SENIOR HIGH SCHOOL (SHS) COMPETENCY-BASED LEARNING

November 20 – 23, 2018

Specialization: Applied Economics Grade Level: 11

Date: November 20, 2018 Section: ABM-A
DLP No.: Quarter: 2nd Quarter Duration: 2 hrs.
Content Standard The learners demonstrate an understanding of: Code: ABM_AE12-IIa-d9
the industry analysis, its principles, tools, and techniques leading to the identification of business opportunities.
Performance Standard The learners shall be able to:
apply tools and techniques for business opportunities like the SWOT/TOWS analysis
Lesson 1 IDENTIFY AND EXPLAIN DIFFERENT PRINCIPLES, TOOLS, AND TECHNIQUES IN CREATING A BUSINESS
Learning Competencies: Industry And Environmental Analysis: Business Opportunities Identification
LO 3.1 identify and explain different principles, tools, and techniques in creating a business
Concept: Identifying and explaining different principles, tools, and techniques in creating a business
Resources: Applied EconomicsFor Senior High School by Roman D. Leaño, p.126-142
Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University Press, 2013).
LEARNING OBJECTIVES
Knowledge: identify and explain different principles, tools, and techniques in creating a business
Skills: Selecting the principles, tools and techniques in creating a business
Attitude: Creative mind of accepting ideas on the correct principles, techniques and tools in creating business.
PROCEDURES
Preparatory Activities 1. Prayer
5 minutes 2. Greetings
3. Checking of Attendance
4. Review the past lesson on Business opportunity identification
5. State the objectives of the lesson to the class.
The learners should be able to:
1. Apply tools and techniques for business opportunities;
2. Discuss business opportunities in the country; and
3. Analyze the industry and environments of businesses.
Activity 1 1. Allow the class to proceed to their group.(LMNOP)Leader, Note-taker, business manager, Observers , Presenter
15 Minutes 2. Show to the class the list of the different case studies
 Jollibee: Fast-Food, the Filipino Way
 Red ribbon: A case study
 How Cebu Pacific works to stay on top
 A Study on Low-Cost Leadership Strategy: The Case of AirAsia
 Tactical & Strategic Report on Megaworld Corporation
 IKEA Case Study: Strategic Marketing & Management
3. After reading the different cases, the students will answer the question for each case study.
Materials needed for the ala carte cover:
 Laptop
 Laptop connectors
 Extension cord
 TV/projector
 Powerpoint presentation program
  Table and chair
 Case study material
Activity 2 (I DO)
20 minutes Teacher demonstrates the following while the students are observing;
1. Set up to laptop and powerpoint presentation using tv/projector
2. Present to the class the manner how the different case studies will be presented by the group and how it will be answered.
3. Each group will list down the steps observed how to answer the case study.
4. Create a powerpoint presentation to present the answer for the case study.
(WE DO)
Each group demonstrates the following with the assistance of the teacher;
1. will decide what or the process of answering the question for the case study
2. Powerpoint presentation of the answer for the case study.
Analysis The teacher asks the students the following questions:
15 minutes 1. What are the methods or competitive advantage of the businesses?
2. What are the type of business competition?
3. What are the evidences that these companies have a competitive advantage over other companies offering the same product?
Abstraction Ask:
10 minutes 1. How does a competitive advantage being identified?
To create a competitive advantage, you've got to be clear about these three determinants.
a. benefit
b. target market
c. competition
Application (YOU DO)
40 minutes Each group will independently set up their presentation;
1. Presentation of each group’s powerpoint presentation of the answer
2. Analysis of the given question of each group by providing answer ins the question for each case study assigned to the group.
3. Submit all Assessment Rubrics
Rubric of Formative Assessment:
Assessment Did the student… Yes No
2 minutes 1. Know the meaning of competitive advantage.
2. Can analyze the competitive advantage of creating a business
3. Among the business cases presented, what company defined competitive advantage or showed a
competitive edge among competitors.
Total
Rating 5 3

Rubrics for final output: see attached rubrics

Reinforcing the day’s lesson

Enriching the day’s lesson
Assignment Enhancing the day’s lesson
1 minute Preparing for the new lesson
Concluding Activity
2 minutes
Remarks:
 Reflection:

Prepared by:

Name: CLAIRE S. JUAREZ School: Santa Barbara National Comp. High School
Position/Designation: Master Teacher II Division: Iloilo
Contact Number: 0917-302-9938 Email Address: Claire.juarez@deped.gov.ph

Checked By:

MA. LEAH S. UMADHAY, D.R.Dev

Asst. Principal II
 Below Standard Approaching Standard At Standard Exceeds Standard

14 16 18 20

Clear explanation of key strategic issues Shows little understanding of Shows some understanding of Shows adequate knowledge of Shows superior knowledge of
the issues, key problems, and the issues, key problems, and the issues, key problems, and the issues, key problems, and
• The problems, scope, and seriousness was clearly identified in the discussions. the company’s present the company’s present the company’s present the company’s present
• There was a well-focused diagnosis of strategic issues and key problems that situation and strategic issues. situation and strategic issues. situation and strategic issues. situation and strategic issues.
demonstrated a good grasp of the company’s present situation and strategic
issues.

• Effective Executive Summary

• Did not waste space summarizing information already found in the case.

Valid arguments; analysis of financial performance with relevant supportive detail Critical issues and key Critical issues and key Critical issues and key Critical issues and key
problems that supported the problems that supported the problems that supported the problems that supported the
 Logically organized, key points, key arguments, and important criteria for Case Analysis were poorly Case Analysis were not clearly Case Analysis were partially Case Analysis were clearly
evaluating business strategies were easily identified identified, analyzed, and identified, analyzed, and identified, analyzed, and identified, analyzed, and
 Critical issues and key problems that supported the Case Analysis were identified
supported. supported. supported. supported.
and clearly analyzed and supported.

Appropriate analysis, evaluation, synthesis for the specific industry identified Analysis of key change drivers Analysis of key change drivers Analysis of key change drivers Analysis of key change drivers
and the underlying the issues and the underlying the issues and the underlying the issues and the underlying the issues
 There was complete data on which to base a thorough analysis inadequate. were not identified. were partially identified were clearly identified
 Key change drivers underlying the issues were identified.
 Synthesis, analysis, and evaluations were clearly presented and supported in a
literate and effective manner.
Conclusions and recommendations are congruent with strategic analysis Effective recommendations Effective recommendations Effective recommendations Effective recommendations,
and/or plans of action not and/or plans of action and/or plans of action were solutions, and/or plans of
 Specific recommendations and/or plans of action provided. provided. inadequate. partially provided. action were provided.
 Specific data or facts were referred to when necessary to support the analysis and
conclusions. Specific data or facts necessary Specific data or facts were not Specific data or facts were Specific data or facts were
 Recommendations and conclusions were presented and supported in a literate to support the analysis and referred when necessary to occasionally referred when referred when necessary to
and effective manner. conclusions was not provided. support the analysis and necessary to support the support the analysis and
conclusions. analysis and conclusions. conclusions.
Proper organization, professional writing, and logical flow of analysis. APA Key points were poorly
formatting identified and supported with a
well thought out rationale
 Logically organized, key points, key arguments, and important criteria for based on applying specific
evaluating the business logic easily identified. concepts or analytical
 Key points were supported with a well thought out rationale based on applying
frameworks to the data
specific concepts or analytical frameworks to the data provided in the case.
provided in the case.
 Proper grammar, spelling, punctuation, 3rd person objective view, professional
writing, and syntax. Grammar, spelling,
punctuation, professional
writing, and syntax needs
significant improvement
Key points were not identified
and supported with a well
thought out rationale based on
applying specific concepts or
analytical frameworks to the
data provided in the case.
Grammar, spelling,
punctuation, professional
writing, and syntax needs
improvement
Key points were partially
identified and supported with a
well thought out rationale
based on applying specific
concepts or analytical
frameworks to the data
provided in the case.
Adequate grammar, spelling,
punctuation, professional
writing, and syntax
Key points were clearly
identified and supported with a
well thought out rationale
based on applying specific
concepts or analytical
frameworks to the data
provided in the case.
Excellent grammar, spelling,
punctuation, professional
writing, and syntax