A.

Objectives
A. The student can construct lesson plan appropriate to the skill to be developed;

B. The student can demonstrate understanding of the special educational needs

of learners in difficult circumstances;

C. The student can prepare/ create instructional materials suited to the lesson to
developed;

D. The student can execute the steps in the lesson plan properly;

B. Discussion

Lesson 1 Lesson Planning in EPP

A lesson plan is a teacher’s daily guide for what students need to learn,
how it will be taught, and how learning will be measured.

A lesson plan is the instructor’s road map of what students need to learn
and how it will be done effectively during the class time. Then, you can
design appropriate learning activities and develop strategies to obtain
feedback on student learning. Having a carefully constructed lesson plan
for each 3-hour lesson allows you to enter the classroom with more
confidence and maximizes your chance of having a meaningful learning
experience with your students.
A lesson plan provides you with a general outline of your teaching
goals, learning objectives, and means to accomplish them, and is by no
means exhaustive. A productive lesson is not one in which everything
goes exactly as planned, but one in which both students and instructor
learn from each other.
Lesson plans help teachers be more effective in the classroom by
providing a detailed outline to follow each class period.
Why Lesson Plan is effective?

An effective lesson gets students thinking and allows them to interact and ask
questions, tap into their background knowledge, and build new skills Effective
lesson planning requires the teacher to determine three essential components:
the objective, the body, and a reflection.

The most effective lesson plans have key parts:

 Know your students: Understand who you are going to educate.

Anticipate various learning styles (visual, auditory, tactile or a
combination). Tailor your lesson plan to incorporate all learning
styles through independent and group exercises. If you are
familiar with the students' group dynamics you may choose to
plan ahead of time to increase engagement and interaction. Keep
in mind that you may alter any activity to be done independently,
in pairs, or in small groups. Depending on the amount of time and
size of the class you can be selective or mix it up and use all of
these techniques.

 Objectives: Write what you expect your students will do by the end
of the lesson e.g., by the end of the lesson, students will be able
to” pronounce, identify, put words in sentences, change into
passive, compare, answer, use, match, etc.” or any verbs that can
be observable and measurable in the classroom.
Lesson Materials:

Common types of lesson materials include:

 Student handouts
 Textbooks
 Visual aids
 Grading rubrics
 Activity packets
 Computers / Tablets

The list of materials for each lesson depends on what you plan to teach,
how you’ll teach it, and how you’ll measure lesson objectives.

❖ Lesson Procedure: The lesson procedure is essentially step-by-step

instructions that walk you through everything from the time
students enter the classroom until the bell rings at the end of the
period. It’s smart to be very detailed in this portion of your lesson
plan. After all, there will be cases when another teacher or
substitute needs to fill in for you! When writing your lesson
procedure, you need to choose the type of activities that will help
students meet the lesson objectives.

To do that, you can answer a list of questions, including:

o How will you introduce the topic?

o What’s the best way to teach this information to your students?
o How can you incorporate problem solving and critical thinking?
o What real-life scenarios relate to this topic?
o Does this topic lend itself to group work?

❖ Warm-up: Revise the previous lesson, check homework orally,

correct common mistakes, … etc. or any other activity that can
activate students and prepare them to receive the new material.

❖ Presentation: Present the new material using the suitable

techniques, write the procedures that you will follow to explain the
new material.

❖ Practice: It is the work done by the students whether it is

controlled, guided, or free. Students answer some exercises based
on the material presented. These exercises are often there on the
set book.

Assessment: Write some sentences on the board or distribute printed

papers to see whether the objectives were achieved or not and to check
whether students learned or not according to the objectives. If not, you
should reteach the lesson using different techniques.
 a. Lesson aligned with curriculum requirements

A process aimed at ensuring coherence and consistency between the

intended outcomes as specified in the formal curriculum and teaching
methods, assessment tasks, and learning activities in the classroom
and work-based learning.

b. Lesson plan that responds to special educational needs of

learners in difficult circumstances

Including:

▫ Geographic isolation

is a term that refers to a population of animals, plants, or other organisms

that are separated from exchanging genetic material with other
organisms of the same species. Typically, geographic isolation is the
result of an accident or coincidence.

▫ Chronic illness

A chronic condition is a human health condition or disease that is

persistent or otherwise long-lasting in its effects or a disease that comes
with time. The term chronic is often applied when the course of the
disease lasts for more than three months.

▫ Displacement due to armed conflict

Displacement due to violence and armed conflict is strongly associated
with poor self- reported health in older adults. Timing of displacement
in adulthood and poor early life conditions greatly increases the risk of
adult stress/major illness.

▫ Child abuse and child labor practices

Child abuse is not simply any harm that befalls children. Children
throughout the world suffer from a multitude of harms- malnutrition,
starvation, infectious disease, congenital defects, abandonment,
economic exploitation, the violence of warfare, to name a few. Not all
harm that befalls children is child abuse.” Child abuse is harm resulting
from intentional human action.

Child abuse is correlated with unemployment and poverty. “Rates of

abuse and neglect can be thought of as indicators of the quality of life for
families, and maltreatment can be viewed as a symptom, rather than a
cause, of difficulties in family and individual functioning.”
There are four main categories of child abuse: physical abuse, emotional
abuse, neglect, and sexual abuse:

Physical Abuse-can range from minor bruises to severe fractures or death

as a result of punching, beating, hitting, shaking, or otherwise harming a
child.

Emotional Abuse and Neglect-is behavior that impairs a child’s emotional

development or sense of self-esteem. It may include threats, constant
criticism, as well as withholding love, support, or guidance. Neglect is a
pattern of failing to provide for a child’s basic physical and emotional
needs. Neglect is a very common type of child abuse, and according to
Child Welfare Information Gateway, more children suffer from neglect
than from physical and sexual abuse combined.

Sexual Abuse and Child Prostitution- is any sexual act between an adult
and a child which may include sexual intercourse, incest, rape, oral sex,
sodomy, inappropriate touching, or kissing. “An overview of studies in 21
countries (mostly developed) found that 7-36% of women and 3-29% of
men reported sexual victimization during childhood, and the majority of
studies found girls to be abused at 1.5-3 times the rate for males. Most of
the abuse occurred within the family circle.

Child prostitution “involves offering the sexual services of a child or

inducing a child to perform sexual acts for a form of compensation,
financial or otherwise.” Worldwide, approximately 1 million children are
forced into prostitution every year, and it is estimated that the total
number of child prostitutes is as high as 10 million. “Generally, children
do not commit child prostitution but the adults who engage in prostitution
or offer a child’s sexual services to others force them.

Child Labor- is characterized by full-time work at too early of an age, and

too many hours spent working. The work often exerts undue physical,
social, or psychological stress, hampers access to education, and may be
detrimental to social and psychological development. The ILO’s
Statistical Information and Monitoring Program on Child Labor recently
estimated that 211 million children, or 18 % of children aged 5- 14, are
economically active worldwide.

Types of Lesson Plan

Detailed Lesson Plan (DLP) is a teacher's “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic. A typical DLP
contains the following parts: Objectives, Content, Learning Resources, Procedures,
Remarks and Reflection.
A. Content Standard The learner demonstrates understanding of concepts,
underlying principles, and processes of developing a
business plan.
B.Performance The learner independently or with his/her classmates
Standards presents an acceptable detailed business plan.
C.Learning The learners:
Competenci 1. Analyze the market need; (CS_EP11/12ENTREP-0a- 3)
es
2. Determine the possible product/s or service/s that
will meet the need; (CS_EP11/12ENTREP-0a-4)
D. Objectives At the end of the session, the learners should be able to:
 - Identify what are the market needs based
from the problems of the community
- Correlate the market needs to the problems
identified by the community
- Determine possible products or services that
will meet the needs identified.
- Recognize one’s role as part of the solution
to the problem

E. LC Code CS_EP11/12ENTREP-0a-
3 CS_EP11/12ENTREP-
0a-4
I. Content Market Needs and Propose Products
II.Learning Resources

A. References
1. Teachers’ Guide Curriculum Guide
Pages
2. Learners’
Material Pages
3. Textbook Pages
4. Additional
Materials for
Learning (LR)
portal
B. Other Resources
III. Procedures Facilitator’s Activity Learner
s’
Activity
A. Reviewing previous
lesson or
presenting the new
lesson
▪ Preliminaries “Good morning class.”

▪ Prayer “Shall we all stand for a prayer. May

I request Dave to lead us to
▪ Greetings prayer?”
▪ Attendance
“Good morning once again. How’s
checking
your day? I hope we all feel great.
Before we will start the class, I will
check your attendance first. I
would like to emphasize that your
attendance every day is very
▪ Reading of the important, so that you won’t miss
our lessons. Are you excited to
learn new things on
entrepreneurship?” Attendance is
 House Rules checked.
“As additional reminders, as
young adults, I demand you to
behave and act like one.
▪ Reviewing of the Disturbing the class with your
previous lesson
phone rings or loud chat or
inattentiveness is a sign of
disrespect.”

“May I ask, What can you

remember from our lesson last
meeting? May I request June to
give her brief insights” “Thank you
June, you are right. Last time, we
discussed about identification of
market problems in our school”
“ May I ask Jerry to give some of
those market problems?” “Thank
you Jerry.” “You mentioned about
the problem on malnutrition
▪ Reading of the because of consuming unhealthy
objectives foods. Is this really a problem,
Joan?”
Thank you, Joan. You are correct.
This is really a problem. Today, we
are going to identify the market
needs where we can possibly
solve the problem by proposing
possible products. And these
products can also be our source of
income.”

“The following are our objectives

in this topic. At the end of the
lesson, you will be able to:
- Identify what are the market
needs based from the
problems of the community
- Correlate the market needs
to the problems identified by
the community
- Determine possible products
or services that will meet the
needs identified.
- Recognize one’s role as part of
 the solution to the problem

B. Establishing a “Class, who knows the song,

purpose for the Walang Sino Man Ang Nabubuhay”
lesson (Facilitator will project the lyrics
▪ Motivation on the screen)

“ Shall we all sing, even without

accompaniment”

“ What have you learned about the

lyrics of the song? Jason, what are
your thoughts?”

You are correct. Nobody can live

alone without the other. Same way
with you class, you can’t study here
without the people who are
supporting you. In the same way, as
part of the community, you also play
an important role in it, right?

“Hypothetically, do you think a

community can’t live harmoniously if
they don’t help each other?

“ Do you think our school will

function well if you students will
not cooperate and follow rules?”

“Your responses class only signifies

that you are an important part of this
school. The problems that we
encounter here in the school, or in the
community will be solve with your
cooperation.”

ACTIVITY “Now, this morning, we will have a

workshop called, the PROBLEM TREE
ANALYSIS”

“With your group, you will analyze

the market problem of our school
which you identified last meeting. In
the manila paper, you draw a tree.
A tree must have roots, trunk,
branches, leaves and fruit. I will
give you 5 mins to finish the
drawing.”
 “ In an individual meta card, you put
the following:
problem cause

“ You post the meta cards in your

drawing. Put the PROBLEM on the
fruits, while the CAUSE on the roots.
This means that the problem is only
the fruits of something that is not
right, which we refer them as roots,
or cause”

“ Now, what was your identified

problem again? Write it in another
meta card, the post it beside the
problem.”

“This time, let us identify that cause

or causes of this problem.
Remember, the problem can have
different causes.
Write your answer individually on
the meta card. Then post them on
the roots”

“Please report your output to the

class. Let us start from group 1 and
so on.”

ANALYSIS “ Do you see the significance of our

workshop? Why?
“Was it difficult or easy? Why?
“Do you believe that every problem
might have different causes? Why?”
“Why did group 1 said that....”
“What if we will put these causes in
this area, do you think its correct?
Why?
(Q and A will be expounded from the
responses of the learners)

ABSTRACTION “ Class, the activity that we

performed a while ago, give us the
glimpse of the complexity of the
problem. Correct, some problems
are hard to be solve, however, if we
can just identify some of its causes,
we can diagnose and give concrete
solutions to the problem. The
activity also give us an idea of
relationships of
 problems and causes. We call this
relationship, the CAUSE AND
EFFECT. Now, where can be situate
our topic today, which is the market
needs.
Actually we can relate that to the
causes that we identified. Let us go
back to your activity.”

Additional input will be given by the

facilitator by defining what is
MARKET NEEDS and its connection
to the problem.

“Class, market needs are the

basis for our proposal to solve the
problem.
Example, we know that one of the
causes of malnutrition is eating
unhealthy food. So what is the
market need there? Isn’t it that we
have to offer healthy food options to
our students to guide them away
from unhealthy food. Therefore, our
proposal now is to establish a
business which we will product
healthy foods.”

APPLICATION “Now class, let us revisit your

PROBLEM TREE OUTPUT. You think
from among your causes, what are
the possible market needs. These
market needs are actually business
opportunities which we can propose
a business. Do it with your group. I
will give you 5 mins to come up with
your market needs and your
proposal. Just make 1 proposal.
Choose the best business
opportunity.

“Write your answer in the metacard,

and post them beside your tree.”

“We will have a GALLERY WALK. You

identify a presenter each tree and
he will explain your output. He will
station in your booth to entertain
other members of the class, while
his other co-members will visit
other booths. We will do it like a
carrousel. With my cue, the viewers
will
 transfer from one booth to another.”

After the activity, the teacher will

ask: “Did you enjoy roaming
around?” “What have you learned
from the activity?”
“What have you observed from the
problems identified by the other
groups?” Are they interrelated?
Kindly explain.

IV. EVALUATION The teacher will have quiz the same

with the activity (PROBLEM TREE
ANALYSIS). But this time, instead of
problems they see in school, the
facilitator will use problems in the
barangay/municipality, such as:
- Prevalence of diseases
due to wrong disposal of
wastes
- Poor families because
of unemployment or
underemployment
- Presence of water-borne
diseases

The learners will identify the causes

of these problems and the market
need. Then they will propose
solutions.
V. REMARKS
VI. REFLECTIONS

➢ Semi-detailed lesson plans are less intricate than detailed but they still
focus on what you want to cover for that subject on that day. They act as a
general game plan for what will go on in the lesson.

Sample Semi Detailed Lesson Plan in Technology and Livelihood Education,

Cookery Bongabon National High School

Date:
 I. Objectives
At the end of the lesson the students should be able to:

a. describe the royal icing;

b. follow the right procedure in making royal icing; and
c. value the benefits of developing skills in making royal
icing for future career.

II.Subject

Matter

Topic:

Royal

Icing

Subtopic: Tools and equipment, ingredients, and procedure in

making royal icing Reference: T.L.E IV

Materials: cooking outfit, tools and equipment, ingredients, visual

aid, pictures, test paper

III. Learning Activities

A. Preparatory Activity

1) Routine Activity

a) Prayer

b) Greetings

c) Classroom management

d) Checking of attendance

e) Review of past lesson

2) Motivation
Picture Puzzle

Guide Questions:

 What have you notice in this picture?

 What event is this?
 Are you familiar with this?
 What kind of cake is this?
Give trivia:
 Did you know that some wedding cakes are traditionally covered
and decorated with “Royal Icing”?
 Presentation of unlocking difficulty:
• Frothy
• Rounded peak
• Stiff

Activity I.

Royal Icing is a hard white icing, made from softly beaten egg whites,
icing sugar, and sometimes lemon or lime juice, aside for wedding events
it is also used in other special occasions.

Tools and Equipment Y Measuring spoon Y Measuring cup

 Electric mixer
 Scrapper Ingredients
 2 large egg whites
 ⅛ teaspoon cream of tartar
 2½ cups confectioners' sugar (sifted)
 1 teaspoon lemon extract
 Liquid food color

Procedure

1. Separate the egg whites into a bowl.

2. Put the egg whites then add lemon extract and beat it on low.
3. Add the cream of tartar and continue mixing on low until the whites
become frothy.
4. Gradually add the confectioners' sugar with the mixer on low. 5.
Continue to mix until the icing holds a stiff peak and is dull in
appearance, about 2 minutes. The icing is ready to use for piping
lines.

Tips, Notes, and Variations

•If concerned about food borne illness, use pasteurized eggs.

•If desired, divide the icing among smaller bowls and add coloring(s).

•To store icing for later use:

1) Clean the inner sides of the bowl or container to remove any drips.

2) Place a dampened paper towel directly on the surface of the icing

and then cover the bowl very tightly with plastic wrap.

3) Refrigerate up to 5 days. Other uses Use on top of

gingerbread or any other cookies.

C. Application

Group Activity:
 The students will be divided into 4 groups, each group
composed of 8-9 members and they’ll make royal icing.

D. Generalization

Guide Questions:

Y What is royal icing?

Y What are the tools needed to make an icing?
Y What are the ingredients to make a royal icing?
Y How to store your icing?

IV. Evaluation

Criteria
Texture 20%
Palatability 30%
Job Morale 10%
Speed 10%
Presentation 30%
Total 100%

V. Assignment: Bring the following:

 Baking outfit
 Cupcake
 Icing Bag
 Icing Tips
 Liquid Food coloring
 Small bowls
Make a detailed lesson plan about EPP by using the key parts that were
mentioned.

It will be evaluated according to the rubrics below:

Rubrics in Detailed Lesson Plan

Organization 40%
Content 40%
Neatness 20%
Total 100%

Lesson 2
Preparation of Instructional Material

Also known as Teaching/Learni

ng Materials (TLM), are any collection of materials including animate and

inanimate objects and human and non-human resources that a teacher may
use in teaching and learning situations to help achieve desired learning
objectives. Instructional materials may aid a student in concretizing a learning
experience so as to make learning more exciting, interesting and interactive.

They are tools used in instructional activities, which include active learning
and assessment. These include the lectures, readings, textbooks, multimedia
components, and other resources in a course. These materials can be used in
both face-to-face and online classrooms the term encompasses all the
materials and physical means an instructor might use to implement
instruction and facilitate student's achievement of instructional objectives.

Instructional materials can be classified by type, including print,

visual, and audiovisual, among others:

Print Textbooks, pamphlets, handouts,

study guides, manuals
Audio Cassettes, microphone, podcast
Visual Charts, real objects, photographs,
transparencies
Audiovisual Slides, tapes, films, filmstrips,
television,
video, multimedia
Electronic Interactive Computers, graphing calculators,
tablets

Why Is It Important?

Instructional materials provide the core information that students will

experience, learn, and apply during a course. They hold the power to either engage or
demotivate students. This is especially true for online courses, which rely on a
thoughtful and complete collection of instructional materials that students will
access, explore, absorb, and reference as they proceed in a course.

Examples of Instructional
Materials

Common Instructional Examples Resources/Tips

Content Types
Print Materials: ➢ Assignment ➢ Create accessible
Readings, Syllabus, ➢ Rubrics course materials
Lesson/Assignment ➢ Discussion Prompt ➢ Develop
Files, Rubrics, Handouts instructions using
the online activity
worksheet.
Presentation Materials: ➢ Power point ➢ How to create
Lecture Notes, presentation of effective
PowerPoint, Prezi, your choice topic eLearning
Adobe presentations
Captivate) ➢ PowerPoint for E-
 Learning

Case Studies/Scenarios ➢ Articulate ➢ Writing case

storyline studies
example

Preparation of Instructional Materials:

Study Time: Time required for study of lesson or unit including any
associated activities (e.g., tutorials assessment etc.).

Aims: A brief statement of the main aims of the lesson or unit

Content

o List of main topic headings.

o Brief content summary (500-1000 words).
o List of new and technical terms used in lesson or unit.
o Knowledge it is assumed that the student already possess. Concept
diagram.

Materials

List of materials making up the unit (e.g., printed text, audio

cassette, radio or TV broadcast, kit items, set book sections, tutorial
class and any special items)

Activities

Examples of important student learning activities to be incorporated

(e.g., a problem to solve, an experiment or observation to undertake)

Conclusion

A judgment or decision reached by reasoning.

GROUP ACTIVITY:

A. Create an Instructional Presentation Output.

For your guide in making your instructional material visit the link below:

https://aceproject.org/main/english/ve/vef01d03.htm

You will be evaluated according to the rubrics below:

Rubrics for Instructional Materials

Content 40%
Creativity 30%
Usability 30%
Total 100%

Lesson 3
Implement the Lesson Plan

A lesson that is organized to explicitly engage students with their existing

ideas and actively explores new concepts through authentic inquiry can help students
to change what they already know, make connections, and integrate this new
knowledge.

For a good lesson it is very important always to have learning

objectives in mind for implementing important activities in the classroom. Similarly,
goals are very important in curriculum planning because they determine what the
student will accomplish. When a plan is ready teacher can focus on its
implementation and helps the students to maintain focus.

It is the teacher's reflection. Planning is a complex yet essential

part of the teaching process that changes overtime as teachers gain more
hands-on students. Well organized and properly sequences lesson plan allows for a
smoother functioning classroom, class room disruptions are minimized, the stress on
the teacher is reduced, and the learning environment is optimized for students.

Good lesson planning is essential to the process of teaching and

learning. A teacher who is prepared is well on his/her way to a successful
instructional experience. The development of interesting lessons takes a great deal
of time and effort.

SUGGESTED PRACTICES:

➢ Establish a positive classroom environment

➢ Begin lessons by giving clear instructions
➢ Maintain student attention
➢ Use appropriate pacing
 ➢ Provide suitable seatwork
➢ Evaluate what has taken place in your lesson
➢ Make a smooth transition into next subject
➢ Develop positive teacher/student relationships

Consider structuring your class so that it:

o begins with a short exercise to assess students' pre-existing

knowledge of topics from a prior lecture.
o incorporates references to students' personal experiences or
material from other classes.
o includes opportunities for students to complete tasks in pairs or
small groups on more than one occasion during the class period.
o incorporates an exploration activity at some point that is well
integrated with the subsequent material.
o provides an opportunity for students to plan an investigation or
analysis using a method of their devising.
o includes a couple of pauses for students to reflect on the
material and ask clarifying question.
INDIVIDUAL ACTIVITY:

A. As a student, give the importance of implementing a lesson plan. How

would it help you in your future activities? (150-300 words)

A. Actual Demonstration

Choose a topic In EPP subject you would like to demo in our class

REFERENCES:

https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-

planning https://www.aeseducation.com/blog/what-is-a-lesson-plan

https://www.eqavet.eu/eu-quality-assurance/glossary/curriculum-

alignment
 https://examples.yourdictionary.com/examples-of-geographic-isolation.html

https://en.wikipedia.org/wiki/Chronic_condition

https://www.icrc.org/en/document/ihl-displacement

http://www.uniteforsight.org/gender-power/module4
https://en.wikipedia.org/wiki/Instructional_materials

https://designteachengage.wisc.edu/instructional-materials/

https://files.eric.ed.gov/fulltext/ED494809.pdf

https://crlt.umich.edu/gsis/p2_5

(1) (DOC) Detailed Lesson Plan on Entrepreneurship | Thon Salino -

Academia.edu

https://serc.carleton.edu/NAGTWorkshops/certop/imp_design.html

https://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE
%20LESSON
%20PLANNING%20&%20Classroom%20Mgmt.htm

https://venngage.com/blog/lesson-plan-examples/

Suggested List of References

Basbas L. (2017) Learning and living in the 21st Century. Manila,
Philippines, Rex Book Store Inc.
Enrique, et.al. (1995)- Teaching the Elementary School Subjects.
Manila, Philippines, Book Store Inc.
Miller, Boyd ( 1970)- Teaching Elementary Industrial Arts Goodheart-
Wicox Co. Inc. Varnum ( 2018) Indusrial Arts Design: A Textbook of
Practical Methods for Sudents, Teachers, and Craftsmen, Forgotten
Books
Dagoon, et.al.(1990) Home Economics and Livelihood Education 6.
Manila, Philippines, Rex Book Store, Inc.
Shekara et.al. (2016) Farmers Handbook on basic Agriculture .
Desai Fruits & Vegetables PVT. Ltd. .Navsari, Gujatat India.
Livestock Production and Management.
http://www.agrimoon.com/wp- content/uploads/livestock-
Production -and-Management pdf.
Roxas, C. (2017) Enhancing Skill in HELE , Manila, Philipines ,
BrighthousePublshing http://kwhs.wharton.upenn.edu/nbea-
standard/entrepreneurship
http://wwww.coursera.org/specializations/wharton-entrepreneurship
Semi Detailed Lesson Plan in T.L.E, Cookery (slideshare.net)