MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.

8112 Sto. Tomas Davao del Norte

Telefax: 084-829-1272
Email: maryknoll.sto.tomas@gmail.com

STUDENT LEARNING PLAN

SUBJECT: Entrepreneurship
UNIT 1: Developing a Business Plan
Topic/Lesson: Overview of Entrepreneurship
Quarter: 1st
Week: 1
Time Allotment: 3 hours

Content Standard
The learners demonstrate understanding of key concepts, underlying principles, and core competencies
in Entrepreneurship.

Performance Standard
The learners independently creates/provides a quality and marketable product and/or in service in
Entrepreneurship as prescribed by the TESDA Training Regulation.

Learning Competencies
The learners are able to:
 discuss the relevance of the course;
 Explain the key concepts of common competencies;
 Explain the core competencies in Entrepreneurship;
 Explore job opportunities for Entrepreneurship as for career.

Specific Objectives
At the end of the topic, the students must be able to:

 Demonstrate understanding of key concepts, underlying principles, and core competencies in

entrepreneurship.
 Demonstrate understanding of concepts, underlying principles and processes of developing a
business plan.
 Demonstrate understanding of the environment and market in one’s locality or town.
 Demonstrate understanding of operating a simple business.
Day One:
Specific Objectives
 discuss the relevance of the course;

I. Introduction
Review
Before the discussion will start, the teacher will ask the student:
 Why do we need to study entrepreneurship?

Motivation
 The teacher will ask the students the following:
- Do you want to be an entrepreneur?
- If given a chance, what kind of business would you like to put up?

II. Interaction
Lesson Development

Procedure
A. Simple Recall
The teacher will ask the students the following questions:
 What is the importance of entrepreneurship in building a business?
 What do you think are the factors that drive Filipinos to become entrepreneurial?

B. Activity
 the teacher will divide the class into five groups. Each group will be asked to cite three societal
and economic benefits of entrepreneurship and discuss to the class afterwards.
 the teacher will also ask the student to give some examples to each benefit.

C. Transition Statement
` An entrepreneur is successful if the business the he or she envisioned has materialized into a
thriving industry with regular customers and financial gain. He or she either decides to maintain his or
her business or expand. This eventually reflects on the society and the economy as a whole.

D. Synthesis/Closure
What do you think are the factors that drive Filipinos to become entrepreneurial?
Day 2
Specific Objectives
 Explain the key concepts of common competencies;
 Explain the core competencies in Entrepreneurship.

Procedure
A. Simple Recall
The teacher will ask the students the following questions:
 What have you have learned so far about entrepreneurship?
 What are the societal and economic benefits of entrepreneurship?
 Can cite the five levels of entrepreneurial development?

B. Motivation
The teacher will ask the student the following questions:
  What motivated you to become entrepreneur?
 What do you think are the characteristics and competencies that made you a successful
entrepreneur?

C. Activity
The Teacher will divide the class into five (5) groups. The teacher will let each group think of
characteristics and competencies that can make an entrepreneur successful. After the given time, the
teacher will ask the group to present their output in the class.

After the first activity, the teacher will facilitate discussion of the difference between
Entrepreneurship and Employment.

D. Transition Statement
There are so many business opportunities that most people neglect. Little do they know that they
only need courage and talent to be able to capitalized on them.

E. Synthesis/Closure
Entrepreneurship and Employment are two different career paths that a person can choose
depending on his or her personal aspirations and work characteristics. It is really up to the person at the
end of the day on what career factors that are important to him or to her.

Day 3
Specific Objectives
 Explore job opportunities for Entrepreneurship as for career.

Procedure
A. Simple Recall
Ask the students the following question:
1. What are the core traits that entrepreneurs should develop in managing and running the
business?
2. What are the difference between entrepreneur and employment?

B. Activity
1. The teacher will divide the class into five and will ask them to make a list of the common
small business in the Philippines.
2. After the given time, the teacher will ask each group to present and discuss to the class their
output.

C. Transition Statement
Entrepreneurship consists of vast career options depending on the passion and field of interest of
entrepreneur. The saying “when you love what you do, it’s as if you are not working” is very applicable to
entrepreneurs who consider managing their business as enjoyment rather than working exhaustively.

D. Synthesis/Closure
Successful entrepreneurs love their job so much, it seems as if they are not working.

Purposive Assignment: one whole sheet of paper

The students will have to research about the Entrepreneurial Process.
Day 4
Specific Objectives
 Describe the effects of disasters on one’s life
 Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic,
political and biological)

Procedure
A. Simple Recall

The teacher will ask the students the following questions:

1. How are disasters classified?
2. What are the classifications of disasters?

B. Activity
1. The teacher will facilitate discussion of lesson 1.4 Effects of Disasters on page 13-15
2. The teacher will divide the class into eight (8) and assign them the following disaster:
 Earthquake
 Volcanic eruption
 Tsunami
 Landslide
 Floods
 Typhoon
 Storm surge
 Epidemic
3. The teacher will ask the group to find a situation which will show the disaster and how it impacted a
certain place, locale, community, or country. Ask them to provide insights on the lasting effect, if
any, of the disasters to the community in all facets of the community’s day-to-day living.
4. In addition to the work they have previously done, also ask the group to present the recovery
process the community underwent after the devastation they have endured.
5. To sum up the discussion on the effects of disaster, the teacher will facilitate the discussion of the
effects of a disaster on a national level-that is, on its effects on the economy, the strength of the
nation, national security, and international aid.

6. Transition Statement
Disasters can lead to a lot of fatalities and missing persons. When faced with dead or
dying, survivors often suffer psychological damages.

7. Synthesis/Closure
When a disaster strikes in a community, you would see ordinary people rise up and lead
the community to rebuild their lives and their homes with whatever is left with them. The
“bayanihan spirit” is so much alive in times of disasters-it is through it that Filipinos can always
look up to another tomorrow in their lives.