Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:04 Learning Area: Grade Level: 12 Quarter: Date:

Entrepreneurship Duration: 240 minutes
Code:
Learning
Competency/ies: The learner independently or with his/her classmates presents an CS_EP11/12ENTREP-0a-1
(Taken from the Curriculum Guide) acceptable detailed plan.

Key Concepts /
Development of Business Plan
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate,
of knowing The learner can recall information and list, memorize, repeat, describe,
something with retrieve relevant knowledge from long-term reproduce
familiarity gained memory
through experience interpret, exemplify, classify,
or association
Understanding
The learner can construct meaning from oral, summarize, infer, compare, explain,
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 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, practice, appraise, evaluate
aptitude, etc., to do decisions
something Creating generate, hypothesize, plan, design,
The learner can put elements together to develop, produce, construct, formulate, Formulate part I,II,III & IV of a
form a functional whole, create a new assemble, devise business plan.
product or point of view

Attitud Categories: List of Attitudes:

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

3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( 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 learners zest
for the incoming lesson and an idea about what it to follow. One principle in learning is that
learning occurs when it is conducted in a pleasurable and comfortable atmosphere.
4.2 Activity( minutes). This is an interactive strategy to elicit learner’s prior learning Preparation of business plan parts I,II
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( minutes).This part is structured to ensure the commitment of the
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 ( 5 minutes).

 Reinforcing / strengthening
the day’s lesson
4.8 Concluding Activity ( minutes).
This is usually a brief but affective
closing activity such as a strong Set your business plan to win.
quotation, a short song, an anecdote,
parable or a letter that 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.,

2. Reflection 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
s 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?
E. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
F. What innovation
or localized
materials did I
use/discover which
I wish to share
with other
teachers?
G.

H.

Prepared by:
Name: ANA MARIA A. SABELLON School: MATAB -ANG NATIONAL HIGH SCHOOL