4 A’s PROCEDURE:

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

School ABM University Grade Level Grade 12

Teacher Group 2, et. Al Learning Area Applied Economics
Time & Dates September 9, 2017 Quarter 2nd Quarter

I. OBJECTIVES
A. Content Standards The law of supply and demand, and factors affecting the economic
situation.
B. Performance Conduct a survey of current economic situations within the vicinity.
Standards
C. Learning Analyse the effects of contemporary issues such as migration, fluctuations
Competencies / in the exchange rate, oil price increases, unemployment, peace and order,
Objectives. etc. on the purchasing power of people.
Write the LC code for
each ABM_AE12_le-h-8
II. CONTENT Contemporary Economic Issues Facing the Filipino Entrepreneur
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide/DLP
2. Learner’s Materials Applied Economics by: Rosemary P. Dinio, Ph.D; George A. Villasis
pages
3. Textbook pages Pages 37-57
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=17lvrpg41SM
Resources
V. PROCEDURES

Introductory Activity
(____ minutes). This part
introduces the lesson 1. Prayer
content. Although at 2. Greetings
3. Checking of Attendance
times optional, it is
4. Monitoring of classroom (cleanliness)
usually included to serve 5. Review of the previous topic
as a warm-up activity to 6. Motivation
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.
Activity/Strategy (____ Let the learners view the video clip showing the topic about migration.
minutes). This is an
interactive strategy to The learners will be group into three (3), and answer the guide questions
elicit learner’s prior below:
learning experience. It  What is migration?
 What are the reasons of migration?
serves as a springboard
 How migration affects the purchasing power?
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.
Analysis (____ minutes). Ask their opinion about the video clips they saw and answer the guide
Essential questions are questions:
included to serve as a
guide for the teacher in  Does migration happen their community?
clarifying key  Why it is happen?
 How does it affect to the economy of the community?
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.
Abstraction (____ The teacher will show powerpoint presentation on what are the economic
minutes). This outlines concepts of the topic such as:
the key concepts,
important skills that  Definition of migration
should be enhanced, and  Definition of Purchasing power
 Reasons of Migration
the proper attitude that
- Push Factor
should be emphasized.
- Pull Factor
This is organized as a  Enumerate the effect of migration to the purchasing power of the
lecturette that people.
summarizes the learning
emphasized from the
activity, analysis and
new inputs in this part of
the lesson.
Application (____ The teacher will group the learners into three (3). The learners will be
minutes). This part is asked to create a picture collage in which the materials will be provided
structured to ensure the by the teacher.
commitment of the
learners to do something
to apply their new
learning in their own
environment.
Assessment (___ Quiz 1-10. Essay type.
minutes). For the a) Observation (Formal and informal Possible Activities
Teacher to: observations of learners’ Investigation, Role Play,
a) Assess whether performance or behaviors are Oral Presentation, Dance,
learning objectives have recorded, based on assessment Musical Performance, Skill
been met for a specified criteria) Demonstration, Group
duration, Activity (e.g. Choral
b) Remediate and/or Reading), Debate, Motor &
enrich with appropriate Psychomotor Games,
strategies as needed, and Simulation Activities,
c) Evaluate whether Science Experiment
learning intentions and b) Talking to Learners / Conferencing Hands-on Math Activities,
success criteria have (Teachers talk to and question Written Work and Essay,
been met. learners about their learning to gain Picture Analysis, Comic
(Reminder: Formative insights on their understanding and Strip, Panel Discussion,
Assessment may be to progress and clarify their thinking) Interview, Think-Pair-Share,
given before, during, or Reading
after the lesson). c) Analysis of Learners’ Products Worksheets for all subjects,
Choose any from the (Teachers judge the quality of Essay, Concept
Assessment Methods products produced by learners Maps/Graphic Organizer,
below. according to agreed criteria) Project, Model, Artwork,
Multimedia Presentation,
Product made in technical-
vocational subjects
d) Tests (Teachers set tests or Skill Performance Test,
quizzes to determine learners’ ability Open-Ended Question,
to demonstrate mastery of a skill or Practicum, Pen and Paper
knowledge of content) Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
 Reinforcing /
strengthening the
day’s lesson
 Enriching /
inspiring the day’s
lesson
 Enhancing /
improving the
day’s lesson
Preparing for the new
lesson
V. REMARKS
Indicate 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.
VI. REFLECTION
Reflect on your teaching
and assess yourself as a
teacher. Think about
your student’s progress.
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% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
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?