Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:28 Learning Area: Grade Level: 11 Quarter:3 Date: March 17, 2017
Entrepreneurship Duration: 60 minutes
Learning Code:
Recognize a potential CS_EP11/12ENTREP-0a-1 to 6
Competency/ies:
(Taken from the Curriculum Guide) market
Key Concepts /
Understandings to be Development of Business Plan
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, duplicate,
condition of The learner can recall information and list, memorize, repeat, describe,
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 summarize, infer, compare, explain, Explain business plan
oral, 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 The learner can distinguish between parts contrast, organize, outline, attribute,
smoothly and and determine how they relate to one deconstruct
adaptively carryout another, and to the overall structure and
complex activities purpose
or ... the ability,
coming from one's
Evaluating coordinate, measure, detect, defend, Defend business plan prepared and
The learner can make judgments and justify judge, argue, debate, describe, critique, presented
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,
assemble, devise Formulate own business plan
form a functional whole, create a new
product or point of view

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

3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to give the Setting up of students visual aids and parapherna-
learners zest for the incoming lesson and an idea about what it to follow. One principle in lia’s for business plan presentation by group. Differ-
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
ent groups assigned per day.
4.2 Activity ( 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
learning starts where the learners are. Carefully structured activities such as individual or
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
may be created. Clear instructions should be considered in this part of the lesson.
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 ( 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
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson.
4.5 Application (50 minutes).This part is structured to ensure the commitment of the Business plan presentation by group.
learners to do something to apply their new learning in their own environment.

4.6 Assessment ( minutes).For the Teacher to: a) Assess whether learning objectives
have been met for a specified duration, b)Remediate and/or enrich with appropriate
strategies as needed, and c) Evaluate whether 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:
Assessment Method Possible Activities
a) Observation

b) Talking to
learners/conferencing

c) Analysis of learner’s
products

d) Tests
4.7 Assignment ( minutes).

 Reinforcing / strengthening
the day’s lesson
4.8 Concluding Activity ( 5 minutes).
This is usually a brief but affective closing A dream doesn't become reality through magic; it takes sweat, determination
activity such as a strong quotation, a short
song, an anecdote, parable or a letter that
and hard work.
inspires the learners to do something to - Colin Powell
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.,

2. 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