LA FINNS SCHOLASTICA COLLEGES

(Formerly La Union Colleges of Nursing, Arts and Science)

Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
+

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: ENTREPRENEURSHIP 12

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

February 03, 2020 February 04, 2020 February 05, 2020 February 06, 2020 February 07, 2020
LEARNING COMPETENCY Determine who the Determine who the Validate customer related Activity Sheet about
customers are in terms customers are in terms concerns through VACANT Entrepreneurship
of: of: A. Interview
A. Target market; A. Target market; B. Focused Group
B. Customer B. Customer Discussion
requirements requirements C. Survey
(CS_EP11/12ENTREP-0d- (CS_EP11/12ENTREP-0d- (CS_EP11/12ENTREP
8) 8) -0d-g-9)
TOPIC Players in the market Players in the market Key concepts of market
(competitors) (competitors)
II. LEARNING ENTREPRENEURSHIP By ENTREPRENEURSHIP By ENTREPRENEURSHIP By ENTREPRENEURSHIP
RESOURCES: Angeles A. De Guzman, Angeles A. De Guzman, Angeles A. De Guzman, By Angeles A. De
DBA, CPA DBA, CPA DBA, CPA Guzman, DBA, CPA
References:
ENTREPRENEURSHIP ENTREPRENEURSHIP ENTREPRENEURSHIP ENTREPRENEURSHIP
Senior High School By Senior High School By
Leah Alvino Macatangay Leah Alvino Macatangay Senior High School By Senior High School By
Leah Alvino Macatangay Leah Alvino
Macatangay
Powerpoint Presentation, Powerpoint Presentation, Powerpoint Presentation, Powerpoint
Materials: Books, Laptop Books, Laptop Books, Laptop Presentation, Books,
Laptop
III. LEARNING DELIVERY Review the previous Review the previous Why do we make a Give the students an
MODE: lesson lesson marketing plan? Activity. They will
answer their activity
1. ACTIVITY: sheet work.
2. ANALYSIS: Talk to potential Talk to potential Peer Discussion: (Given
competitors to find out; competitors to find out; the potential and actual
Their products or Their products or supply and demand
services (for example services (for example situation, will there be a
quality and design) quality and design) lot of opportunities open
• What prices they charge • What prices they charge for your existing or
• What exactly they sell • What exactly they sell envisioned enterprise in
• How their • How their the future? What are they?
product/services differ product/services differ How attractive are these
from yours from yours opportunities?)
• Where they get their
inputs?
3. ABSTRACTION: Discuss the micro market, Discuss the micro market, How do you identify a
consumer preferences, consumer preferences, potential product to sell in
piques and perceptions piques and perceptions the market?
and other sources of and other sources of
opportunities opportunities
4. APPLICATION: Discuss the micro market, Discuss the micro market, Make a marketing action
consumer preferences, consumer preferences, plan.
piques and perceptions piques and perceptions
and other sources of and other sources of
opportunities opportunities

5. VALUING: Attention and Attention and Attention and

Appreciation Appreciation Appreciation
6. EVALUATION: Brainstorming Brainstorming On the internet, look for 1. Activity Proper
other sample of marketing 2. Checking of Activity
plan, study their
weaknesses and
strengths, then make a
conclusion and
recommendation to
improve the product and
increase sales.
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________

Subject Teacher Mrs. Irene P. Espiritu
Principal
 LA FINNS SCHOLASTICA COLLEGES
(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

February 03, 2020 February 04, 2020 February 05, 2019 February 06, 2019 February 07, 2019
LEARNING Use various techniques in States the thesis States the thesis statement Quiz Proper
COMPETENCY summarizing a variety of statement of an academic of an academic text
academic texts VACANT text (CS_EN11/12A-EAPP-Ia-c-6)
(CS_EN11/12A-EAPP-Ia-c- (CS_EN11/12A-EAPP-Ia-c-
5) 6)
TOPIC Reading Academic Texts Thesis Statement Thesis Statement Reading Academic Texts

II. LEARNING Enhanced English Enhanced English Enhanced English Enhanced English
RESOURCES: Engagements Engagements Engagements Engagements
English for Academic and English for Academic and English for Academic and English for Academic and
References: Professional Purposes By Professional Purposes By Professional Purposes By Professional Purposes By
Ishima Z. Miciano; Ishima Z. Miciano; Ishima Z. Miciano; Remedios Ishima Z. Miciano;
Remedios Z. Miciano Remedios Z. Miciano Z. Miciano Remedios Z. Miciano
Materials: Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint
Presentation and Books Presentation and Books Presentation and Books Presentation and Books
III. LEARNING 1. Group students into 6. Let the students Let the students brainstorm Let the learners get at
DELIVERY MODE: 2. Students will brain storm brainstorm on the idea on the idea below and ask least 80% of the
about their experiences in below and ask them try to them try to write the missing summative quiz.
1. ACTIVITY: reading long texts. write the missing letters letters to complete the
3. Each group should have to complete the words. words.
one representative to
consolidate their The_i_ S_a_e_ _t - It The_i_ S_a_e_ _t - It is
experiences and present it is one of the most one of the most important
in class. important elements of any elements of any successful
successful essay. essay.
2. ANALYSIS: The teacher will discuss Introduction: Every paper Introduction: Every paper
the following: you write has a main you write has a main point, a
point, a main idea or a main idea or a central
 WHAT IS SUMMARIZING,
GUIDELINES IN
SUMMARIZING, and
FORMATS IN
SUMMARIZING?
3. ABSTRACTION: The teacher will present
more examples of texts
using the three formats of
summarizing.
4. APPLICATION: 1. Students will be grouped
into 3.
2. Each group will be
assigned a specific format
of summarizing which they
will use in summarizing the
assign text to them.
3. After 15minutes
students will present their
works in front of the class.
central message. The
argument(s) you make in
your paper reflect the
main idea. The sentence
that captures your
position on this main
idea is what we call thesis
statement.
Body: A thesis statement
is a sentence that makes
an assertion about a
topic and predicts how
the topic will be
developed. It does not
simply announce a topic:
it says something about
the topic.
A thesis statement
focuses your ideas into
one of two sentences. It
should present the topic
of your paper and also
make a comment about
your position in relation
to the topic. Your thesis
statement should tell your
reader what the paper is
about and also help guide
in your writing and keep
your argument focused.
Choose two of the
subjects listed below and
compose a thesis
statement for each.
1. My Favorite Teacher
2. My First
Girlfriend/Boyfriend
3. My Family
4. My
Failures/Disappointments
5. My Hopes and Fears
message. The argument(s)
you make in your paper
reflect the main idea. The
sentence that captures your
position on this main idea
is what we call thesis
statement.
Body: A thesis statement is a
sentence that makes an
assertion about a topic and
predicts how the topic will be
developed. It does not
simply announce a topic: it
says something about the
topic.
A thesis statement focuses
your ideas into one of two
sentences. It should present
the topic of your paper and
also make a comment about
your position in relation to
the topic. Your thesis
statement should tell your
reader what the paper is
about and also help guide in
your writing and keep your
argument focused.
Choose two of the subjects Let the students prepare
listed below and compose a the materials needed on
thesis statement for each. their summative quiz.
1. My Favorite Teacher
2. My First
Girlfriend/Boyfriend
3. My Family
4. My
Failures/Disappointments
5. My Hopes and Fears
5. VALUING: Participation and Participation and Participation and
Attentiveness Attentiveness Attentiveness
6. EVALUATION: In a one half crosswise, the DIRECTION. Choose the DIRECTION. Choose the Answering the follow up
students will explain the most comprehensive most comprehensive thesis questions
following briefly. thesis statement by statement by encircling the
1. For you, among the encircling the letter of letter of your choice.
three formats of your choice.
summarizing, which do
you think is the most
applicable of all academic
texts? Why?
2. Give three of the
guidelines in summarizing
which you think is the
most important. Explain
your answer.
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta Mrs. Irene P. Espiritu

Subject Teacher Principal
 LA FINNS SCHOLASTICA COLLEGES
(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: READING AND WRITING 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 27, 2020 January 28, 2020 January 29, 2020 January 30, 2020 January 31, 2020
(1:50-2:50; 3:00-4:00)
LEARNING COMPETENCY
Activity Sheet Activity Sheet Quiz Proper Vacant Vacant

TOPIC

II. LEARNING RESOURCES: Enhanced English Enhanced English Enhanced English

Engagements Engagements Engagements
References: Reading and Writing By Reading and Writing By Reading and Writing By
Roxanne E. Agbayani Roxanne E. Agbayani Roxanne E. Agbayani
Kon Francesca M. Meru Kon Francesca M. Meru Kon Francesca M. Meru
Materials: Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint
Presentation and Books Presentation and Books Presentation and Books
III. LEARNING DELIVERY Give the students an Give the students an Let the learners get at
MODE: Activity. They will answer Activity. They will least 80% of the
their activity sheet work. answer their activity summative quiz.
1. ACTIVITY: sheet work.
2. ANALYSIS:
3. ABSTRACTION:

4. APPLICATION: Let the students prepare

the materials needed on
their summative quiz.
5. VALUING:
6. EVALUATION: 1. Activity Proper 1. Activity Proper Answering the follow up
2. Checking of Activity 2. Checking of Activity questions
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal
 LA FINNS SCHOLASTICA COLLEGES
(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: READING AND WRITING 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

February 03, 2020 February 04, 2020 February 05, 2020 February 06, 2020 February 07, 2020
(1:50-2:50; 3:00-4:00)
LEARNING COMPETENCY Distinguishes between Distinguishes between
and among techniques in and among techniques
selecting and organizing in selecting and
information organizing information Quiz Proper Vacant Vacant
 Topic Outline  Topic Outline
(EN11/12RWS-IIIa-2.3) (EN11/12RWS-IIIa-2.3)
 Sentence Outline  Sentence Outline
(E/12RWS-IIIa-2.4) (E/12RWS-IIIa-2.4)
TOPIC Reading and Thinking Reading and Thinking
Strategies across Text Strategies across Text
type type
B. Techniques in B. Techniques in
Selecting and Organizing Selecting and
Information Organizing Information
II. LEARNING RESOURCES: Enhanced English Enhanced English Enhanced English
Engagements Engagements Engagements
References: Reading and Writing By Reading and Writing By Reading and Writing By
Roxanne E. Agbayani Roxanne E. Agbayani Roxanne E. Agbayani
Kon Francesca M. Meru Kon Francesca M. Meru Kon Francesca M. Meru
Materials: Laptop, Powerpoint Laptop, Powerpoint Laptop, Powerpoint Books, Laptop and Books, Laptop and
Presentation and Books Presentation and Presentation and Books Powerpoint Presentation Powerpoint Presentation
Books
III. LEARNING DELIVERY Review the types of Review the types of Let the learners get at
MODE: graphic organizers graphic organizers least 80% of the
discussed. discussed. summative quiz.
1. ACTIVITY:
2. ANALYSIS: Present the kinds of Present the kinds of
 outline according to outline according to
structure. Discuss the structure. Discuss the
differences of the two differences of the two
3. ABSTRACTION: What is an outline? What What is an outline?
are the two types of What are the two types
outline? of outline?

Present examples for Present examples for

each. Ask the learners to each. Ask the learners
analyze the given to analyze the given
example. example.
4. APPLICATION: Ask the learners to Ask the learners to Let the students prepare
prepare an outline using prepare an outline the materials needed on
a given essay. using a given essay. their summative quiz.

5. VALUING: Appreciation, Appreciation,

Participation and Participation and
Attentiveness Attentiveness

6. EVALUATION: The activity in The activity in Answering the follow up

Developing Mastery Developing Mastery questions
serves as the evaluation serves as the
evaluation
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal
 LA FINNS SCHOLASTICA COLLEGES
(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
+

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: UNDERSTANDING CULTURE, POLITICS AND SOCIETY 12

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

February 03, 2020 February 04, 2020 February 05, 2020 February 06, 2020 February 07, 2020
LEARNING COMPETENCY Become aware of why Become aware of why and Trace the biological and Trace the biological and
and how cultural how cultural relativism cultural evolution of early cultural evolution of
relativism mitigates mitigates ethnocentrism. to modern humans. early to modern
ethnocentrism. (UCSP11/12DCS-Id-10) (UCSP11/12DCS-Ie-12) humans.
(UCSP11/12DCS-Id-10) VACANT (UCSP11/12DCS-Ie-12)
Identify forms of tangible
Identify forms of tangible and intangible heritage
and intangible heritage and threats to these.
and threats to these. (UCSP11/12DCS-Ie-11)
(UCSP11/12DCS-Ie-11)
TOPIC Defining Culture and Defining Culture and Biological and Cultural Biological and Cultural
Society from the Society from the Evolution of Modern Evolution of Modern
perspectives of perspectives of Humans Humans From Hominids
anthropology and anthropology and to Homo Sapiens
sociology sociology Sapiens
II. LEARNING Praxis: Understanding Praxis: Understanding Praxis: Understanding Praxis: Understanding
RESOURCES: Culture, Society and Culture, Society and Culture, Society and Culture, Society and
Politics By Rhoderick V. Politics By Rhoderick V. Politics By Rhoderick V. Politics By Rhoderick V.
References: Nuncio, PhD; Elizabeth Nuncio, PhD; Elizabeth Nuncio, PhD; Elizabeth Nuncio, PhD; Elizabeth
Morales-Nuncio, PhD; Morales-Nuncio, PhD; Morales-Nuncio, PhD; Morales-Nuncio, PhD;
Raychelle R. Artuz, MA Raychelle R. Artuz, MA Raychelle R. Artuz, MA Raychelle R. Artuz, MA
Materials: Books, Laptop and Books, Laptop and Books, Laptop and Books, Laptop and
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint
Presentation
III. LEARNING DELIVERY Lights Camera Action! Lights Camera Action! Imagining yourself The teacher will
MODE: facilitate a simple
The class will be The class will be grouped The class will be grouped exercise.
1. ACTIVITY: grouped into two. The into two. The first group into four. Each group will
 first group will be will be assigned to do a choose three things
assigned to do a short short skit on among the boxes which
skit on ethnocentrism ethnocentrism while the they think it would help
while the other will do a other will do a short skit them live in the ancient
short skit on cultural on cultural relativism. time.
relativism.
2. ANALYSIS: Teacher will present Teacher will present some Teacher will present a Teacher will discuss
some pictures of food pictures of food that is picture about the lesson. how early humans
that is usually prepared usually prepared in their Students will analyze and evolved into modern
in their community or community or their answer the following human and how early
their region. The region. The students will questions: humans
students will be asked to be asked to comment on
comment on the food on the food on the picture. What do you see in the
the picture. picture? Describe their
appearance and
expressions. What
questions does this
photograph raise in your
mind?

Where could you find the

answers to them?
3. ABSTRACTION: The teacher will discuss The teacher will discuss The teacher will introduce Discuss the important
ethnocentrism, cultural ethnocentrism, cultural biological and cultural biological and cultural
relativism and cultural relativism and cultural evolution of human. developments of the
heritage. heritage. hominids and Homo
sapiens.
4. APPLICATION: After each presentation, After each presentation, Each speaker from the Students will complete
the students will be the students will be asked group will present and the chart below.
asked to write a to write a reflection paper explain their work.
reflection paper on what on what they have
they have learned/realized after
learned/realized after watching the performance
watching the of each group.
performance of each
group.
5. VALUING: Appreciation and Appreciation and Appreciation and Appreciation and
participation in the participation in the participation in the participation in the
discussion discussion discussion discussion
6. EVALUATION: The students will answer The students will answer Students will answer the Students will identify
the following questions: the following questions: following: the following through a
1. How would you short quiz.
 1. Is it right to pass 1. Is it right to pass differentiate biological and 1. Biological evolution
judgment on cultures not judgment on cultures not cultural evolution? 2. Cultural evolution
our own as inferior, our own as inferior, 2. Who studies human and 3. Bipedalism
threatening, or threatening, or cultural evolution? 4. Australopithecus
disturbing? disturbing? 3. Explain Charles Darwin 5. Fossils
2. Should we expect 2. Should we expect theory of evolution. 6. Artifacts
societies around the societies around the
world to practice the world to practice the
same set of cultural same set of cultural
values and traits? values and traits?
3. How is it possible to 3. How is it possible to
recognize the recognize the uniqueness
uniqueness of each of each society’s cultural
society’s cultural traits traits and not from the
and not from the standpoint of one’s own
standpoint of one’s own society?
society?
7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal

LA FINNS SCHOLASTICA COLLEGES

(Formerly La Union Colleges of Nursing, Arts and Science)
Biday, City of San Fernando, La Union
Tel Nos.: (072) 888-858/888-5199
 +

LESSON PLAN
S. Y. 2019 – 2020
SUBJECT: DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

February 03, 2020 February 04, 2020 February 05, 2020 February 06, 2020 February 07, 2020
LEARNING COMPETENCY Show understanding of Identify specific areas in Identify career
Quiz Proper the roles and functions of which counselors work. opportunities for VACANT
counselors. (HUMSS_DIASS12-Ic-7) counselors.
(HUMSS_DIASS12-Ic-6) (HUMSS_DIASS12-Ic-8)
TOPIC Roles, functions, and Areas of specialization Career opportunities of
competencies of where counselors work counselors
counselor
II. LEARNING Disciplines and Ideas in Disciplines and Ideas in Disciplines and Ideas in Disciplines and Ideas in
RESOURCES: the Applied Social the Applied Social the Applied Social the Applied Social
Sciences By Ritchel B. Sciences By Ritchel B. Sciences By Ritchel B. Sciences By Ritchel B.
References: Bernardo; Desiree B. Mallo Bernardo; Desiree B. Bernardo; Desiree B. Bernardo; Desiree B. Mallo
Mallo Mallo

Materials: Books, Laptop and Books, Laptop and Books, Laptop and Books, Laptop and
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
III. LEARNING DELIVERY Let the learners get at Picture analysis: Guessing game: Dora Drill: Oral recitation
MODE: least 80% of the Processing questions: the Explorer.
summative quiz. 1. What are the roles and Instructions: At least 5 students will be
1. ACTIVITY: functions of counselors in 1. Student will be asked asked to name some of the
relation to their level of to look and explore their career opportunities
competencies? imaginary backpack full intended for counselors.
2. How does a counselor of the roles and
perform his/her roles and functions of counselors;
functions? 2. He/she will place one
role and function in the
graphic organizer
divided into three
columns representing
three settings where
counselors work.
3. Using a gray board the
students will write in one
word or two their unique
experience in doing the
 activity.
2. ANALYSIS: Video presentation about Processing Questions: 1. Picture Analysis:
the different roles of If given a chance, which Processing Information:
school counselor: specific work areas 1. Describe the different
would you like to work? career opportunities for
Do the following in your Why? 2. How do you find counselors.
Journals: the work of counselors
1. What part of the video under different areas of 2. Ask the students: Using
clip becomes appealing to specializations? the pictures, identify the
you? career opportunities for
2. Identify some of the counselors ( (the students
roles and functions of will be asked to answer
counselors shown in the per group of A for boys
video. and B for girls)
3. Why do you think
counselors must do their 3. Which among the
roles and functions based pictures shown you think
on level of competencies? best represent the type of
counselor you like? (ask at
least two volunteer
students)
3. ABSTRACTION: 1. Present and discuss 1. Present and discuss 1. Present and discuss the
the different roles and the specific work areas career opportunities for
functions of counselors where counselors work. counselors under the
base on competencies (power point following work areas:
(power point presentation) 1.1 the school setting
presentation) a. school counselor
2. Ask: which of the b. guidance counselor
2. Ask: What are the areas of specialization c. teacher-counselor
different roles and you think counselors can d. consultant
functions of counselors? be more effective? Why 1.2 the clinical setting
How does counselor do you say so, explain a. clinical counselor
manage to do his/ her your answer base on b. counseling therapist
unique roles which your own personal life- c. consultant
correspond to his/ her experience. d. behavioral counselor
specific function? If you 1.3 the industrial setting
are a counselor, what a. human resource officer
level of competency do b. trainer
you think would best suit c. Industrial counselor d.
the kind of counselor who Industrial consultant
works for helping e. counselor rehabilitation
adolescent to cope with center
 problem behaviour? 1.4 others

2. Ask: which among the

presented career
opportunities for
counselors do you think
will be easy for them to
do? Why do you say so?
Cite some practical
examples?
4. APPLICATION: Let the students prepare Group activity Ask: How do you think a Ask: If you will be given a
the materials needed on Instructions: school counselor may chance to be a counselor
their summative quiz. 1. The class will be help you resolve some of today, what career
divided into five groups. your personal issues and opportunities will you like
2. Each group will role concerns? to get and be hired? Give
play any of the following: your reasons (at least two
2.1 Group 1 – Bullying to three reasons)
2.2 Group 2 – Teenager’s
Suicide
2.3 Group 3 – Compulsive
gambler
2.4 Group 4 – Battered
wife 2.5 Group 5 – Poor
academic performance
5. VALUING: Appreciation and Appreciation and Appreciation and
participation in the participation in the participation in the
discussion discussion discussion
6. EVALUATION: Answering the follow up 1. Give at least 4 to 5 Topic Evaluation: Quiz Written activity: Essay test
questions roles and functions of No. 1 (1-10 items) Instructions:
counselors 2. Name at Instruction: In a 1/4 1. Students will be given
least some of the sheet of paper, ask the set of pictures depicting
activities conducted by students to identity the career opportunities
counselors in your place which specific work for counselors.
base on their unique roles areas counselors are 2. Each student will say
and functions? usually employed something about the
(Clinical, Industrial and picture on how he/she can
School settings). relate to it.
3. Students will write a
1. Make an inventory of short narrative about the
students” behavior reason why they choose
profile. the picture and how they
2. Interview and do the find it important on the
 criteria for the screening basis of the career
of applicants. opportunities only
3. Provide a diagnosis of counselors can do
a person with personality
problem. Etc.

7. ASSIGNMENT:

Submitted by: Submitted to:

Mrs. Shendy M. Acosta ___________________
Subject Teacher Mrs. Irene P. Espiritu
Principal