School The Great Plebeian Grade Level 10

College
Teacher Lomark V. Fernandez Learning Area TLE-Entrep
Teaching Date and
Quarter First
Time
I. OBJECTIVES
A. Content The learner demonstrates knowledge and understanding
Standards of personal entrepreneurial competencies, in generating
ideas, in product development, and in basic financial
literacy concepts such as managing cash flow, savings,
and analyzing investments.
B. Performance The learner demonstrates self-assessment of his/her
Standards personal entrepreneurial competencies via an inventory
and case analysis, generates business ideas and develop
it into a product development, and incorporates financial
concepts in developed product.
Learning Competency:
Lesson Objectives
 Cite various concepts of entrepreneur and
C. Learning entrepreneurial competencies
Competencies/  Describe the characteristics of entrepreneurs
Objectives  Reassess one’s personal entrepreneurial
competencies using the PEC’s assessment quiz
 Identify the strong and weak points of one’s PECs
 Prepare an action plan based on one’s PECs
II. CONTENT Reassessing Personal Entrepreneurial Competencies
(PECs)
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
2. Learner’s (Rex Bookstore) Grade 10 Learning and Living in the 21st
Materials Century
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous Ask the class, “Do you remember the lesson on
lesson or entrepreneurship you took up when you were in grade 9?
presenting the new Recall one concept that you have learned about the
lesson topics.”
B. Establishing a Let the students share their observations about the
purpose for the entrepreneurs who manage their own business. Then, list
lesson down the traits and skills of these entrepreneurs.
Present some success stories of Filipino entrepreneurs
C. Presenting
like Henry Sy, Socorro Ramos, and Lucio Tan. What
examples/
characteristics do they possess that made them the top
instances of the
businessmen in the country? In what business are they
new lesson
involved?
D. Discussing new Unlocking Difficulty
concepts and Words for Study:
practicing new
skills #1 - Action Plan
 - Reassess
- Entrepreneurial competencies
- SWOT

Matching Meanings
On the board, write in one column the words for the day.
In another column beside it, write the meanings of the
words arranged at random. Call on one students to draw
a line connecting the first word to its corresponding
meaning. Let the student read the word and its meaning
and use the word in a sentence. Then call on another
student to do the same until all words and their
meanings have been paired.
Class Discussion
Present a slideshow on reassessing One’s Personal
Entrepreneurial Competencies (PEC’s):
- SWOT analysis
- Entrepreneurial Tests
Ask the students the concepts of PECs for an enterprising
E. Discussing new business. Allow them to explain the entrepreneurial
concepts and competencies needed to be a successful entrepreneur.
practicing new
skills #2
Picture Analysis
Show pictures of entrepreneurs managing their business
in a locality. Ask the students about the characteristics of
the entrepreneurs. Write the student’s responses on the
blackboard.

Video Presentation
Present a video on the sample case study of successful
entrepreneurs. The students will identify the
entrepreneurial competencies of the entrepreneur in the
case study. Discuss the strong points of his/her PECs.

Seatwork
Allow the students to answer the PECs assessment quiz.
F. Developing mastery
(leads to formative Call the students to give the result of their PECs quiz.
assessment 3) Cite the differences of their PECs and of other
entrepreneurs.

G. Finding practical
applications of
concepts and skills
in daily living
H. Making
An ideal entrepreneur needs to have high levels of
generalizations and
creativity and innovative coupled with management skills,
abstractions about
know-how, and substantial network.
the lesson
I. Evaluating Group Work
Learning
 Form groups with four members each have them work on
the action plan of one’s PECs and their plans to improve
their entrepreneurial competencies. Call some groups and
report orally in class their action plan.

J. Additional
activities or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching 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
 School The Great Plebeian Grade Level 10
College
Teacher Lomark V. Fernandez Learning Area TLE-Entrep
Teaching Date and
Quarter First
Time
I. OBJECTIVES
B. Content The learner demonstrates knowledge and understanding
Standards of personal entrepreneurial competencies, in generating
ideas, in product development, and in basic financial
literacy concepts such as managing cash flow, savings,
and analyzing investments.
C. Performance The learner demonstrates self-assessment of his/her
Standards personal entrepreneurial competencies via an inventory
and case analysis, generates business ideas and develop
it into a product development, and incorporates financial
concepts in developed product.
Learning Competency:
Lesson Objectives
 Generate new business ideas
 Develop a product/service
 Explain what makes a product unique and
D. Learning
competitive
Competencies/
 Identify what “value” is to the customer
Objectives
 Apply creativity and innovative techniques to
develop a marketable product
 Employ a USP to the product/service
 Develop a brand for the product
 Create a unique product brand
II. CONTENT Generating Business Ideas and Developing a Product
III. LEARNING
RESOURCES
B. References

2. Teacher’s Guide
- (Rex Bookstore) Grade 10 Learning and Living in
the 21st Century
3. Learner’s
- Pictures slide presentation
Materials
- Checklist
- Survey tool
4. Textbook pages
5. Additional
Materials from
Learning Resource
(LR) portal
C. Other Learning
Resources
IV. PROCEDURES
B. Review previous Pose these questions, “what are the strong points in your
lesson or PECs? How will you improve your weak points? “Elicit
presenting the new answers from the students.
lesson
C. Establishing a Present pictures of cloth or textile. Ask the students if
purpose for the they will go into business with textiles as their raw
 material and what products or services they can think of
using this raw material. Draw a pie graph with textiles at
lesson
the center. Write as many business ideas they can
generate from the raw material.
D. Presenting Show samples of cookies with malunggay powder.
examples/ Explain the nutrient enrichment of the cookies because
instances of the the malunggay powder was added. Give sample testings.
new lesson
Unlocking Difficulty
Words for Study:
- Generate
E. Discussing new - Product
concepts and - Services
practicing new - Innovation
skills #1 - Brand
- Unique Selling Proposition
- Logo
- Business analysis

F. Discussing new Find your partner

concepts and
practicing new Sixteen students will go in front of the class. Eight of
skills #2 them will hold strips of colored board paper with
vocabulary words written on it. The remaining eight
students are holding strips of colored board paper
showing the definition/meaning of the words. At the
count of three, the participants will try to find and pair
the vocabulary words they are holding with their
corresponding definition/meaning shown by the other
groups.

Brainstorming
Form the class into groups with five members each. Ask
them to brainstorm on some business ideas using the list
of resources found in the Activity 1 of the work text.
Choose only five from the list. Generate one or two
business ideas from each item.

Parade of Business Ideas

Group members will go in front and present the ideas
generated from the list. Allow each group to choose one of
the six courses in Home Economics (Cookery, Caregiving,
Beauty Care, Dressmaking, Household Services, and
handicrafts) listed in the work text . Ask the group to
choose one item under each course they had chosen.
Create a pie graph showing possible business
products/services that can be generated from items
chosen. Present the pie graph to the class.

Slide Presentation
Present the slide presentation of the six steps of product
development. Read all the six steps in one followed by an
 explanation and discussion of each stage.

Product Experimentation
Allow each group to brainstorm possible products they
want to experiment with from the pie graph they
presented. Then, allow them to plan how they will go
about following the six stages. Give the focus on stages 3,
4, and 5. Require each group to present their written plan
for guidance and suggestions before it is finalized and
approved. The experimentation can take place in the
school laboratory or in their homes where a video
presentation will be required for product testing. Get a
random sampling of students in other classes. Sampling
should not be less than 15 students.

Slide Presentation
Present a slide presentation of the six steps of product
development. Read all six steps one by one followed by an
explanation and discussion of each stage.

Class Discussion
Show a slide presentation on USP. Discuss the
techniques in making USP for new products. Let the
students share their observations in making unique
selling to customers using various applications or online
selling of products to customers.

Group Reporting

G. Developing mastery Assign one group to present and report the concept of
(leads to formative branding new products or services. Questions and answer
assessment 3) will follow after guidelines. If possible, show on how to
make a unique product brand with a logo.

H. Finding practical
applications of
concepts and skills
in daily living
a. Generating a business idea involves a rigorous
evaluation process that serves as a basis on the
potential of an idea to actually become a product
I. Making
or service.
generalizations and
b. Product development may involve modification of
abstractions about
an existing product or its presentation or
the lesson
formulation of an entirely new product that
satisfies a newly defined customer want or market
place.
Group Work

J. Evaluating Allow the students to make a brand name for one’s

Learning product. Let them create a message for their product and
a logo. Present the brand name and logo.

K. Additional
activities or
 remediation
V. REMARKS
VI. REFLECTION
B. No. of learners
who earned 80% of the
evaluation
C. No. of learners who
require additional
activities for
remediation who
scored below 80%
D. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
E. No. of learners who
continue to require
remediation
F. Which of my
teaching strategies
worked well? Why
did these work?
G. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
H. What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers
 School The Great Plebeian Grade Level 10
College
Teacher Lomark V. Fernandez Learning Area TLE-Entrep
Teaching Date and
Quarter First
Time
I. OBJECTIVES
C. Content The learner demonstrates knowledge and understanding
Standards of personal entrepreneurial competencies, in generating
ideas, in product development, and in basic financial
literacy concepts such as managing cash flow, savings,
and analyzing investments.
D. Performance The learner demonstrates self-assessment of his/her
Standards personal entrepreneurial competencies via an inventory
and case analysis, generates business ideas and develop
it into a product development, and incorporates financial
concepts in developed product.
Learning Competency:
Lesson Objectives
 Define what a cashflow is
E. Learning
 Cite the importance of cash flow
Competencies/
 Explain how to build a positive cash flow
Objectives
 Show how to keep track of cash inflows and cash
outflows
 Make a simple cash flow statement
II. CONTENT Cash Flow Management
III. LEARNING
RESOURCES
C. References

3. Teacher’s Guide
- (Rex Bookstore) Grade 10 Learning and Living in
the 21st Century
- Worktext
4. Learner’s
- Chart
Materials
- Realia
- Props
- Slide presentation
5. Textbook pages
6. Additional
Materials from
Learning Resource
(LR) portal
D. Other Learning
Resources
IV. PROCEDURES
C. Review previous Pose these questions, “Are you wise in spending your
lesson or money? How do you practice wise spending or prudence
presenting the new inspending?”
lesson
D. Establishing a Ask the class, “Given your allowance, how much money
 do you have at the start of the day? Then, how much do
purpose for the
you have at the end of the day? What do you do with the
lesson
remaining money?”
Let the students answer this questions, “Recall the time
E. Presenting
when you ran out of money and you needed to spend for
examples/
emergency. What did you do?” Call on some students to
instances of the
share their experiences. Then, ask, “Why is it important
new lesson
to have available cash anytime?
Unlocking Difficulty
Words for Study:
- Cash flow
- Cash inflow
F. Discussing new - Cash outflow
concepts and
- Cash balance
practicing new
- Debts
skills #1
- Obligations
- Cash
- Flow statement
- Shortfall

Match Meanings
Write on the board two columns, write in the first column
the words for study and in the second column the
meanings of the meanings arranged at random. Call on a
student to connect a word with its meaning by drawing a
line. Then use the word in a sentence in the context of the
G. Discussing new day’s lesson.
concepts and
Short Skit/Drama
practicing new
skills #2 Form a groups with three members each. Let each group
brainstorm on a scenario demonstrating one importance
of cash flow. Have them plan and rehearse the scenario
and present it in two to three minutes in front of the
class. Then, ask the class what importance has been
depicted or portrayed. Call on another to present their
own.

Situational Analysis
Form groups with three members each. Let the students
pick form the board one way on which they can build a
positive cash flow. The list includes: learn to sacrifice,
learn to delay gratification, put aside a portion of income
H. Developing mastery as savings, prioritize, and regulate expenses when
(leads to formative needed.
assessment 3)
The group will plan on how to present a
situation//scenario depicting that which they chose in
the list. After the presentation, the class (audience) will
analyze the situation and identify the way that was
portrayed.

I. Finding practical
applications of
concepts and skills
in daily living
J. Making Efficient cash flow management is a key to successful
generalizations and business operation.
abstractions about
 the lesson
Seat Work
Analyze and discuss cash flow statement in the work text.
Have the students prepare their own cash flow statement
K. Evaluating
using their own daily allowance. Allow them to recall
Learning
what they spent in the last three days up to the present.
From this statement, let them find out if they are having
or negative cash flow.

L. Additional
activities or
remediation
V. REMARKS
VI. REFLECTION
C. No. of learners
who earned 80% of the
evaluation
D. No. of learners who
require additional
activities for
remediation who
scored below 80%
E. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
F. No. of learners who
continue to require
remediation
G. Which of my
teaching strategies
worked well? Why
did these work?
H. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
I. What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers