DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL
APPLIED ECONOMICS
TEACHER: Andrew H. Alsol
SCHOOL: Rizal High School – Senior High School
SECTION: Grade 12 – ABM ( F to J )
DAY:
WEEK:
QUARTER: Fourth
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I. OBJECTIVES
1. Content Standards
2.
Performance Standards
3.
Learning Competencies
4.
Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B.
Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
The learners demonstrate an understanding of:
a. the law of supply and demand, and factors affecting the economic situation
b. Philippine peso and foreign currencies
The learners shall be able to conduct a survey of current economic situations within the
vicinity.
The learners analyze the effects of contemporary issues such as migration, fluctuations in
the exchange rate, oil price increases, unemployment, peace and order, etc. on the
purchasing power of the people. ABM_AE12-Ie-h-8
The learners shall be able to:
a. Describe the Philippine peso and foreign currencies.
b. Perform an activity to know the different characteristic of money.
c. Appreciate the value and importance of money.
2.1 Application of Supply and Demand
d. The Philippine peso and foreign currencies
Applied Economics by. Eloisa Macalinao (pages 61 - 64)
https:// https://www.youtube.com/watch?v=wibm-A7QY_A
ELICIT (5 minutes)
The students will recall how business started in the Philippines.
Guide Questions:
1. What is barter?
2. How barter help ancient Filipino in business with other nearby countries?
ENGAGE (5 minutes)
Link: https:// https://www.youtube.com/watch?v=wibm-A7QY_A
Directions The students will watch a video clip about History of Philippine Money
Guide Questions:
1. What is the video is all about?
2. How does Philippine money evolve from the past thru present?
EXPLORE (20 minutes)
Discuss the following:
Qualities of Good Money Material
1. Acceptability
2. Stability
3. Portability
4. Durability
5. Uniformity
6. Divisibility
7. Recognizability
Types of Money
1. Currency in Circulation
2. Demand Deposits
3. Traveler’s Checks
4. Other Checkable Deposit
E.
Discussing new concepts
and practicing new skills
#2
Group Activity: Tableau
Directions: Each group is assigned to create a scenario showing how functions of money
works in a society.
Procedure:
1. The teacher will randomly divide the class into four groups.
2. Each group will be assigned with the following different functions of money.
Group 1 – Money of Exchange
Group 2 – Unit of Account
Group 3 – Store of Value
DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL
APPLIED ECONOMICS
TEACHER: Andrew H. Alsol
SCHOOL: Rizal High School – Senior High School
SECTION: Grade 12 – ABM ( F to J )
3.
4.
DAY:
WEEK:
QUARTER: Fourth
Group 4 – Standard Deferred Payments
Discuss with your groupmates the different functions of money assigned to your
group.
Present it at your classroom.
EXPLAIN (10 minutes)
The students deliver/discuss their output in front of the class following the rubrics below.
Criteria
Content
Teamwork
F.
Developing mastery
(leads to Formative
Assessment)
Delivery
G. Finding practical
applications of concepts
and skills in daily living
Meets
Expectations
(15 points)
Approaches
Expectation
(10 points)
Student
demonstrates
strong
understanding of
the ideas, through
the use of detail
and tone.
The group worked
very well with each
other and the
presentation was
shared equally
among the group
members.
Student
demonstrates some
understanding of
the ideas, through
the use of detail
and tone.
Student
demonstrates a
little understanding
of the ideas,
through the use of
detail and tone.
Student shows no
understanding of
the ideas or
content of the
piece.
The group worked
well with each
other and
communicated
well. Some
members
participated slightly
more than others.
Group did not
work well
together. There
were obvious
miscommunications
and lapses in the
presentation.
Eye contact is
effectively
established with
the audience;
gestures and verbal
cues are used to
reinforce
particularly
important ideas; no
excessive use of
vocalized pauses
(e.g., “ah”, “um”);
student is very
articulate. Adheres
to time
limit/requirement.
Eye contact with
the audience is
somewhat
established;
gestures and verbal
cues are
sometimes used to
reinforce
particularly
important ideas;
several vocalized
pauses
are used; student is
somewhat
articulate. Adheres
to time
limit/requirement.
Group
communicated
relatively well with
a few lapses in the
presentation; some
students dominated
the presentation
and others did not
participate much.
Eye contact with
the audience is
hardly established;
gestures and verbal
cues are seldom
used to reinforce
particularly
important ideas;
vocalized pauses
are used
frequently; student
is not very
articulate.
Excellent
(20 points)
Needs
Improvement
(5 points)
No eye contact is
made with the
audience; gestures
and verbal cues are
not used to
reinforce
particularly
important ideas;
vocalized pauses
are used in
abundance and
distract from the
overall message.
ELABORATE (5 minutes)
Character Traits
Money
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
J.
Additional activities for
application or
remediation
V. REMARKS
Importance to
you
Importance to
our community
Importance to
our country
Direction:
1. Provide a statement about the importance to of money ( to you, to our community, to
our country.)
EVALUATE (10 minutes)
Identification: 10 items.
1-6. What are qualities of good money.
7-8. What are functions of money.
9-10. What are types of money.
EXTEND (5 minutes)
Read the topic about “Purchasing Power” and “Inflation”.
DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL
APPLIED ECONOMICS
TEACHER: Andrew H. Alsol
SCHOOL: Rizal High School – Senior High School
SECTION: Grade 12 – ABM ( F to J )
DAY:
WEEK:
QUARTER: Fourth
V. REFLECTION
A. Number of learners who earned 75% in the
evaluation.
B. Number of learners who require additional
activities for remediation.
C. Did the remedial lessons work? Number of
learners who have caught up with the lesson.
D. Number of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use / discover which I wish to share with
other teachers?
Prepared by:
_________________________
ANDREW H. ALSOL
SHS Teacher
Checked by:
Observed by:
______________________________
Date:
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Date:
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