Republic of the Philippines

Department of Education
Region IV-A CaLaBaRZon
Division of Rizal

Morong National High School

Morong, Rizal

Lesson Exemplar in ENTREPRENEURSHIP

for Grade 11 Students
February 15, 2019

Content : Market (locality/town); Key concepts of market; Players in the market

(competitors); and Products and services available in the market
Learning Competency : Recognize the importance of Marketing Mix in the Development of
Marketing Startegy (TLE_ICTAN11/12EM-Ia-1)

I. Objectives: At the end of the lesson, the students should be able to:
a. Describe the marketing mix (7P’s) in relation to the business
opportunity vis-a-vis;
b. use different graphic organizers to explain the marketing mix; and
c. create a marketing mix (7P’s) in relation to the business opportunity
II. Subject Matter:
A. Topic : Marketing Mix (7P’s)
B. Materials : powerpoint presention, pentel pen, manila paper, laptop, and projector
C. References: Curriculum Guide, Teacher’s Guide, and Entrepreneurship book
Online Sources:
https://www.hoddereducation.co.uk/media/Documents/magazine-
extras/business/BusinessReview24_1_Lesson_plan_7Ps.pdf?ext=.pdf
http://multiliteraciesproject.com/wp-content/uploads/2016/06/Marketing

III. Learning Development:

A. Daily Routine:
 Prayer
 Greetings
 Checking of Attendance
 Review
B. Priming : GAME KA NA BA? Name that Slogan!
Processing Questions:
1. What are the following words that we unlock?
2. Are you familiar with the price of each product?
3. Among those products, what do you think is the most selling product?
What do you think are the factors why it is patronize by the buyers?
C. Lesson Proper:
a. Activity: Group Activity
Allow the students to explore and explain the marketing mix (7P’s) using different graphic
organizers
Group 1: Product & Price
Group 2: Place & Promotion
Group 3: People
Group 4: Process
Group 5: Physical Evidence
*See attached activity sheets and rubric

b. Analysis: Comprehension Check

1. How would you describe the 7P’s?
2. Do you agree that in a business if 1 P’s lack or is missing do you think they
may encounter problem? Why? Explain.
3. Among those 7P’s what do you think is the most important? Explain.
4. Do you consider promotion as part of your marketing strategy? Explain.
5. If you were to develop a promotional strategy in your business what would it
be and why?
 c. Abstraction: Ask: What important lesson did you get from our lesson?

d. Application: Group Activity

 Allow the students to watch a short clip about marketing mix (7P’s). Ask
them, among those 7P’s what strikes you the most? Why?
 Create a marketing mix (7P’s) in relation to the business opportunity you
created and present it to class.

D. Assessment: Read carefully the following events from the story. Place them in order by writing
letters A through E.
_______ 1. It is the primary among 7P’s. Its features are most likely appeal to
the target market.
_______ 2. It is set to determine the amount of profit of the product.
_______ 3. It can be the location or door-to-door, online market.
_______ 4. This is an umbrella term covering all the media by which a business
informs customers about the item.
_______ 5. This P is considered as the target market of the said item.

E. Assignment:
1. Enumerate and describe the 4M’s of operation. (Machine, Manpower, Method
and Machine)
2. Enumerate the importance of 4M’s in operation.
3. Prepare for a short recitation.

F. Closure: Present a video clip at https://www.youtube.com/watch?v=dNDSYW5Zu4E for

reflection. (Reflective)

G. Index of Mastery:

Number of Learners Within Mastery Level:

Number of Learners Needing Remediation:

H. Reflection:

Prepared by:

JOSE JOHN S.M. VOCAL, LPT

Teacher I

Corroborated by:

CELESTINO A. SANTIAGO NENITA M. MATIGNAS, PhD.

MNHS Principal III Senior High School Coordinator
Trainer/Class Manager Process Observer

ALLAN C. DILAGAN VENICE DELOS SANTOS, M.A.T I

MNHS Principal II Master Teacher I
Trainer/Class Manager Process Observer
 ACTIVITY SHEET (Group Activity)

GROUP 1: Characterization Chart

CHARACTER CHARACTERISTICS EVIDENCE FROM THE TEXT

Coraline

Other Mother

Other Father

GROUP 2: Plot Graphic Organizer

Climax

Rising Action

Falling Action

Exposition Denouement

GROUP 3: What’s the Genre?

TITLE: _________________

GENRE: ___________________

JUSTIFICATION / EVIDENCE FROM THE TEXT:

A. ________________________________________________________________________________
_
B. ________________________________________________________________________________
_
C. ________________________________________________________________________________
__
 RUBRICS

Graphic Organizer (Group Act)

Criteria 5 4 3 2
Correct Information The students The students The students The students
provided detailed provided answers provided answers provided answers
answers with with mostly correct with some correct with mostly
correct information information information incorrect
information
Organizer The students The students The students The students did
Completion provided provided provided not complete many
information for information for information for parts of the graphic
each part of the most parts of the some parts of the organizers
organizers graphic organizers graphic organizers
Oral Presentation The students The students Explanation is Misses key points
presented with a presented good unclear
clear response and response and clear
detailed explanation.
explanation.
Total: 15pts

Making A Poster : Predict the Ending

Teacher Name: Belle Peralta

CATEGORY 5 4 3 2
Content - Accuracy At least 7 accurate facts 5-6 accurate facts are 3-4 accurate facts are Less than 3 accurate
are displayed on the displayed on the poster. displayed on the poster. facts are displayed on
poster. the poster.

Attractiveness The poster is The poster is attractive The poster is acceptably The poster is
exceptionally attractive in terms of design, attractive though it may distractingly messy or
in terms of design, layout and neatness. be a bit messy. very poorly designed. It
layout, and neatness. is not attractive.
Graphics - All graphics are related All graphics are related All graphics relate to the Graphics do not relate to
Relevance to the topic and make it to the topic and most topic. Most borrowed the topic OR several
easier to understand. All make it easier to graphics have a source borrowed graphics do
borrowed graphics have understand. All citation. not have a source
a source citation. borrowed graphics have citation.
a source citation.
Graphics - Several of the graphics One or two of the The graphics are made No graphics made by
Originality used on the poster graphics used on the by the student, but are the student are included.
reflect a exceptional poster reflect student based on the designs or
degree of student creativity in their ideas of others.
creativity in their creation creation and/or display.
and/or display.

Date Created: Sep 13, 2018 05:51 am (CDT)

 Role Play : Predict the Ending

Teacher Name: Mrs. Peralta

Student Name: ________________________________________

CATEGORY 5 4 3 2
Accuracy All scenes appeared to Almost all scenes Most of the scene was Very little of the scene
be accurate and in appeared to be accurate accurate and in was accurate and/or in
chronological order. and in chronological chronological order. chronological order.
order.
Role Point-of-view, arguments, Point-of-view, arguments, Point-of-view, arguments, Point-of-view, arguments,
and solutions proposed and solutions proposed and solutions proposed and solutions proposed
were consistently in were often in character. were sometimes in were rarely in character.
character. character.
Required Elements Student included more Student included all Student included most Student included less
information than was information that was information that was information than was
required. required. required. required.

Knowledge Gained Can clearly explain Can clearly explain Can clearly explain one Cannot explain one way
several ways in which his several ways in which his way in which his in which his character
character \"saw\" things character \"saw\" things character \"saw\" things \"saw\" things differently
differently than other differently than other differently than other than other characters.
characters and can characters. characters.
clearly explain why.

Date Created: Sep 13, 2018 05:57 am (CDT)

Vocal Music Performance - Individual : Predict the Ending

Teacher Name: Mrs. Peralta

Student Name: ________________________________________

CATEGORY 3 2 1
Tone Quality Tone is consistently Tone is focused, clear Tone is often focused, The tone is often not
focused, clear, and and centered through clear and centered, but focused, clear or
centered throughout the the normal singing sometimes the tone is centered regardless of
range of the voice. range. Extremes in uncontrolled in the the range, significanltly
range sometimes cause normal singing range. detracting from the
tone to be less Extremes in range are overall performance.
controlled. Tone quality usually uncontrolled.
typically does not detract Occasionally the tone
from the performance. quality detracts from
overall performance.
Expression and Performs with a creative Typically performs with Sometimes performs Rarely demonstrates
Style nuance and style in nuance and style that is with nuance and style expression and style.
response to the score indicated in the score or that is indicated in the Just plays the notes.
and limited coaching. which is suggested by score or which is
instructor or peer. suggested by instructor
or peer.

Rhythm The beat is secure and The beat is secure and The beat is somewhat The beat is usually
the rhythms are accurate the rhythms are mostly erratic. Some rhythms erratic and rhythms are
for the scales being sung. accurate. There are a are accurate. Frequent seldom accurate
few duration errors, but or repeated duration detracting significantly
these do not detract from errors. Rhythm problems from the overall
the overall performance. occasionally detract from performance.
the overall performance.
Diction Student articulates Student articulates the Student is sometimes Student rarely articulates
clearly and the text of the words somewhat clearly articulating the words but the words and the text is
music is understandable. and the text can be the text is often not not decernable.
understood most of the decernable.
time.