LASALLIAN LEARNING MODULE

Teachers: Ms. Nina Belle Gavan

and Mr. Rey Belen

Year/Level: Grade 9

Subject: World Economics

Term Module: Third

Transition from Agricultural to

Commercial Economies and
Introduction to Micro and Macro
Economics

Time Frame: 10 weeks

CONTENT STANDARD

PERFORMANCE STANDARD

The students will.

The students will.

Students will demonstrate understanding about the

contributions that were formed during the transitional era
which paved the way to the nationalism and identity of
various regions and countries.

Students will make an advocacy that will promote

appreciation of the transitional era contributions to todays
generation for them to realize the value and impact of such
contributions to our daily lives.
(2014 AP Curriculum Guide)

(2014 AP Curriculum Guide)

RELATED LASALLIAN GUIDING PRINCIPLES

Lasallian educational experiences are dynamic processes that:
LGP#1:
mastery
LGP#3:
respect;
LGP#4:
LGP#5:

Challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and selfEncourage synergy, collaboration and dialogue in an environment that is fraternal, hospitable and laden with mutual
Impel learners to translate their knowledge into actual practice for the betterment of society; and
Prepare learners for responsible participation in the world of work, the family, the community, the local church

CONTENT and COMPETENCIES

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Content: Transition from Agricultural to Commercial Economies

Competencies:
1.) Conduct a mini survey among your classmates about the different things they have and wish they could have and
make an individual data retrieval chart of the things consumed for the past 3 days and trace the country of origin of
the following products.
2.) Express thoughts orally and in writing regarding the events that occurred during the age of exploration
3.) Deepen the understanding and appreciation of the transitional era contributions to todays generation for them to
realize the value and impact of such contributions to our daily lives.
4.) Make a diorama of the colony assigned to them and 2-3 members will share and present them in class.
5.) Make a commitment on how they can help advocate the appreciation of the transitional era contributions to todays
generation for them to realize the value and impact of such contributions to our daily lives.
6.) Work with their partners and fill-up a data retrieval chart.
7.) Express thoughts orally and in writing regarding the impacts made by Commercial Revolution and Merchant Capitalism
8.) Write a short reflection regarding the interview about Kenneth Cobonpue.
9.) Write a short reflection regarding the video of Rags to Riches
10.)

Make a collage about the current situation of Philippine economic sectors

11.)
Present business plan and come up with a 5-minute video that will showcase the output of the implemented
business plan. Students are expected to emphasize the quality of Filipino made products and its capability to compete
with other internationally well-known brands.

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Content: Introduction to Micro and Macro Economics

Competencies:
1.) Recognize the logo of some well-known companies in the county and cite the products and services that they offer
2.) Answer and complete a word analogy by filling in the blank with the correct answer.
3.) Fill-up the data retrieval chart according to the marketing structure that they represent
4.) Read and discuss their thoughts about a poem entitled The Man With the Hoe by Edwin Markham
5.) Conduct a panel discussion with the theme, The Past and Present Conditions of the Agricultural Sector as the focal
point
6.) State their personal stand about this statement: Industrial development vs. the Environment is a dilemma the
countrys leaders, urban and economic planners must face.
7.) Portray assigned characters as the movers of the industrial sector
8.) Recognize the fact that there are economic phenomena which are dependent upon global market forces and that the
government must exercise its economic function as specific situations warrant.
9.) Look for the common vacancies in the posted in classified ads and compare the qualifications needed for applicants
10.)

May an analysis about a survey on the service sector in the Philippines.

11.)

Watch a video clip of the movie, The Pelican Brief and conduct a socialized discussion afterwards

12.)
Present different types of currencies from all over the world and brainstorm where each currency came from,
how it is known internationally and its current exchange rate of the currency against the Philippine Peso.
13.)

Write a short reflection regarding the interview about Kenneth Cobonpue.

14.)

Write a short reflection regarding the video of Rags to Riches

15.)

Make a collage about the current situation of Philippine economic sectors

16.)
Present business plan and come up with a 5-minute video that will showcase the output of the implemented
business plan. Students are expected to emphasize the quality of Filipino made products and its capability to compete
with other internationally well-known brands.

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REFERENCES/ SOURCES
Textbook:
Tullao, T. Understanding Economics in the Philippine Setting. Quezon City: Phoenix Publishing House Inc., 2004
Perry, M. A History of the World. Houghton Mifflin Harcourt. 1989. Revised Ed. Cacho Hermanos, Inc.
Mateo, G. et.al. World Civilizations: History and Culture. Manila: Vibal Publishing House, Inc., 2010
Pagayon, L. et.al., Social Studies in Perspective: History of the World. Second Ed. Makati: Diwa Learning Systems Inc., 2010
Culture, History and Progress ECONOMICS: Basic Principles, Applications and Issues, Copyright 2010 by Vibal Publishing
House, Inc. and Meriam dR. Cervantes; Godfrey T. Dancel; and Grace Estela C. Mateo, Ph.D.
Websites:
Britaniccasocialstudies.com
http://www.historyteacher.net/EuroProjects/ExamReviewSheets/CommercialRevolReview.htm
http://www1.umassd.edu/euro/2005papers/casey.pdf
http://www.mysocialstudiesteacher.com/wiki/index.php?title=Commercial_Revolution
http://www.encyclopedia.com/doc/1E1-commerc-r.html
http://digitalcommons.trinity.edu/cgi/viewcontent.cgi?article=1028&context=educ_understandings
https://www.youtube.com/watch?v=dEh-0TIuu2A
http://www.gmanetwork.com/news/story/331960/lifestyle/design/making-it-more-fun-in-the-philippines-q-amp-a-withkenneth-cobonpue

BLENDED TOOLS

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Face-to-Face

eLearning

Consumption Survey (F-individual-K)

Picture Parade (F-individual-K)
Photo Journalism (S-individual-P)
Brainstorming and Diorama Making (S-collaborative-P)
Commitment Statement (F-Pair-P)
KWL Chart (F-Pair-K)
Word Association (F-individual-K)
Formulating Questions (F-Collaborative-P)
Logo Quiz (F-individual-K)
Analogy (F-individual-K)
Data Retrieval Chart (S-collaborative-K)
Poetry Reading (F- individual-U)
Panel Discussion (S-Pair-U)
Matching type (F-individual-K)
Making a Stand (S- individual-U)
Short Skit (S-collaborative-P)
Newspaper activity (F- individual-K)
Survey Analysis (F- individual-K)
Movie Review (S-collaboraive-U)
Currencies (F-Pair-P)
General Reflection (S-individual-Per)
General Reflection (S-individual-Per)
Collage Making (S-collaborative-Per)
Business Plan (S-collaborative-Per)
Video graph (S-collaborative-Per)

Web research
Use of apps (e.g., productivity, assessment, presentation)
eBook reading, writing and annotation (for PEARL)

STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOAL(S): (from Unpacking the Standards)
Students will independently use their learning
by participating in various campaigns and seminars that will encourage them to strengthen the sectors of Philippine Economy
in their own simple ways, by doing such they will be able to influence others in promoting nationalism by appreciating and
supporting Filipino-made products.

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BIG IDEA/ENDURING UNDERSTANDING (EU):

EU:
Students will understand that ...
Commercial Revolution had an enormous impact to the colonies because the mother country needed more support to
suffice their needs the later on it opened doors to the rise of democracy
and industry that we practice today.

ESSENTIAL QUESTION(S):
EQ:
Students will find the answer to the question
What are the influences of Commercial Revolution to the modern local and global economies and to the peoples lives?

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT
Our countrys development is reliant on the growth of the economic sectors that fuel day-to-day transaction and activities.
Such sectors are affected by several economic phenomena which are dependent upon global market forces. As a young
entrepreneur, you and your team are invited to represent our country as delegates of the ASEAN Young Entrepreneurs
Summit. On the 3rd day of the summit, delegates from the 9 participating countries will discuss the business plan that they
are currently using in their businesses after the discussion they also have to present a 5-minute video that will showcase the
output of the implemented business plan. The video graph should highlight the business humble beginnings, expansion, and
improvement towards the achievement of your goals and aspirations as young entrepreneurs. You are also expected to
emphasize the quality of Filipino made products and its capability to compete with other internationally well-known brands. An
open forum will follow after the presentation. The overall output must be directly related to the content studied and creatively
presented. The summit will be attended by several esteemed business and government leaders from South East Asia.

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ASSESSMENT TOOLS (taken from your Curriculum Map)

Knowledge

Process

Understanding

Formative

Consumption Survey
Picture Parade
KWL Chart
Word Association
Analogy
Matching type
Newspaper activity
Survey Analysis

Commitment Statement
Formulating Questions
Currencies

Poetry Reading

Summative

Data Retrieval Chart

Assessment 1
Assessment 2
Assessment 3

Photo Journalism
Brainstorming and Diorama
Making
Short Skit
Assessment 1
Assessment 2

Panel Discussion
Making a Stand
Movie Review
Assessment 2
Assessment 3
CUA

RELATED FACET(S) OF UNDERSTANDING:

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Performance/ Product

General Reflection
General Reflection
Collage Making
Business Plan
Video graph

EXPLANATION
Students perform an activity to explain that new ideas and discoveries on science, politics and economy influenced massive
changes in the society.
INTERPRETATION
Students show manifestation of learning through an interpretation of data on increasing population.
APPLICATION
Students suggest solutions on a particular problem or issue through different individual or group activities
PERSPECTIVE
Students make an analysis based on data gathered on populations in the Philippines and selected countries in the world.
EMPATHY
Students express their thoughts and opinions on the importance of active participation for social transformation and change.
SELF-KNOWLEDGE
Students make personal reflection in the importance of active participation to achieve social change and development.

STAGE 3: LEARNING PLAN FLOW

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LESSON PROPER

Week 1-3
Objectives:
1. Introduce to the students the unit, key understanding and questions and performance activities.
2. Introduce the events that happened during the age of exploration and mercantilism during the middle ages
3. Open the students understanding and appreciation of the transitional era contributions to todays generation
for them to realize the value and impact of such contributions to our daily lives.
4. Accomplish various activities creatively and intelligently
Activities:
1.
2.
3.
4.
5.
6.
7.
8.

Consumption Survey
Picture Parade
Photo Journalism
Brainstorming and Diorama Making
Commitment Statement
KWL Chart
Word Association
Formulating Questions

Mechanics: Consumption Survey (F-individual-K)

1.
2.
3.
4.

Short discussion about the things that they consume as an individual.

Students will make a data retrieval chart of the things that they consumed for the past 3 days.
Conduct a mini survey among your classmates about the different things they have and wish they could have
Students will come-up with a tally sheet divided according to appropriate categories.

Guide Questions:
1. What have you realized after tracing the things that you consumed for the past 3 days?
2. What are the possible effects of consistently buying foreign products to our economy?
3. What do you think are the three major problem areas that need attention in order to improve the level of
education in our country?
4. What ideas can you associate whenever you hear the word Commercial and revolution?

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Mechanics: Picture Parade (F-individual-K)

1. The teacher will show important and historical events during the European Expansion and navigation
2. The teacher will ask the students about their thoughts regarding the events that occurred during the age of
exploration
3. The pictures will be used to lead the students to the topic.
Guide Questions:

Mechanics: Photo Journalism (S-individual-U)

1. The teacher will motivate students to pretend that they are journalists.
2. Students will bring photos about the events during the age of exploration
3. The students will be asked to write historical narrative based on the pictures
Guide Questions:
1. What are the significant events that unfolded during the age of exploration?
2. How can you relate the Galleon trade and Polo Y servicios during the Spanish Era in the Philippines with Commercial Revolution?
3. In what ways do these events affect our modern day international trade?
Mechanics: Brainstorming and Diorama Making (S-collaborative-P)
1. The class will be divided into seven groups for the activity.
2. The teacher will assign one colony (African, American, and Asian Colony) to each group.
3. Let each group talk about the colony assigned to them and brainstorm using their MLDs

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4. Each group will make a diorama of the colony assigned to them and 2-3 members will share and present them
in class.
5. The teacher will discuss and summarize the concepts given by each group.
Guide Questions:
1.
2.
3.
4.

Who is the first navigator who discovered the colony?

Which European country controls the colony?
What are the products that were usually exported from the colony to the mother country?
What are some of the significant events that happened in the colony during the European Expansion?

Mechanics: Commitment Statement (F-Pair-P)

1. The students will be asked to get a partner
2. Each pair will make a commitment on how they can help advocate the appreciation of the transitional era contributions to todays
generation for them to realize the value and impact of such contributions to our daily lives.
3. Some pupils will share their commitment statement to the class.
Guide Questions:
1. How can you help advocate the appreciation of the transitional era contributions to todays generation for them to realize the value and
impact of such contributions to our daily lives?
Mechanics: KWL Chart (F-Pair-K)
1. The Class will be asked to get a partner for the activity.
2. The teacher will present a KWL chart
3. Students will fill-up the chart
Guide Questions:
K
What I Know

W
What I Want To Know

L
What I Learned
Mechanics: Word Association (F-individual-K)

when you

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1. The teacher will ask the pupils, what comes into your mind
hear the word Capitalism?

2. The pupils will share their prior knowledge about the topic.
3. The activity will lead to a class discussion.
4. Write the associated word on the pyramid with its description
Guide Questions:
1. What are the pros and cons brought by Merchant Capitalism during the Middle Ages?
2. If you lived during the Middle ages would you are one of the well-known merchants how will you deal with your day-to-day transaction
with various kinds of people?
3.
Mechanics: Formulating Questions (F-Collaborative-P)
1.
2.
3.
4.

The class will be divided into five groups for the activity.
Each group will formulate questions about Merchant Capitalism during the Middle Ages
Let the pupils give tentative answers to the questions.
Have each group gather data and look for the answers to the questions.
The students will write their answers on a sheet of paper.
5. Teacher will discuss the pupils answers to the questions and guide them in organizing the data.
6. The teacher will discuss and summarize the important concepts about the lesson discussed.
Guide Questions:
Questions will be provided by the students in this activity
Week 4-6
Objectives:
1. Introduce to the students the unit, key understanding and questions and performance activities.
2. Introduce the concepts of micro and macro economics
3. Open the students understanding of economic sectors and its impact to economy and the rest of the countrys
development
4. Accomplish various activities creatively and intelligently
Activities:
1. Logo quiz
2. Word analogy

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3.
4.
5.
6.
7.
8.

Data Retrieval Chart

Poetry Reading
Panel Discussion
Matching type
Video Reflection
Short Skit

Mechanics: Logo Mo Ko! (F-individual-K)

1. The teacher will show the students logos or symbols of MERALCO, OPEC, Globe, and a soft drink company.
2. The teacher will also show them pictures of people queuing at the OWWA/POEA office looking for jobs abroad.
3. Class discussion will follow
Guide Questions:
1. What do the pictures/logos symbolize or represent?
2. What services do they offer?
3. What benefits do you get when you transact business with them?
Mechanics: Analogy (F-individual-K)
1. The teacher will have the students complete the following analogies by filling in the blank with the correct answer.
2. Class discussion will follow
Guide Questions:
1.
2.
3.
4.
5.

one buyer: monopsony :: one seller: (monopoly)

price ceiling: shortage :: price fl oor: (surplus)
few sellers: oligopoly :: few buyers: (oligopsony)
product differentation: monopolistic competition :: (interdependence):oligopoly
OPEC: oligopoly :: MERALCO: (monopoly)

Mechanics: Where do you belong? Data Retrieval Chart (S-collaborative-K)

1.
2.
3.
4.

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The teacher will give a strip of paper that describes a feature of one of the four market structures.
Students will be instructed not to share or speak about their paper to any other student.
The students to go to the area of the room that matches their description and market structure sign
Students will be asked one at a time to read their description to identify if they are in the right location. If a student is correctly in the right
spot, the teacher will acknowledge it. If they are not, then they need to find the correct location.

5. Students will also fill-up the data retrieval chart below according to the marketing structure that they represent and explain how price,
demand, and supply are determined in each type of market.
6. The students will use Economics Book of Tullao as the reference including other online references.
7. Class discussion will follow
Guide Questions:
Market Structure
1.Perfect Competition

Characteristics/Features

2. Imperfect Competition
a. Monopoly
b. Oligopoly
c. Monopolistic Competition

Market Structure

Determinant of Price

Determinant of Supply

Determinant of Demand

1. Perfect Competition
2. Imperfect Competition
a. Monopoly
b. Oligopoly
c. Monopolistic Competition

Mechanics: Poetry Reading (F- individual-U)

1. The teacher will ask the students to read a poem entitled The Man With the Hoe by Edwin Markham.
2. Class discussion will follow

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Guide Questions:
1. What products and type of activities are mostly found in the agricultural sector?
2. Why is there a need to continually address the improvement of this sector?
3. How can the government uplift the living conditions of those involved in this sector?
Mechanics: Panel Discussion (S-Pair-U)
1. The students will be asked to get a partner
2. The teacher will assign the students to conduct a panel discussion with the theme, The Past and Present Conditions of the Agricultural
Sector as the focal point.
3. The students will use Economics Book of Tullao as the reference including other online references.
a. Group B The historical development of the countrys land reform program, past and present
b Group A The status of the agricultural sector at present
c. Group C Strengths, weaknesses, opportunities and thrusts of the agricultural sector/land reform
program
4. The students will use Economics Book of Tullao as the reference including other online references.
5. Class discussion will follow
Guide Questions:
1. What significant role does the agricultural sector play in the economy?
2. Why is it important to understand the contributions made by this sector to the economy?
3. How does the government alleviate the plight of those involved in the sector?
Assignment:
Clip any news item about the land reform program of the government and let them write their reaction on the
said article

Mechanics: Match my Logo! (F-individual-K)

1. The teacher will have the students identify which company or corporation has the following symbols or logos. Choose from column B the
answer.
2. Class discussion will follow
A.

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B.
a. Toyota Motor Corporation

b. Mitsubishi Motors Corporation

d. Petron Corporation

e. Jollibee Foods Corporation

c. Manila Electric Company

Guide Questions:
1. What idea or concept does the logo/symbol convey?
2. Based on these logos, what economic activities do they perform within the industrial sector?
Mechanics: I Stand Up For Something (S- individual-U)
1. Students will view a video about the current situation of the Philippine industrial sector and the video of Story of Stuff.
2. After watching the video students will state their personal stand about this statement:
Industrial development vs. the Environment is a dilemma the countrys leaders, urban and economic planners must face.
3. Class discussion will follow
Guide Questions:
1. As a teenager how do you view this situation? Is it already hopeless or you think we can still do something about it as citizens of this
country?
2. Should we sacrifice our lavish environmental resources to achieve industrial sector breakthrough?
3. What can our leaders, urban and economic planners do with this long overdue dilemma?
Mechanics: SS Short Skit (S-collaborative-P)
1. Students will portray assigned characters as the movers of the industrial sector.
a. entrepreneur
b. DTI secretary/ representative

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c. employee
d. DENR secretary/ representative
e. labor leader
f. mayor or governor
2. The activity will focus on the historical background of the industry, contributions to the economy, present condition and the problems it
encounters.
3. The students will use Economics Book of Tullao as the reference including other online references.
4. Class discussion will follow
Guide Questions:
1. Why is the industrial sector considered a vital force in fueling economic growth?
2. What challenges continually confront the industrial sector? Why?
3. How should the government promote a vibrant and competitive industrial sector?
Week 7-8
Objectives:
1. Introduce to the students the unit, key understanding and questions and performance activities.
2. Students will realize that there are economic phenomena which are dependent upon global market forces and
that the government must exercise its economic function as specific situations warrant.
4. Students will have deeper understanding bout that the vital role of responsible and committed individuals towards the attainment of a
countrys economic goals.
Activities
1.
2.
3.
4.

Newspaper Activity
Survey Analysis
Movie Review
Essay Writing

Mechanics: You are Wanted! (F- individual-K)

1. The teacher will ask the class to look at the classified ads of their newspapers.
2. Class discussion will follow
Guide Questions:

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1. What are the common vacancies in the posted ads?

2. What are the qualifications needed for applicants
Assignment: Interview of some people participating in the service sector and compare their reasons for joining the
informal sector.
Mechanics: Survey Analysis (F- individual-K)
1. The teacher will ask the students to read an article about a survey on the service sector in the Philippines
2. Class discussion will follow
Guide Questions:
1. Why is the service sector an important component of the countrys economy?
2. How does the government respond to the challenges faced by the service sector and informal sector at present?
Mechanics: Movie Review (S-collaborative-U)
1. The class will be divided into 6 groups.
2. A video clip of the movie, The Pelican Brief will be shown inside the classroom.
3. Each group will conduct a socialized discussion afterwards with the following topics:
a. Type of industry presented in the film
b. Its economic benefits to the government and to the people
c. Problems brought about by its operations
d. Solutions presented in the fi lm
e. Role of the government in maintaining economic development and the preservation of human resources
f. Role of the government in maintaining economic development and the preservation of natural resources
Guide Questions:
1. Why is it necessary for government to influence or exercise control over a certain markets when it experiences market failures?
2. What do you think will happen if the government officials who have businesses use their power to benefit their industries and increase
their income regardless of its possible the negative effects?
Mechanics: Currencies Overload (F-Pair-P)
1. Using their MLDs the students will present different types of currencies from all over the world.
2. Each pair of will later on identify where each currency came from and how it is known internationally.

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3. Students will give the current exchange rate of the currency against the Philippine Peso.
4. Class discussion about International trade will follow in the context of the article about International trade by Kofi Annan
5. Student will submit an essay the next day.
Guide Questions:
1. How should the government ensure that membership in such organizations will advance the welfare of Filipinos?
2. Do you agree that some hegemonic countries are just using International organizations to take advantage of the non-hegemonic ones?
3. How can we get away with that situation? Sight some suggestions.
Week 9-10
1. (Direct Prompt for Scaffold)
Mechanics: General Reflection
1. The students will be working as individuals.
2. The teacher will ask the students to read the Inquirer Lifestyles interview with Kenneth Cobonpue.
3. After reading the article, the students will be asked to write a short reflection regarding the interview
4. Class discussion shall follow afterwards.
5. Answers must be written on the activity sheet provided and submitted to the teacher at the end of the
class.
Guide Questions:
1. Are you familiar with the brand and products? How did you learn about it?
2. Are you inspired by the story of Kenneth Cobonpue.? Why? Give some life lessons that you
learned from him.
3. If you will put up a business made of indigenous Filipino materials what would it be? Give some ideas
on how you will operate the production.
4. Give some suggestions on how our government can help promote Filipino Products inside and outside of
our country.
2.(Open Prompt for Scaffold)
Mechanics: General Reflection
1. The students will watch a short video presentation about Filipino small scale production
2. After watching the video, the students will be asked to write a short reflection regarding the video
4. Class discussion shall follow afterwards.
5. Answers must be written on the activity sheet provided and submitted to the teacher at the end of the
class.

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Guide Questions:
1. Are you familiar with the brand and products? How did you learn about it?
2. Are you inspired by the story of the young entrepreneur? Why? Give some life lessons that you
learned from her.
3. If you will put up a business made of recycled materials what would it be? Give some ideas on
how you will operate the production.
4. Give some suggestions on how our government can help small-scale entrepreneurs and laborers.
3. (Guided Transfer for Scaffold)
Mechanics: Collage Making
1.
2.
3.
4.

Students will be divided into 8 groups

Members of the group will be tasked to bring newspapers, scissors, glue and illustration board
Each group will be making a collage about the improvement of our economic sectors
Students will present their work to the class

Guide Questions:
1. How do you envision the industrial, agricultural, and service sector of our country 5 years from now
2. What can we do to make that vision come to life?
1. Performance-Based Task
Our countrys development is reliant on the growth of the economic sectors that fuel day-to-day transaction and activities. Such sectors are
affected by several economic phenomena which are dependent upon global market forces. As a young entrepreneur, you and your team are
invited to represent our country as delegates of the ASEAN Young Entrepreneurs Summit. On the 3rd day of the summit, delegates from the 9
participating countries will discuss the business plan that they are currently using in their businesses after the discussion they also have to
present a 5-minute video that will showcase the output of the implemented business plan. The video graph should highlight the business
humble beginnings, expansion, and improvement towards the achievement of your goals and aspirations as young entrepreneurs. You are
also expected to emphasize the quality of Filipino made products and its capability to compete with other internationally well-known brands.
An open forum will follow after the presentation. The overall output must be directly related to the content studied and creatively presented.
The summit will be attended by several esteemed business and government leaders from South East Asia.
Mechanics:
1. The students will attend and listen to the resource speakers invited by the school to give a short talk regarding the implementation of
business plan in the context of promoting the quality of Filipino made products.
2. After the talk, the students are encouraged to ask questions for any clarifications they might have about the topic discussed.
3. The class will be divided into 8 groups.

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4. As an output, the students will be asked to make a short business plan with video graph that will showcase
Filipino made products of small-scale industries.
5. Each group will present the output to the class.
6. References of all materials used must be cited. Take note of Copyright policies.

---- End of Module ----

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