Instructional Planning(iPlan)

Detailed Lesson Plan (DLP) Format

DLP No.:10 Learning Area: Grade Level: 11 Quarter:3 Date: February 6&7, 2016
Entrepreneurship Duration: 120 minutes
Code:
Learning
Competency/ies:  Describe the first two M’s of operations namely : Manpower
(Taken from the Curriculum Guide) CS_EP11/12ENTREP-0h-j-
and Method 12

Key Concepts /
4M’s of Operations in Relation to business opportunities
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 The learner can recall information and list, memorize, repeat, describe,
knowing something retrieve relevant knowledge from long-term reproduce
with familiarity memory
gained through
experience or
Understanding interpret, exemplify, classify,
Explain the first two M’s of
The learner can construct meaning from oral, summarize, infer, compare, explain,
association
written and graphic messages paraphrase, discuss operations : Manpower and Method

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,
form a functional whole, create a new assemble, devise
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, Practice personal
A settled learners. Attends and reacts to a particular phenomenon. Learning Interest, Courteous, Obedience, Hope, discipline in
way of outcomes may emphasize compliance in responding, willingness to Charity, Fortitude, Resiliency, Positive accomplishing tasks
thinking or respond, or satisfaction in responding (motivation). vision, Acceptance, Determined, assigned pertinent to
feeling about Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Independent , Gratitude, Tolerant, discussed topic.
someone or help, label, perform, practice, present, read, recite, report, select, tell, write Cautious, Decisive, Self-Control,
something, 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Calmness, Responsibility,
typically one ranges from simple acceptance to the more complex state of Accountability, Industriousness,
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,
person’s behavior and are often identifiable. Reliable, Gentle, Appreciation of one’s
behavior culture, Globalism, Compassion, Work
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, Integrate
values, resolving conflicts between them, and creating a unique value Appreciation of one’s rights, globalism in
system. The emphasis is on comparing, relating, and synthesizing values. Inclusiveness, Thoughtful, Seriousness, analyzing
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Generous, Happiness, Modest,
defend, explain, formulate, generalize, identify, integrate, modify, order,
discussed topics.
organize, prepare, relate, synthesize
 5. Internalizing values - (Characterization): Has a value system that controls Authority, Hardworking, Realistic,
their behavior. The behavior is pervasive, consistent, predictable, and most Flexible, Considerate,
importantly, characteristic of the learner. Instructional objectives are Sympathetic, Frankness
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
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
principles or attention Love of God, Faith, Trusting ,
standards of Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love of truth,
behavior; identify, locate, name, point to, reply, select, sit, Study, use Kindness, Humble
one's 2. Responding to Phenomena - Active participation on the part of the 2. Maka-tao Demonstrate
judgment of learners. Attends and reacts to a particular phenomenon. Learning Concern for Others, Respect for human oneness in
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
accomplishing
life. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, tasks assigned.
help, label, perform, practice, present, read, recite, report, select, tell, 3. Makakalikasan
Go beyond Care of the environment, Disaster Risk Integrate
write
learner’s life 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Management, Protection of the responsible
on earth, ranges from simple acceptance to the more complex state of commitment. Environment, Responsible consumerism in
include more Valuing is based on the internalization of a set of specified values, while Consumerism, Cleanliness, Orderliness, relation to
than wealth Saving the ecosystem, Environmental
clues to these values are expressed in the learner's overt behavior and are discussed topic.
and fame, often identifiable. sustainability
and would 4. Makabansa
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Peace and order, Heroism and
affect the
follow, form, initiate, invite, join, justify, propose, read, report, select,
eternal Appreciation of Heroes, National Unity,
share, study
destiny of Civic Consciousness, Social
4. Organization - Organizes values into priorities by contrasting different
millions responsibility, Harmony, Patriotism,
values, resolving conflicts between them, and creating a unique value
Productivity
system. The emphasis is on comparing, relating, and synthesizing values. Influence peers
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, in the display of
defend, explain, formulate, generalize, identify, integrate, modify, order, social
organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls
responsibility
their behavior. The behavior is pervasive, consistent, predictable, and most and
importantly, characteristic of the learner. Instructional objectives are productivity.
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 4M’s of Operations in Relation to business opportunities

3.LearningResources Textbook, CG (Entrepreneurship)

4. Procedures
4.1 Introductory Activity ( 15 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 Give a summary about the previous topic discussed –
learners zest for the incoming lesson and an idea about what it to follow. One principle in developing a brand name.
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
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 Arrange the pieces of pictures provided for each
learning starts where the learners are. Carefully structured activities such as individual or group. Name what the picture reflects and relate it to
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
the idea written on the board “ 4M’s of Operations”.
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 refers to the human workforce involved in the
ideas and opinions about expected issues. Affective questions are included to elicit the manufacture of products.
feelings of the learners about the activity or the topic. The last questions or points taken  What refers to the process or technique of converting
should lead the learners to understand the new concepts or skills that are to be presented in raw materials to finished products?
the next part of the lesson.

Discuss among group mates “The manpower criteria that must be

4.4 Abstraction ( 120 minutes).This outlines the key concepts, important skills that
highly considered by the entrepreneur in the list provided”.
should be enhanced, and the proper attitude that should be emphasized. This is organized as
Present the group’s output in the entire class.
a lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. Discuss the factors which affect the selection of method of
production within the group and present group output in class.

Make a generalization/ conclusion of the discussion previously

4.5 Application ( 10 minutes).This part is structured to ensure the commitment of the
done.
learners to do something to apply their new learning in their own environment.

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

b) Talking to
learners/conferencing

c) Analysis of learner’s
products

d) Tests End of chapter pen and paper quiz.

4.7 Assignment ( 5 minutes).

 Reinforcing / strengthening Work with the group. Research about a manufacturing business. Gather
the day’s lesson information about its production system as to input, manufacturing process and
output. Share your work in class.
4.8 Concluding Activity ( 5 minutes).
This is usually a brief but affective A motivated manpower is the most important thing.
closing activity such as a strong - Dhirubhai Ambani
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.,

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