*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.: 2 Learning Area: Cookery Grade Level: 10 Quarter: 2 Duration: 2 hrs
Learning Competency/ies: Assess Personal Entrepreneurial Competencies TLE_PECS10-0k-1
(Taken from the Curriculum Guide)
Key Concepts /
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) refers to the key characteristics
Understandings to be that a successful entrepreneurs should have in order to be successful.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify, explain the different character traits
summarize, infer, compare,
or association The learner can construct meaning from oral, written and of PECs (Personal Entrepreneurial
graphic messages explain, paraphrase, discuss
Competencies)

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect, defend, evaluate one’s PECs
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new 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,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
emotional name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends Sincerity, Patience, Critical
A settled and reacts to a particular phenomenon. Learning outcomes may emphasize compliance thinking, Open-mindedness,
way of in responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude,
or feeling perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
someone simple acceptance to the more complex state of commitment. Valuing is based on the Independent , Gratitude, Tolerant, Work on their
or internalization of a set of specified values, while clues to these values are expressed in Cautious, Decisive, Self-Control, evaluation on the
something the learner's overt behavior and are often identifiable. Calmness, Responsibility,
, typically Accountability, Industriousness, PECs to improve
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
one that is
initiate, invite, join, justify, propose, read, report, select, share, study
Industry, Cooperation, Optimism, their honesty
reflected Satisfaction, Persistent, Cheerful,
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
person’s conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
behavior comparing, relating, and synthesizing values. Compassion, Work Ethics,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Financial Literacy, Global,
relate, synthesize Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their good, Voluntariness of human act,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of one’s rights,
characteristic of the learner. Instructional objectives are concerned with the student's Inclusiveness, Thoughtful,
general patterns of adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Modest, Authority, Hardworking,
practice, propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
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, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 2. Maka-tao
of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
Work and help
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, one another to
one's Family Solidarity, Generosity,
judgment
perform, practice, present, read, recite, report, select, tell, write
Helping, Oneness
interpret the
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is simple acceptance to the more complex state of commitment. Valuing is based on the evaluation on the
important
in life.
internalization of a set of specified values, while clues to these values are expressed in the PECs
learner's overt behavior and are often identifiable. 3. Makakalikasan
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Care of the environment, Disaster
beyond initiate, invite, join, justify, propose, read, report, select, share, study Risk Management, Protection of
learner’s 4. Organization - Organizes values into priorities by contrasting different values, resolving the Environment, Responsible
life on conflicts between them, and creating a unique value system. The emphasis is on Consumerism, Cleanliness,
earth, comparing, relating, and synthesizing values. Orderliness, Saving the ecosystem,
include Environmental sustainability
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than 4. Makabansa
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth Peace and order, Heroism and
relate, synthesize
and fame, Appreciation of Heroes, National
5. Internalizing values - (Characterization): Has a value system that controls their behavior.
and would Unity, Civic Consciousness, Social
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
affect the responsibility, Harmony,
the learner. Instructional objectives are concerned with the student's general patterns of
eternal Patriotism,
adjustment (personal, social, emotional).
destiny of Productivity
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Intention practice, propose, qualify, question, revise, serve, solve, verify
ally
adding
value to
people
everyday.
2. Content Personal Entrepreneurial Competencies

3. Learning Resources LM in Cookery 10, laptop, smart TV, bond paper, rubrics, self -
questionnaire
4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a Contextualization
warm-up activity to give the learners zest for the incoming lesson and an
Localization:
idea about what it to follow. One principle in learning is that learning occurs
Consider/include here the
when it is conducted in a pleasurable and comfortable atmosphere.
appropriate Local
Heritage Themes:
A. Annual Rites, Festivals,
and Rituals
(Historical/Religious
Festivals, Local Cultural
Festivals, Local
Delicacies/Products
Festivals, Rituals,
4.2 Activity/Strategy ( 15 minutes). This is an interactive strategy to Wedding Ritual, Palihi
elicit learner’s prior learning experience. It serves as a springboard for new Ritual, Burial Ritual,
B Literary Anthologies
learning. It illustrates the principle that learning starts where the learners
Written In Local
are. Carefully structured activities such as individual or group reflective
exercises, group discussion, sel f-or group assessment, dyadic or triadic Language (BALITAW,
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery BALAK, Folktales/ Short
walk and the like may be created. Clear instructions should be considered in Stories, Local Heroes
C. Historical Events,
this part of the lesson.
Enduring Values,
4.3 Analysis ( 5 minutes). Essential questions are included to serve as a Indigenous Materials,
guide for the teacher in clarifying key understandings about the topic at Indigenous Cultural
hand. Critical points are organized to structure the discussions allowing the Communities/Indigenous
People, Indigenous
learners to maximize interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to elicit the feelings of the Games
learners about the activity or the topic. The last questions or points taken D. Topography, Flora/
should lead the learners to understand the new concepts or skills that are to Fauna (Falls, Mountains,
be presented in the next part of the lesson. River, Cave, Trees,
Flower, Fauna
E. Food & Local products
G. Role Model Family
4.4 Abstraction ( 30 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 Pics 1 word
The learners will identify the word that is common
in the pictures ( 4 filipino successful entrepreneurs).
The teacher will introduce first who is in the
pictures and share their short history of being
successful.
Answer: ENTREPRENEUR
Guide Questions:
1. What is entrepreneur?
- A person who starts a business and willing to risk
loss in order to make money
The learners will be divided into 4 groups. Each
group will be given a different successful Filipino
entrepreneur. Each group must write as many as
you can, the character traits that made them
successful within 10 minutes in long bond paper.
Each group will choose one member to share their
answers in front.
Guide Questions
1. How do you feel after the activity?
2. How did you come up with that answer?
3. What are the most common character traits
being mentioned by all the groups?
4. Do you think you have those character traits
being mentioned? What are these character traits?
Share one experience.
5. Do you have what it takes to become a successful
entrepreneur? Explain
Note: Allow other responses
- The teacher discusses what Personal
Entrepreneurial Competencies are;
Opportunity seeking
Initiative
Risk Taking
Demand for Efficiency and quality
Persistence
Commitment to work contract
Information seeking
Goal setting
Systematic planning and monitoring
Persuasion
Networking
Independence and self confidence

Guide Questions
 Among all the character traits that were
discussed, which of those (or which of the
 following) do you think you possess?
Explain
4.5 Application ( 30 minutes). This part is structured to ensure the The learners will answer the PECs Self
commitment of the learners to do something to apply their new learning in questionnaire. Interpret the results and form a
their own environment.
group and share your insights and experiences why
you came up with that personal assessment.
4.6 Assessment ( 20 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 Investigation, Role Play,
(Formal and informal observations of learners’ performance or behaviors Oral Presentation,
are recorded, based on assessment criteria) Dance, Musical
Performance, Skill
Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor
& Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities,
(Teachers talk to and question learners about their learning to gain insights Written Work and Essay,
on their understanding and to progress and clarify their thinking) Picture Analysis, Comic
Strip, Panel Discussion,
Interview, Think-Pair-
Share, Reading
c) Analysis of Learners’ Products Worksheets for all Essay
(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept Directions: Answer the following questions on ½ c.w.
agreed criteria) Maps/Graphic Organizer, 1. Explain the importance of assessing one’s PECs before
Project, Model, Artwork, engaging in a particular entrepreneurial activity.
Multi-media 2. Are there other strategies or approaches where you can assess
Presentation, Product your PECs? Explain how those strategies will become more
made in technical- useful in selecting a viable business venture
vocational subjects 3. What are the desirable personal characteristics, attributes,
lifestyles, skills and traits of a prospective entrepreneur? Why are
these important?
4. Why there is a need to assess one’s PECs in terms of
characteristics, attributes, lifestyles, skills, and traits before
starting a particular business?
5. What is the significance of evaluating PECs of a successful
entrepreneur? What helpful insights can you draw from this
activity?

Rubrics

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and Post
Test, Diagnostic Test,
Oral Test, Quiz
4.7 Assignment ( 5 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 Interview a successful chef or entrepreneur in your
area whose type of business is related with
Cookery. Focus your interview on PECs and other
business-related attributes that helped them
become successful. Analyze the result of the
interview and reflect on the similarities and/or
differences. Write your answer on a separate sheet
of paper.
Sample Interview Guide
Name of Proprietor/Practitioner:
____________________________________
Age: _______________ Number of Years in
Business: __________________
Business Name:
_________________________________________
Business Address:
__________________________________________
1. What are your preparations before you engaged
in this type of business or job?
2. What are your special skills and characteristics
that are related with your business or job?
3. How did you solve business-related problems
during the early years of your business operation?
4. Did you follow the tips from a successful
businessman or practitioner before you engage in
your business?
5. What are your best business practices that you
can share with aspiring students?
6. What are the salient characteristics, attributes,
lifestyle, skills and traits that made you successful in
your business or job?
 Preparing for the new lesson
4.8 Concluding Activity (5 minutes). Success builds character, failure revelas it.
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, - Dave Checketts
parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks
6. Reflections
A. No. of learners who
earned 80% in the
evaluation.

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
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:

Bibliography: https://www.uen.org/rubric/previewRubric.html?id=20123, https://www.mustangbols.com/animation-2d/pecs,

https://www.slideshare.net/eivyportuguez/personal-entrepreneurial-competencies-pecs, Learning Modules In
Cookery 10
Appendices:

Name:________________________ Grade and section:_________________ Date:_______

Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire
Read each statement carefully and answer honestly based on how well it describes you. There are five choices as
follows: Please write the number you have selected on the space before each statement. Some statements
may be similar but no two are exactly alike. Please go through each statement and answer all the item.
5 = Always
4 = Usually
3 = Sometimes
2 = Rarely
1 = Never

Rating
________1. I look for things that need to be done.
________2. When I am faced with a difficult problem, I spend a lot of time trying to find a solution.
________3. I complete my work on time.
________4. It bothers me when things are not done very well.
________5. I prefer situations in which I can control the outcomes as much as possible.
________6. I like to think about the future.
________7. When starting a new task or project, I gather a great deal of information before going ahead.
________8. I plan a large project by breaking it down into smaller tasks.
________9. I get others to support my recommendations.
________10. I feel confident that I will succeed at whatever I try to do.
________11. No matter whom I’m talking to, I’m a good listener.
________12. I do things that need to be done before being asked to by others.
________13. I try several times to get people to do what I would like them to do.
________14. I keep the promises I make.
________15. My own work is better than that of other people work with.
________16. I don’t try something new without making sure I will succeed.
________17. It’s a waste of time to worry about what to do with your life.
________18. I seek the advice of people who know a lot about the tasks I am working on.
________19. I think about the advantages and disadvantages or different ways of accomplishing things.
________20. I do not spend much time thinking how to influence others.
________21. I change my mind if others disagree strongly with me.
________22. I feel resentful when I don’t get my way.
________23. I like challenges and new opportunities.
________24. When something gets in the way of what I’m trying to do, I keep on trying to accomplish what I want.
________25. I am happy to do someone else’s work if necessary to get the job done on time.
________26. It bothers me when my time is wasted.
________27. I weigh my chances of succeeding or failing before I decide to do something.
________28. The more specific I can be about what I want out of life, the more chances I have to succeed.
________29. I take action without wasting time gathering information.
________30. I try to think of all the problems I may encounter and plan what to do if each problem occurs.
________31. I get important people to help me accomplish my goals.
________32. When trying something challenging, I feel confident that I will succeed.

________33. In the past, I have had failures.

________34. I prefer activities that I know well and with which I am comfortable.
________35. When faced with major difficulties, I quickly go on to other things.
________36. When I am doing a job for someone, I make a special effort to make sure that person is happy with my work.
________37. I am never entirely happy with the way things are done; I always think there must be a better way.
________38. I do things that are risky.
________39. I have a very clear plan for my life.
________40. When working on a project for someone, I ask many questions to be sure I understand what that person wants.
________41. I deal with problems as they arise, rather than spend time trying to anticipate them.
________42. In order to reach my goals, I think of solutions that benefit.
________43. I do very good work.
________44. There have been occasions when I took advantage of someone.
________45. I try things that are very new and different from what I have done before.
________46. I try several ways to overcome things that get in the way of reaching my goals.
________47. My family and personal life are more important to me than work deadlines I set for myself.
________48. I find ways to complete tasks faster at work and at home.
________49. I do things that others consider risky.
________50. I am as concerned about meeting my weekly goals as I am for my yearly goals.
________51. I go to several different sources to get information for tasks or projects.
________52. If one approach to a problem does not work, I think of another approach.
________53. I am able to get people who have strong opinions or ideas to change their minds.

________54. I stick with my decisions even if others disagree strongly with.

________55. When I don’t know something, I don’t mind admitting it.

Please proceed to the next section where you may determine your score. The
point system will indicate whether you manifest strong tendencies or weak
inclinations towards a particular behavior.
 PEC’s Scoring Sheet

Please enter your ratings in the PECs scoring sheet. The number in parenthesis corresponds to the questionnaire item number.
Notice that the item numbers are listed consecutively for each column. Perform the addition and subtraction as indicated in
each row to compute for each PEC.
 The PECs Scoring Sheet with Correction Factor

The Correction Factor is used to provide a more accurate assessment of the PECs of each respondent. If the total score of items
11, 22, 33, 44, and 55 is 20 or greater, then the total score on the ten PECs must be corrected. Use the table below to
determine the corrected score.

If the correction factor is: Subtract the following number from each PECs score:

24 or 25 7

22 or 23 5

20 or 21 3

19 or less 0

Correct each PECs score before using the Profile Sheet

 Personal Entrepreneurial Competencies (PECs) Profile Sheet

Transfer the corrected PECs score to the profile sheet by marking an “X” at the appropriate point on the horizontal line
provided for each PEC category. After plotting your PECs score, connect all the “Xs” with a heavy line.

Write your own PECs Profile at the back of this bondpaper.

SAMPLE PECs PROFILE

Interpretation

A lower score means a ‘weak’ performance and a higher score translates to a ‘strong’ performance on a
particular competency. A ‘weak’ performance should be regarded as a challenge or an opportunity for
improvement rather than a cause for worry. Improving a competency entails enough determination, correct
practice and strategies, and time for maturation.