Entrep Co 4th Q

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
Entrepreneurship 11 1 1 hour
Learning Competency/ies:
Discuss the value/supply chain in relation to the business CS_EP11/12ENTREP
(Taken from the Curriculum Guide) enterprise; -0h-j-13
Key Concepts / Understandings to The learner demonstrates understanding of environment and market in one’s
be Developed locality/town.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through Understanding shares research experiences and knowledge
experience or association
Skills Applying
The ability and capacity
acquired through deliberate,
systematic, and sustained
Analyzing oriented with the topics and be guided with possible performance of the course
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something
Attitude Receiving Phenomena Highlights the importance of environmental and social responsibility.
Values Valuing Develop innovative solutions and for business growth and competitiveness
2. Content Industry Sources of Opportunities
3. Learning Resources Deped module, books, powerpoint, tv, television, marker
4. Procedures
4.1 Introductory Activity Preliminaries:
 Prayer
2 minutes  Attendance checking
 Recap of the previous lesson.
4.2 Activity
5 minutes
4.3 Analysis
5 minutes
4.4 Abstraction There are several ways of defining an industry. The most common way of defining
23 minutes an industry is according to product type or according to the functions of the product
or the services.
Another way of defining an industry is by tracing the industry from its most basic
raw materials down to its various consumer application, otherwise known as
product or value-added chain. The difference between the product and the value-
added chain is the focus of the analysis.
Product chain – focuses on the volume produced or converted at each link of the
chain.
To illustrate the tracing of the product chain, example could be the coconut
industry. The coconut tree regarded as the “tree of life”, is useful for different
purposes. Its trunk, skull, meat, husk and leaves, find their way to all types of
products such as oils, soap, handicrafts, furniture, wallboards. Looking at these
value-chain alone presents opportunities for the entrepreneur.
However, defining an industry with a narrower scope presents a threat because of

its limiting effects. For example, to simply classify all those using coconuts in their
production process as being in the coconut industry per se might not be too useful.
The reason is that most of the coconut harvested are processed into coconut oil,
which is just one of the many substitutes in the fats and vegetable oils industry
traded worldwide.
Value-Added Chain – focuses on the economic rather than the volume aspect of
the chain.
- follows the product chain but concentrates on the “Value”
added from one stage of the product to the other – a value that
is given by the market price differential between stages of
production. The differential would include the additional cost
of processing the product from one stage to the next and the
profit margins added on each stage by the processor (or
distributor).
Example:
A cup of designer coffee
 At farm gate prices, one would get a few pesos out of a bag of freshly
picked coffee bean.
 The coffee will then get processed and packed by the coffee manufacturer.
(Cost and profit margin are added before selling the product to distributors.
 Once it gets in the hands of distributors, the latter will have to market and
sell the finished product to coffee shops for few more pesos added to cover
for the logistics and transportation cost incurred. The coffee shop will then
proceed to concort of their own versions of designer’s coffee.
 The fancier the coffee gets, the more expensive a cup of designer coffee
becomes.
4.5 Application
10 minutes
4.6 Assessment
Observation
5 minutes
4.7 Assignment Enriching / inspiring the day’s
lesson
Study research process for next topic
5 minutes
4.8 Concluding Activity “Train up a child in the way he should go: and when he is old, he will not
5 minutes depart from it”. –proverbs 22:6
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of
A. No. of learners who earned 80% in the evaluation.
learners who have caught up with the lesson.
B. No. of learners who require additional activities for D. No. of learners who continue to require
remediation. remediation.
E. Which of my learning 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?
Prepared by:
Name: School:
FELEX N. TANGAL ROSARIO NHS
Position/
Division:
Designation: T- III CEBU PROVINCE
Contact shellamarie.saraum@deped.gov.ph
Email address:
Number: 9352175244

Entrep Co 4th Q

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Entrep Co 4th Q

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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

However, defining an industry with a narrower scope presents a threat because of

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

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