Instructional Plan [iPlan]

[With inclusion of the provision of DepEd Order No. 8, s. 2015]

Learning Area: TLE Computer Hardware Servicing (CHS) NCII Grade Level: 10

iPlan No.: 5 Quarter: 1 Duration:

Learning Develop a product/service in computer hardware Code:

Competency/i servicing; TLE_EM10-
es: Identify what is of “value” to the customer; 10-2
[Taken from Identify the customer to sell to;
the Curriculum
Explain what makes a product unique and competitive;
Guide]
Apply creativity and innovative techniques to develop
marketable product;
Employ a Unique Selling Proposition (USP) to the
product/Service.

Key Product Development, Key Concepts of Developing a Product, Finding

Concepts/ Value, Innovation:
Understandin Business Idea
gs to be
Developed

Learning Adapted Cognitive Process Dimensions

Objectives
Knowledge Rememberin The learner Identify various criteria and
The factor or g can recall
information steps in selecting a business
condition of
knowing something and retrieve idea
with familiarity relevant
gained through knowledge
experience or from long-term
association memory:
identify,
retrieve,
recognize,
duplicate, list,
memorize,
repeat,
describe,
reproduce

Understandi The learner

ng can construct
meaning from
oral, written
and graphic
messages:
interpret,
exemplify,
classify,
summarize,
infer,
compare,
explain,
paraphrase,
discuss

Skills Applying The learner Use the criteria/steps in

The ability and can use selecting a viable business
capacity acquired information to
through deliberate, undertake a idea.
systematic, and procedure in
sustained effort to familiar
smoothly and situations or in
adaptively carry out a way:
complex activities execute,
or.. the ability, implement,
coming from one’s demonstrate,
knowledge, dramatize,
practice, aptitude, interpret,
etc., to do solve, use,
something illustrate,
convert,
discover

Analyzing The learner Determine a business idea

can distinguish
between parts based on the
and determine criteria/techniques set.
how they
relate to one
another, and
the overall
structure and
purpose:
differentiate,
distinguish,
compare,
contrast,
organize,
outline,
attribute,
deconstruct

Evaluating The learner

can make
judgments and
justify
decisions:
coordinate,
measure,
detect, defend,
judge, 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

Attitude A settled way of thinking or Impart ideas in selecting a

feeling about someone or business idea based on the
something, typically one that is
reflected in a person’s criteria.
behavior:

Values [RA 849]

· A learner Maka-Diyos
principles or
standards of
behavior; one’s Maka-tao
judgment of what
is important in Makakalikasan
life.
· Go beyond
learner’s life on Makabansa
earth, include
more than wealth
and fame and
would affect the
eternal destiny of
millions

Resources Listing of all Book, computer system unit, projector, laptop, internet,
resources needed
Needed photocopy etc.

METHODOLOGY

Introductory Activity Concept mapping. Fill-in the boxes the criteria in

This part introduces the lesson content. determining the business idea.
Although at times optional, it is usually
included to serve as a warm-up 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.

Activity Computer Aided Activity. Perform assigned task on

This is an interactive strategy to elicit pages 27-29.
learner’s prior learning experience. It
serves as springboard for new learning. It 1. What are the very important considerations that
illustrates the principle that learning starts can be used to generate possible idea for business?
where the learners are. Carefully structured 2. Read these basic considerations.
activities such as individual or group
assessment, dyadic or triadic interactions, 3. Explain each basic consideration.
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 Group Activity. Answer the following questions:

Essential questions are included to serve 1. How would you deepen your understanding in
as a guide for the teacher in clarifying key
understandings about the topic at hand. generating your business idea?
Critical points are organized to structure the 2. How did you generate ideas for business?
discussion allowing the learners to 3. How would you distinguish your business idea?
maximize instructions 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 Sum-up Discussion. Generating Ideas for Business. The

This outlines the key concepts, important process of developing and generating a business idea is not a
skills that should be enhanced, and the
proper attitude that should be emphasized. simple process. Some people come up with a bunch of
This is organized as a lecturette that business ideas that are not really feasible. There are two
summarizes the learning emphasized from
the activity, analysis and new inputs in this problems that arise; first is the excessive generation of ideas
part of the lesson. that can forever remain as a dreaming stage and the second is
when they don’t have ideas and don’t want to become
entrepreneurs.

Application Pen & Paper Activity. Key Concepts of Selecting a

This part is structured to ensure the Business Idea:
commitment of the learners to do
something to apply their new learning in Please read directions on page 29 and do the assigned
their own environment. task.

Assessment Online Quiz. Browse the link at georgelumayag.com

For the Teacher to: Improvised Test Questions are derived from K to 12 Basic
1. Assesses whether learning objectives
have been met for a specified duration Education Curriculum Technology and Livelihood
2. Remediate and/or enrich with Education Grade 10 Information and Communications
appropriate strategies as needed
3. Evaluate whether learning intentions
Technology authored by Rosalie Lujero et. al. shall be
and success criteria have been met administered by the teacher.
[Reminder: Formative Assessment may be
given before, during or after the lesson.]

Assignment Reinforcing/
Note: Fill-in any of the strengthenin
four purposes g the day’s
lesson

Enhancing/
inspiring the
day’ lesson

Preparing Make a research on Branding

for the new
lesson

Concluding Closing Quote: The teacher reads this quote.

Activity
This is usually a brief
but effective closing
“Nothing works better than just improving your
activity such as a
strong quotation, a
product.” —Joel Spolsky, Stack Overflow
short song, an
anecdote, parable or a
letter that inspires the Weblink: http://www.businessinsider.com/101-best-
learners to do
something to practice inspirational-quotes-for-entrepreneurs-2013-9
their new learning.
Prepared by:

School: DALAGUETE NATIONAL HIGH

Name: GEORGE P. LUMAYAG SCHOOL

Position/Designation: SST-3, TM level 1 Division: CEBU PROVINCE

Contact Number: 09213964825 Address: Poblacion, Dalaguete, Cebu

Email Address: Phone Number: 4848486

george.lumayag@deped.gov.ph

Website: www.georgelumayag.com Department Website: www.dnhs-

eclassroom.weebly.com

Bibliography
Appendices: [attach all materials that will be used]
1. Activity Sheet…
2. Formative Assessment…
3. Answer key…
4. Handouts…
5. PowerPoint Presentation…
6. Others…