thinking, Open-mindedness, Interest,
respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope, Charity,
Behavioral Verbs: aid, answer, assist, comply,
Fortitude, Resiliency, Positive vision,
conform, discuss, greet, help, label, perform, practice,
present, read, recite, report, select, tell, write Acceptance, Determined, Independent ,
3. Valuing - Attaches to a particular object,
Gratitude, Tolerant, Cautious, Decisive,
phenomenon, or behavior. This ranges from simple Demonstrate cooperation
acceptance to the more complex state of Self-Control, Calmness, Responsibility,
commitment. Valuing is based on the internalization
within the group activity.
Accountability, Industriousness, Industry,
of a set of specified values, while clues to these
values are expressed in the learner's overt behavior Cooperation, Optimism, Satisfaction,
and are often identifiable.
Persistent, Cheerful, Reliable, Gentle,
Behavioral Verbs: work, complete, demonstrate,
differentiate, explain, follow, form, initiate, invite, join, Appreciation of one’s culture, Globalism,
justify, propose, read, report, select, share, study
 4. Organization - Organizes values into priorities by Compassion, Work Ethics, Creativity,
contrasting different values, resolving conflicts
Entrepreneurial Spirit, Financial Literacy,
between them, and creating a unique value system.
The emphasis is on comparing, relating, and Global, Solidarity, Making a stand for the
synthesizing values.
good, Voluntariness of human act,
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate, Appreciation of one’s rights, Inclusiveness,
generalize, identify, integrate, modify, order, organize, Thoughtful, Seriousness, Generous,
prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value Happiness, Modest, Authority,
system that controls their behavior. The behavior is Hardworking, Realistic, Flexible,
pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Instructional Considerate,
objectives are concerned with the student's general Sympathetic, Frankness
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice, propose,
qualify, question, revise, serve, solve, verify
Values Categories:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear,
List of Values:
principles or selected attention
standards of Behavioral Verbs: ask, choose, describe, erect, follow, 1. Maka-Diyos
behavior; give, hold, identify, locate, name, point to, reply, select, sit, Love of God, Faith, Trusting , Spirituality,
one's Study, use Inner Peace, Love of truth, Kindness,
judgment of 2. Responding to Phenomena - Active participation on the part Humble
what is of the learners. Attends and reacts to a particular
important in phenomenon. Learning outcomes may emphasize compliance
life. in responding, willingness to respond, or satisfaction in
responding (motivation). 2. Maka-tao Practice concern for
Go beyond Behavioral Verbs: aid, answer, assist, comply, conform,
learner’s life
Concern for Others, Respect for others and oneness in
discuss, greet, help, label, perform, practice, present, read,
on earth, recite, report, select, tell, write
human rights, Gender equality, group tasks.
include more 3. Valuing - Attaches to a particular object, phenomenon, or Family Solidarity, Generosity,
than wealth behavior. This ranges from simple acceptance to the more Helping, Oneness
and fame, complex state of commitment. Valuing is based on the
and would internalization of a set of specified values, while clues to these
affect the values are expressed in the learner's overt behavior and are
eternal
3. Makakalikasan
often identifiable.
destiny of Care of the environment, Disaster
Behavioral Verbs: work, complete, demonstrate,
millions
differentiate, explain, follow, form, initiate, invite, join,
Risk Management, Protection of
justify, propose, read, report, select, share, study the Environment, Responsible
4. Organization - Organizes values into priorities by contrasting Consumerism, Cleanliness,
different values, resolving conflicts between them, and Orderliness, Saving the
creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
ecosystem, Environmental
Behavioral Verbs: adhere, alter, arrange, combine, sustainability
compare, complete, defend, explain, formulate, generalize,
identify, integrate, modify, order, organize, prepare, relate, 4. Makabansa
synthesize
5. Internalizing values - (Characterization): Has a value system
that controls their behavior. The behavior is pervasive,
Peace and order, Heroism and
consistent, predictable, and most importantly, characteristic of Appreciation of Heroes, National
the learner. Instructional objectives are concerned with the Unity, Civic Consciousness, Social
student's general patterns of adjustment (personal, social, responsibility, Harmony,
emotional).
Patriotism,
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify, question,
Productivity
revise, serve, solve, verify
2. Content
The learner demonstrates understanding of environment and market in one’s
locality/town.
3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson content. Guessing Game
Although at times optional, it is usually included to serve as a warm-up activity to give the Guess what inside the box. (Assorted materials like
learners zest for the incoming lesson and an idea about what it to follow. One principle in utility bills, advertising materials)
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
What are the items inside the box for?
4.2 Activity ( 30 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 Students will be grouped into three teams. And be
learning starts where the learners are. Carefully structured activities such as individual or assigned a topic for panel discussion. Each team will
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
be given 10 minute preparation and 5 minute
may be created. Clear instructions should be considered in this part of the lesson. presentation.
Team 1 – Discuss Fixed Costs
 Team 2 – Discuss Variable Costs
Team 3 – Discuss what revenue is
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
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
be enhanced, and the proper attitude that should be emphasized. This is organized as a What do the following teams feel about the activity?
lecturette that summarizes the learning emphasized from the activity, analysis and new What went on in the process of making the collage?
inputs in this part of the lesson.
Who would volunteer to share about your
observations? (Let the other members of the team
explain and speak out for their team output.)

4.5 Application ( minutes).This part is structured to ensure the commitment of the

learners to do something to apply their new learning in their own environment.
Journal Writing:
4.6 Assessment ( 10 minutes).For the Teacher to: a) Assess whether learning objectives
have been met for a specified duration, b)Remediate and/or enrich with appropriate What did you learn about from team:
strategies as needed, and c) Evaluate whether learning intentions and success criteria have 1? 2? 3?
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
4.7 Assignment ( 1 minutes).

 Reinforcing / strengthening In a ¼ sheet of paper differentiate revenue from expenses.

the day’s lesson
4.8 Concluding Activity ( 4 minutes).
This is usually a brief but affective closing
activity such as a strong quotation, a short “If you don't have paying customers, you have a hobby.”
song, an anecdote, parable or a letter that ― Miles Anthony Smith,
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.,
Day 1 of 4 – FORECAST REVENUES FOR THE BUSINESS
FEBRUARY 17, 2017 - HOMEROOM
3. Reflections 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 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?

Prepared by:
Name: Ma. Larity Alburo-Carin School: Carmen National High School - Day