Grade 10 School PANGAL SUR HIGH SCHOOL Grade Level 10

DAILY Teacher MARIANO A. CARREON JR. Learning Area TLE

Teaching Dates and
LESSON Time JUNE 13, 2022 | 10:30 – 11:30 Quarter 4
PLAN

Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learner demonstrates an understanding of branding and develops a brand for their
A. Content Standards
business idea.

The learner independently generates a brand for their business idea.

B. Performance Standards

C. Learning Competencies/
LO 4. Develop a brand for the product
Objectives
Write the LC code for each 4.1. Identify the benefits of having a good brand
4.2. Enumerate recognizable brands in the town/province
4.3. Enumerate the criteria for developing a brand
4.4. Generate a brand that is clear and follows the techniques of generating a brand
(TLE_EM9-12- IV0-4)

II. CONTENT Marketing Agricultural Products | The Market - Branding

List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
III. LEARNING RESOURCES promotes concept development.

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

Self-Learning Module: Quarter 4 Module 2 – Lesson 4
3. Textbook pages
Technology and Livelihood Education – Grade 10, Agricultural Crop Production
Learner’s Material 2014 by Jesus B. Nazareno and Rodolfo C. Sajorda
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Online Resources:
https://www.academia.edu/43347527/
LEARNING_MODULE_IN_AGRI_FISHERY_ARTS_AGRI_FISHERY_ARTS_LEAR
NING_MODULE_ii_LEARNING_MODULE_IN_AGRI_FISHERY_ARTS_ACKNO
WLEDGEMENT
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment.

Preliminaries
 Opening prayer
 Checking of attendance
 Heathy reminders
*Follow the “BIDA Plus Solusyon sa COVID-19”
B – Bawal ang walang mask at faceshield
I – Isanitize ang mga kamay at iwasan ang kulob na lugar
A. Reviewing previous lesson D – Dumistansya ng isang metro at limitahan ang pisikal na interaksyon sa iba.
A – Alamin ang totoong impormasyon.
Plus + - Supportahan ang FDA approved na bakuna.
  Kumustahan
 Classroom Management
Initiating the “AgriPinoy Badge” – a scoring scheme. The teacher will be
giving a badge for every learner’s participation.

Review of the Previous Lesson

The teacher will facilitate a review activity on the previous lesson – The Market –
Selecting Business Idea. The following key points from the last topic are being reviewed:
 Basic important considerations in generating ideas for business
 Key concepts of selecting a business
Motivational Activity
After the review, the teacher will facilitate a simple activity which aims to motivate the
learners and to introduce the next lesson.
IDENTIFYING PHILIPPINE PRODUCTS
The teacher will present/flash some images/logos of the country’s known
products to the learners and let them identify the name or brand of the product. In
order to facilitate the participation of the learners, the teacher will utilize the
scoring scheme “AgriPinoy Badge”.
Sort of Integration:
The teacher will somehow share brief information on economics thru
consuming/patronizing local Filipino products or brands.
The following logos or product brands are being flashed for this activity:

Presenting the new lesson Presentation of the New Lesson

The teacher will introduce the topic, Marketing Agricultural Products: Lesson 4 The
Market - Branding. The teacher will present the following points of information as an
overview of the discussion:
 Definition of branding
 Benefits of branding
 Characters of good brand
 Tips to broadcast brand
 Elements/Parts of Branding
B. Establishing a purpose for
Learning Competencies
the lesson
Let the learners read and familiarize the objectives of the lesson.
After going through this lesson, I am expected to:
a) Identify the benefits of having a good brand;.
b) Enumerate recognizable brands in the town/province;
c) Enumerate the criteria for developing a brand; and
d) Generate a brand that is clear and follows the generating a brands
The teacher will elaborate the importance of these learning competencies before moving
on to the discussion proper.
C. Presenting Developmental Tasks
examples/instances of the
Product Analysis
new lesson
The teacher will show images of same products but with different brands (cola). The
teacher will let the learners to identify the similarities and differences of the two
products.
Math and Health Subject Integration
The teacher will initiate mathematics thru discussing the price of the given products and
at the same time, the teacher will highlight some of the effects of too much consumption
of carbonated drinks in our health.

The teacher will highlight the concept on Branding. With the use of a semantic
diagram, the teacher will let the learners to think of words which are associated with
branding.

name symbol

BRANDING

differentiate design

The teacher will let the learners to use the given words in giving the definition of
branding.
Branding – it defines the name, symbol or design that identifies and
differentiates products/services from the competitors.
D. Discussing new concepts and
Initiating Interactive Learning
practicing new skills #1
The teacher will utilize the “AgriPinoy Badge” to initiate recitation and/or brainstorming
activity among the learners. The teacher will be using sack of agricultural products (rice
products). Sack 1 is a branded rice product and the other has no brand name.
Guide Questions:
1. What is the difference between the two sacks?
2. How important for a certain product to have a brand?
3. What are the benefits of having a brand?
4. What are the characteristics of a good branding?
E. Discussing new concepts and
Word Puzzle
practicing new skills #2
To facilitate the understanding of the learners towards the elements/parts of branding, a
cross-word puzzle will be utilized. The teacher will let the learners to look on the ten
words in the puzzle which pertain to the different elements/parts of branding.
To initiate class participation the teacher will continue using the “AgriPinoy Badge”
scoring scheme.
The activity will be focusing on the different elements/parts of branding.
After the activity the teacher will elaborate the different elements by giving examples
and/or definitions.
 F. Developing mastery (leads to
Initiating Mastery: STAND –YES SQUAT - NO
Formative Assessment 3)
The teacher will initiate a class feud game. The learners will identify whether the given
statement or information about market branding is true or false.
The learners will stand up if the statement about market branding is true, and do a squat
if the statement is false.
The questions for formative assessment are based on the definition, benefits,
characteristics and elements of branding.
G. Finding practical
Practical Application: CREATE YOUR OWN BRAND
applications of concepts and
skills in daily living The teacher will initiate individual task for the learners. Which they will be generating a
sketch about a clear appealing product brand with logo and tagline.
Directions: Sketch the plan of your own agricultural product brand with logo and tagline.
WATCH Integration:
The learners will observe a 3-minute time limit to sketch their own agricultural
product brand.
The teacher will call some of the learners to share their sketch on the agricultural product
they are planning to have.
H. Making generalizations and
Wrap-Up
abstractions about the lesson
The teacher will ask students to share their learnings, ideas and opinions about the topic
being discussed.
I. Evaluating learning
What Have You Learn: BINGO QUIZ
The teacher will flash a multiple question on the TV screen. The learners will choose the
best answer for the given question by tearing the letters of their choice. The teacher will
provide the answer sheet/bingo quiz card for the students.
Directions: Tear the letter of the correct answer.
J. Additional activities for
Assignment:
application or remediation
Let the learners to fully accomplish their sketch on their own agricultural product brand
with logo and tag line. Let them color their sketches and post it on their FB page.

V. REMARKS

Requires teachers to reflect on and assess their effectiveness (Reflect on your

VI. REFLECTION teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can
ask them relevant questions.)
 A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. 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: Observed by:

MARIANO A. CARREON JR. PRECILLA S. ROMERO

Teacher III Principal II