Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:07 Learning Area: Grade Level: 11 Quarter:3 Date: January 16-19, 2016
Entrepreneurship Duration: 240 minutes
Code:
Learning
Competency/ies:
(Taken from the Curriculum Guide) Develop a brand name CS_EP11/12ENTREP-0h-j-
11

Key Concepts /
Branding
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 the commonly used
knowing something retrieve relevant knowledge from long-term reproduce
with familiarity branding strategy
memory
gained through
experience or
Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, summarize, infer, compare, explain,
association paraphrase, discuss
written and graphic messages

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,
coming from one's
Evaluating coordinate, measure, detect, defend,
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, Formulate own brand extension
form a functional whole, create a new assemble, devise strategy.
product or point of view

Attitude Categories: List of Attitudes:

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

3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( 15 minutes). This part introduces the lesson content. Differentiate needs from wants.
Although at times optional, it is usually included to serve as a warm-up activity to give the List personal needs and wants. Share list to class.
learners zest for the incoming lesson and an idea about what it to follow. One principle in Answer the question “ Does the degree or level of
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
needs and wants differ among individuals?”
4.2 Activity ( 15 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 Try to recall Maslow’s Hierarchy of Needs. Draw a
learning starts where the learners are. Carefully structured activities such as individual or triangle and place the levels of the hierarchy of needs
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
on it. Discuss each level to group mates.
may be created. Clear instructions should be considered in this part of the lesson.
4.3 Analysis (10 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 Answer the questions:
to structure the discussions allowing the learners to maximize interactions and sharing of  What comes to your mind when you hear the word
ideas and opinions about expected issues. Affective questions are included to elicit the “toothpaste?” How about “shampoo?”
feelings of the learners about the activity or the topic. The last questions or points taken  When you are asked to describe a “burger,” what will
should lead the learners to understand the new concepts or skills that are to be presented in you say first? How about “softdrink?”
the next part of the lesson.
4.4 Abstraction ( 120 minutes).This outlines the key concepts, important skills that Product and services are created because of human needs and
should be enhanced, and the proper attitude that should be emphasized. This is organized as wants. The term needs simply refers to the things that the person
a lecturette that summarizes the learning emphasized from the activity, analysis and new must have on order to survive. The term wants refers to the things
inputs in this part of the lesson. that the person must have in order to be satisfied.

Identify and discuss the branding strategies that entrepreneurs

may adopt.
4.5 Application ( 10 minutes).This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment. Discuss the importance of branding in the practice of
entrepreneurship.
4.6 Assessment ( 60 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 Identify some branding strategies used by large businesses in the
Philippines.
b) Talking to
learners/conferencing

c) Analysis of learner’s Pretend that your entrepreneurial venture has been making
products and selling one product for the past five years. Plan to make
additional three products. These may be in the same
category as the first product or not. What brand extension
strategy are you going to adopt? Indicate your reason for
your decision.
d) Tests End of chapter pencil and paper test.
4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening Answer the activity sheets provided.

the day’s lesson
4.8 Concluding Activity ( 5 minutes).
This is usually a brief but affective The keys to brand success are self-definition, transparency, authenticity and
closing activity such as a strong accountability.
quotation, a short song, an anecdote, - Simon Mainwaring
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.,

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?
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: Ma. Larity Alburo-Carin School: Carmen National High School - Day