(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:
1 Ekonomiks 9 1st 1 hour

Learning Competency/ies: Nasusuri ang kaibahan ng kagustuhan (wants) sa pangangailangan (needs) Code:
(Taken from the Curriculum Guide) bilang batayan sa pagbuo ng matalinong desisyon AP9MKE-Ic-7

Key Concepts / Understandings Kakayahang mabigyan ng sariling pag-unawa sa pangunahing konsepto ng ekonomiks bilang
to be Developed batayan ng matalino at maunlad na pang araw-araw na pamumuhay
Domain Adapted Cognitive Process Dimensions (D.O. 1. Objectives
No. 8, s. 2015)
Knowledge Categories: Behavioral Verbs:
The fact or
condition of
knowing something
with familiarity
gained through
experience or
association

Remembering identify, retrieve, recognize,

The learner can recall
information and retrieve relevant
knowledge from long-term
memory
Understanding
The learner can construct
meaning from oral, written and
graphic messages
duplicate, list, memorize,
nakapagbibigay kahulugan ng salitang kagustuhan at
repeat, describe, reproduce
pangangailangan
interpret, exemplify, nakapagpapaliwanag sa kaibahan ng kahulugan ng salitang
classify, summarize, infer,
kagustuhan sa pangangailangan
compare, explain,
paraphrase, discuss

Skills Applying execute, implement,

The ability and The learner can use information demonstrate, dramatize,
capacity acquired to undertake a procedure in interpret, solve, use,
illustrate, convert, discover nailalapat sa tunay na buhay ang konsepto ng
through deliberate, familiar situations or in a new
systematic, and way pangangailangan at kagustuhan sa pagbuo ng matalinong
sustained effort to pagdedesisyon sa pamamagitan ng paglahok sa mga gawain
smoothly and
adaptively carryout
complex activities or
the ability, coming
from one's Analyzing differentiate, distinguish,
knowledge, The learner can distinguish compare, contrast,
practice, aptitude, between parts and determine organize, outline, attribute,
etc., to do how they relate to one another, deconstruct
something and to the overall structure and
purpose
Evaluating coordinate, measure,
The learner can make judgments detect, defend, judge,
and justify decisions argue, debate, describe,
critique, appraise, evaluate

Creating
The learner can put elements
together to form a functional
whole, create a new product or
point of view
generate, hypothesize, plan,
design, develop, produce,
construct, formulate,
assemble, devise
Nakakabuo ng mga ideyang ayon sa sariling pag-iisip para
mabigyang solusyon ang mga suliranin at isyung
kinakaharap sa pamamagitan ng pangkatang Gawain.

Attitude Categories: List of Attitudes:

Growth in feelings 1. Receiving Phenomena -
or emotional areas. Awareness, willingness to hear,
A settled way of selected attention
thinking or feeling Behavioral Verbs: ask,
about someone or choose, describe, erect, follow,
something, typically give, hold, identify, locate, name,
one that is reflected point to, reply, select, sit, Study,
in a person’s use
behavior 2. Responding to Phenomena -
Active participation on the part
of the learners. Attends and
reacts to a particular
phenomenon. Learning
outcomes may emphasize
Self-esteem, Self-
confidence, Wellness,
Respect, Honesty, Personal
discipline, Perseverance,
Sincerity, Patience, Critical
thinking, Open-mindedness,
Interest, Courteous,
Obedience, Hope, Charity,
Fortitude, Resiliency,
Positive vision, Acceptance, naisasapuso at naisasaisip ang kahalagahan ng
Determined, Independent , pagkatuto sa paggawa ng matalinong
Gratitude, Tolerant,
Cautious, Decisive, Self- pagdedesisyon at pagiging kontento sa buhay
Control, Calmness,
 compliance in responding, Responsibility,
willingness to respond, or Accountability,
satisfaction in responding Industriousness, Industry,
(motivation). Cooperation, Optimism,
Behavioral Verbs: aid, Satisfaction, Persistent,
answer, assist, comply, conform, Cheerful, Reliable, Gentle,
discuss, greet, help, label, Appreciation of one’s
perform, practice, present, read, culture, Globalism,
recite, report, select, tell, write Compassion, Work Ethics,
3. Valuing - Attaches to a Creativity, Entrepreneurial
particular object, Spirit, Financial Literacy,
phenomenon, or behavior. This Global, Solidarity, Making a
ranges from simple acceptance stand for the good,
to the more complex state of Voluntariness of human act,
commitment. Valuing is based Appreciation of one’s rights,
on the internalization of a set Inclusiveness, Thoughtful,
of specified values, while clues Seriousness, Generous,
to these values are expressed Happiness, Modest,
in the learner's overt behavior Authority, Hardworking,
and are often identifiable. Realistic, Flexible,
Considerate,
Behavioral Verbs: work, Sympathetic, Frankness
complete, demonstrate,
differentiate, explain, follow,
form, initiate, invite, join, justify,
propose, read, report, select,
share, study
4. Organization - Organizes values
into priorities by contrasting
different values, resolving
conflicts between them, and
creating a unique value 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
Values Categories: List of Values: It
A learner's 1. Receiving Phenomena - 1. Maka-Diyos
principles or Awareness, willingness to hear, Love of God, Faith, Trusting,
standards of selected attention Spirituality, Inner Peace,
behavior; one's Behavioral Verbs: ask, Love of truth, Kindness,
judgment of what is choose, describe, erect, follow, Humble
important in life. give, hold, identify, locate, name,
point to, reply, select, sit, Study,
Go beyond learner’s use
life on earth, 2. Responding to Phenomena -
include more than Active participation on the part of
wealth and fame, the learners. Attends and reacts 2. Maka-tao Nakakagawa ng iba't-ibang paraan para mapanatili ang
and would affect to a particular phenomenon. Concern for Others, Respect
the eternal destiny Learning outcomes may pagkakaroon ng respito sa kapwa-tao at pantay na
for human rights, Gender
of millions emphasize compliance in equality, Family Solidarity, pagtingin sa isa't-isa.
responding, willingness to Generosity, Helping, MAKA-TAO
respond, or satisfaction in Oneness
responding (motivation).
 Behavioral Verbs: aid, 3. Makakalikasan
answer, assist, comply, conform, Care of the environment,
discuss, greet, help, label, Disaster Risk Management,
perform, practice, present, read, Protection of the
recite, report, select, tell, write Environment, Responsible
3. Valuing - Attaches to a Consumerism, Cleanliness,
particular object, phenomenon, Orderliness, Saving the
or behavior. This ranges from ecosystem, Environmental
simple acceptance to the more sustainability
complex state of commitment.
Valuing is based on the
internalization of a set of
specified values, while clues to
4. Makabansa
these values are expressed in the
Peace and order, Heroism
learner's overt behavior and are
and Appreciation of Heroes,
often identifiable.
National Unity, Civic
Behavioral Verbs: work, Consciousness, Social
complete, demonstrate, responsibility, Harmony,
differentiate, explain, follow, Patriotism,Productivity
form, initiate, invite, join, justify,
propose, read, report, select,
share, study
4. Organization - Organizes values
into priorities by contrasting
different values, resolving
conflicts between them, and
creating a unique value 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 Pagkakaiba ng Pangangailangan at Kagustuhan

3.Learning Resources pisara, yeso, aklat, Google, laptop, mga larawan, cartolina, folder

4. Procedures
4.1 Introductory Activity (_3_minutes). This part A. Panalangin
introduces the lesson content. Although at times B. Pagbati (greeting)
optional, it is usually included to serve as a warm-up
c. Pagbabalik-aral o review (optional)
activity to 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.
4.2 Activity/Strategy (_3_ minutes). This is an Picture Grouping. Magpapakita ng larawan ang guro na kailangang ihanay ng mga
interactive strategy to elicit learner’s prior learning mag - aaral sa wastong pangkat.
experience. It serves as a springboard for new learning. It
Mga pamprosesong tanong:
illustrates the principle that learning starts where the
learners are. Carefully structured activities such as 1. Ano ang nahihinuha niyo sa mga larawang nasa hanay na ito at ano ang kanilang
individual or group reflective exercises, group discussion, pagkakatulad?
self-or group assessment, dyadic or triadic interactions, 2. Ano ang isang salitang naglalarawan sa mga imahe'ng nasa hanay na ito?
puzzles, simulations or role-play, cybernetics exercise,
3. Ano ang kahulugan ng pangangailangan
gallery walk and the like may be created. Clear
instructions should be considered in this part of the 4.Ano naman ang kahulugan ng kagustuhan?
lesson.
4.3 Analysis (_3_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 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.
4.4 Abstraction (3 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 featurette that summarizes the learning
emphasized from the activity, analysis and new inputs in
this part of the lesson.
Picture Analysis. Gamit ang mga larawan sa gawain, magpapakita ng karagdagang
mga larawan ang guro. Mga pamprosesong tanong:
1. Ano ang kaibahan ng pangangailangan sa kagustuhan?
2. Kailan nagiging kagustuhan ang isang pangangailangan at vice versa?
3. Kailangan ba'ng pumili ng tao kung alin ang mas pahahalagahan niya?
4. Kapag pumili ang tao ano ang magiging tawag noon?
Song Analysis( Ako ay may Lobo).
Mga pamprosesong tanong:
1. Ano ang mensaheng nais ipahiwatig ng kanta?
2. Bakit kailangang matuto ng mga tao na gumawa ng matalinong pagdedesisyon?
3. Ano ang kahalagahan ng mabuting pagdedesisyon sa buhay ng tao?

4.5 Application( 25minutes).This part is structured to Situation Analysis. Kung ikaw ay bibigyan ng isang libong piso, paano mo ito
ensure the commitment of the learners to do something gagastusin? Ano ang mga bagay na bibilhin mo mula dito?
to apply their new learning in their own environment.

4.6 Assessment (_5 minutes).For the Teacher to: a) Assess whether learning Nakabase ang pagbibigay ng marka sa ginaw guro para sa
objectives have been met for a specified duration)Remediate and/or enrich with performance ng mga bata.
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, Oral
(Formal and informal observations of Presentation, Dance, Musical
learners’ performance or behaviors are Performance, Skill Demonstration, Group
recorded, based on assessment criteria) Activity (e.g. Choral Reading), Debate,
Motor & Psychomotor Games, Simulation
Activities, Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work
and Essay, Picture Analysis, Comic Strip,
Conferencing Formative Exam:
Panel Discussion, Interview, Think-Pair-
(Teachers talk to and question learners Gabay na tanong: Kilalanin ang nakasaad sa bawat bilang, tukuyin kung ito
Share, Reading
about their learning to gain insights on ba ay isang pangangailangan o kagustuhan.
their understanding and to progress and 1. bahay
clarify their thinking) 2. mansion
3. pagkain
4. chickenjoy
5. damit
6. jag na pantalon
7. iphone X 8. Gamot 9. Myra E 10. Sports car

c) Analysis of Learners’ Worksheets for all subjects, Essay,

Concept Maps/Graphic Organizer,
Products Project, Model, Artwork, Multimedia
(Teachers judge the quality of products
Presentation, Product made in technical-
produced by learners according to
vocational subjects
agreed criteria)

d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test,
determine learners’ ability to Pre and Post Test, Diagnostic Test, Oral
demonstrate mastery of a skill or Test, Quiz
knowledge of content)

4.7 Assignment(1minute). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson Bibigyang halaga at bibigyang pugay ang presentasyon ng mga
bata.

 Enhancing / improving the day’s lesson Kapanayamin ang inyong mga magulang kung paano sila
gumawa ng matalinong pagdedesisyon para sa inyong pamilya.
Isulat sa dyurnal kung ano ang inyong natutunan mula sa
panayam na ginawa.
  Preparing for the new lesson Pag-aaralan ng mga bata ang panimulang aralin sa
susunod na araw tungkol sa Pangangailan at Kagustuhan
4.8 Concluding Activity (1 minute). Quote analysis. " Huwag mong hayaan ang mga bagay na
This is usually a brief but affective closing activity such as a strong quotation, a short gusto mo ay siyang magiging dahilan na makalimutan mo ang
song, an anecdote, parable or a letter that inspires the learners to do something to
mga bagay na nasa saiyo".
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:

Name: Suson Irene B. School: CEBU ROOSEVELT MEMORIAL COLLEGES

Position/Designation: HS FACULTY
Division: CITY OF BOGO
Contact Number: 09755357568 Email address: irenesuson07@gmail.com

Superior: DANILO L. VELASCO

HS Principal