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 OZAMIZ CITY NATIONAL HIGH SCHOOL Grade Level GRADE 12
Teacher GLENDA B. PITOS – GROUP 5 Learning Area APPLIED ECONOMICS
Time & Dates SEPTEMBER 11, 2017 Quarter 1st

I. OBJECTIVES
A. Content Standards The Law of demand and supply, and factors affecting the
economic situations
B. Performance Standards Conduct a survey of current economic situations within the
vicinity
C. Learning Competencies / Objectives. Discuss and explain factors affecting demand and supply
Write the LC code for each ABM_AE12-Ie-h-5
II. CONTENT Application of Demand and Supply
III. LEARNING RESOURCES
A. References Curriculum Guide p. 2
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Applied Economics for a Progressive Phils. pp. 46-51
4. Additional Materials from Learning Resource (LR)
portal
B. Other Learning Resources Powerpoint
V. PROCEDURES
Introductory Activity (____ minutes). This part  The teacher will ask a volunteer to lead the prayer, ask
introduces the lesson content. Although at times optional, students to pick up pieces of papers, tell the class to
it is usually included to serve as a warm-up activity to give arrange the chairs and to feel comfortable. Check
the learners zest for the incoming lesson and an idea attendance.
about what it to follow. One principle in learning is that
“BUY AND SELL”
learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.  The teacher will bring bananas with a price of P100.00 per
kilo and ask the learners if they want to buy it.
 The teacher will change the price into P60.00 and P30.00
and ask again the learners if they want to buy it since the
price decreases.
 The teacher will ask essential questions leading to the
presentation of the topic.
Activity/Strategy (____ minutes). This is an interactive “WORD SEARCH”
strategy to elicit learner’s prior learning experience. It  The class will be divided into 6 groups. Each group will be
serves as a springboard for new learning. It illustrates the given a word search card.
principle that learning starts where the learners are.
Carefully structured activities such as individual or group
 They are given 5 minutes to make this activity. The group
reflective exercises, group discussion, self-or group who has a lot of words found will be declared as winner.
assessment, dyadic or triadic interactions, puzzles,  The teacher will emphasize the word demand and let the
simulations or role-play, cybernetics exercise, gallery walk learners define it using the words they found in the word
and the like may be created. Clear instructions should be search.
considered in this part of the lesson.  The reporting will follow immediately.
Analysis (____ minutes). Essential questions are included “SEARCH FOR MR./MISS ECONOMICS”
to serve as a guide for the teacher in clarifying key  There will be six (6) representatives from the whole class
understandings about the topic at hand. Critical points and they will be called as the Mr./Miss ECONOMICS
are organized to structure the discussions allowing the candidates.
learners to maximize interactions and sharing of ideas
 They are going to pick questions from the draw box
and opinions about expected issues. Affective questions
are included to elicit the feelings of the learners about the
prepared by the teacher and will be given one (1) minute
activity or the topic. The last questions or points taken to answer.
should lead the learners to understand the new concepts  The questions given requires higher order thinking skills
or skills that are to be presented in the next part of the and the candidate with the most accurate and precise
lesson. answer will be declared as the Mr./Miss Q and A.
HOTS questions are related to the
factors/determinants affecting the demand.
Abstraction (____ minutes). This outlines the key  The teacher will ask one learner to summarize today’s
concepts, important skills that should be enhanced, and lesson or topic.
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.
Application (____ minutes). This part is structured to  The teacher will ask the learners to give a scenario in
ensure the commitment of the learners to do something their own locality or even in their homes, given the
to apply their new learning in their own environment.
factors or determinants of demand.
Assessment (___ minutes). For the Teacher to: “ESSAY” ½ crosswise
a) Assess whether learning objectives have been met for a  Which of the determinants do you think can have a greater
specified duration, effect to the demand? Explain your answer.
b) Remediate and/or enrich with appropriate strategies
 Rubric or criteria will be given for them to be guided in
as needed, and c) Evaluate whether learning intentions
and success criteria have been met.
giving points.
(Reminder: Formative Assessment may be given before, a) Observation (Formal and Possible Activities
during, or after the lesson). informal observations of
Investigation, Role Play, Oral
Choose any from the Assessment Methods below. learners’ performance or
Presentation, Dance, Musical
behaviors are recorded,
Performance, Skill Demonstration,
based on assessment
Group Activity (e.g. Choral Reading),
criteria)
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written
Conferencing (Teachers talk Work and Essay, Picture Analysis,
to and question learners Comic Strip, Panel Discussion,
about their learning to gain Interview, Think-Pair-Share, Reading
insights on their
understanding and to
progress and clarify their
thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay,
Products (Teachers judge Concept Maps/Graphic Organizer,
the quality of products Project, Model, Artwork, Multimedia
produced by learners Presentation, Product made in
according to agreed criteria) technical-vocational subjects
d) Tests (Teachers set Skill Performance Test, Open-Ended
tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability Test, Pre and Post Test, Diagnostic
to demonstrate mastery of Test, Oral Test, Quiz
a skill or knowledge of
content)
Assignment/Agreement (____ minutes). Fill-in below “SONG COMPOSITION”
any of the four purposes  With the same group, the teacher will let the learners
 Reinforcing / strengthening the day’s lesson compose a song about the factors/determinants of
 Enriching / inspiring the day’s lesson demand assigned to them.
 Enhancing / improving the day’s lesson  Rubric or criteria will be given as the basis of giving
 Preparing for the new lesson point during their song presentation.
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?
Rubric: SONG COMPOSITION
CRITERIA
Content 5
Mastery 5
Song choice 5
Total 15 points

Rubric: ESSAY
CRITERIA
Content 10
Grammar 5
Total 15 points

Prepared: Noted: Approved:

GLENDA B. PITOS ALIE A. BONGCAWIL PAT S. RARA

Demand is an economic principle that describes a consumer's desire and willingness to pay a price for a
specific good or service.

In economics, a commodity is a marketable item produced to satisfy wants or needs. Often the item is
fungible. Economic commodities comprise goods and services.

LAW OF DEMAND
Holding all other factors constant (ceteris paribus), an increase in the price of a good or service will
decrease demand, and vice versa.