Grade Level and

GRADE 12 School DepEd Region III ABM G12

Section
DAILY LESSON LOG Teacher MTOT ABM Class A Learning Area Applied Economics
Teaching Dates and Time Week 7 – Day 1 - 4 Quarter Second

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the 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 assessed using Formative Assessment strategies.
I. OBJECTIVES 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 learners demonstrates an understanding of various socioeconomic impact of business on the following sectors: consumer,
A. Content Standards
supplier and investors, government, households, and international trade.

The learners shall be able to conduct a socioeconomic impact study on consumers (new product and services); suppliers; investors (
B. Performance Standards capital, income) government (tax revenues, poverty alleviation, basic services); households (standard of living, employment) and
international trade (exports and imports of goods and services) leading to options in venturing into a business
The learners formulate The learners formulate
The learners formulate The learners formulate
recommendations and strategies recommendations and
recommendations and strategies recommendations and strategies
on how to minimize and strategies on how to minimize
C. Learning on how to minimize and on how to minimize and
maximize a business’s negative and maximize a business’s
Competencies/ Objectives maximize a business’s negative maximize a business’s negative
impact and positive impact, negative impact and positive
(Write the LC Code) impact and positive impact, impact and positive impact,
respectively.(ABM_AE12II-e-g- impact,
respectively. respectively.
13) respectively.(ABM_AE12II-e-g-
Code: ABM_AE12II-e-g-13 Code: ABM_AE12II-e-g-13
13)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Chapter 4: Socioeconomic Chapter 4: Socioeconomic Chapter 4: Socioeconomic Impact Chapter 4: Socioeconomic Impact
Impact Study Impact Study Study Study
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
1. Applied Economics: Thinking 1. Applied Economics: Thinking 1. Applied Economics: Thinking 1. Applied Economics: Thinking
A. References Beyond Stage One by Thomas Beyond Stage One by Thomas Beyond Stage One by Thomas Beyond Stage One by Thomas
Sowell Sowell Sowell Sowell
1. Teacher’s Guide Not available Not available Not available Not available
pages
2. Learner’s Material Not available Not available Not available Not available
pages
3. Textbook pages Not available Not available Not available Not available

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 4. Additional Materials
from Learning Resource None None None None
portal

B. Other Learning
http//www.m.aca.org.uk http//www.m.aca.org.uk http//www.m.aca.org.uk http//www.m.aca.org.uk
Resources

Session 1 Session 2 Session 3 Session 4

These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES 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
for each step.
Analyze and evaluate the Define and Identify the Positive How will you evaluate the Identify the various socio
A. Reviewing previous viability of a business and its impact of Socioeconomic Impact viability business and its impact economic factors affecting
lesson or presenting a impact on the community here on the community? business and industry.
new lesson in San Jose City, Nueva Ecija.
Learners will watch a short video Learners will put like sign to the The teacher will show Learners will be asked to
clip about positive socio given situation in business . Here pictures of a mining identify the:
economic impact in business. are the following examples of industry/firm and the
Learners will view the good side the situation in business. learners will be asked to 1. positive results of studying
of socioeconomic impact. . 1. Absences Management
B. Establishing a purpose identify the negative and their lessons
2. Perform employee integrity
for the lesson 3. High Turnover of the
positive impact of a mining
Employees industry in the economy? 2. Negative results of not
4. High Conflict in the studying their your lessons.
Department
5. Be customer driven
Discuss negative impact of Discuss negative impact of
C. Presenting
business to consumers, business to households and
examples/instances of the
suppliers, investors and international trade.
new lesson
government
D. Discussing new Activity- WORD FACTORS ABOUT Activity – Positive Impact of Group Activity: Each group Group Activity: Each group
concepts and practicing THE POSITIVE IMPACT OF Socioeconomic Business in will make a recommendations will make a
SOCIOECONOMIC IN BUSINESS
new skills #1 localize manner on how to minimize the recommendations on how to
A group activity which can be called Students will be divided into 4
as “Word Factors”, wherein one or groups and will give example of a
negative impact of business minimize the negative impact
more major key words will be business here in San Jose City, to consumers, suppliers and of business to consumers,
posted in the board and each group Nueva Ecija. Each group will pick and government. suppliers and government.
should connect as many words
identify the different positive
related to the given key words.
impact of socioeconomic
Please see sample diagram below:
business here in San Jose City,
Positive Impact
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SocioEconomic
in Business

RUBRIC SCORE for the Word
Factors about Positive Impact of
SocioEconomic in Business
20OUTSTANDING: The group has
the following characteristics:
1. Stage presence & express
interest in their report
2. Accurately interpret &
evaluate the report and can
answer the question of the
teacher and their classmates.
15 EFFECTIVE: The group has the
following characteristics:
1. Some of the group have stage
presence 2.
Some of the group expressed
interest in their report
3. Some of the member interpret,
analyze and evaluate the report.
4. Some of the member answers
the questions of the teacher and
their classmate.
10 INEFFECTIVE: The group has
the following characteristics:
1. Most of the groups do not
show stage presence & expressed
interest in their report.
2. Most of the members do not
answer the questions of the
teacher and their classmates.
0 FAILED: No Group Activity is
Attempted
Activity – POSITIVE IMPACT OF
SOCIOECONOMIC IN BUSINESS
E. Discussing new JINGLE
concepts and practicing GROUP ACTIVITY
new skills #2 “MANNEQUIN CHALLENGE”
ABM12-A will be divided into 4
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Nueva Ecija .and will report in front
of the class. The total time for the
activity will be 15 minutes only.
Used materials for the previous
activities will be used.
RUBRIC SCORE for the GROUP
ACTIVITY
20 OUTSTANDING: The group has
the following characteristics:
1. Stage presence
2. Expressed interest in their
report
3. Accurately interpret, analyze
and evaluate the report and can
answer the question of the
teacher and their classmates.
15 EFFECTIVE: The group has the
following characteristics:
1. Some of the group have stage
presence 2. Some
of the group expressed interest in
their report
3. Some of the member interpret,
analyze and evaluate the report.
4. Some of the member answers
the questions of the teacher and
their classmate.
10 INEFFECTIVE: The group has
the following characteristics:
1. Most of the groups do not show
stage presence & expressed
interest in their report.
2. Most of the members do not
answer the questions of the
teacher and their classmates.
0 FAILED: No Group Activity is
Attempted
Activity- ROLE PLAY about the Group Activity: Reporting the Group Activity: Reporting the
different positive impact of output of activity 1 output of activity 1
Socioeconomic in Business.
Students will be divided into 4
groups. Each group will re enact
how the company plan in setting
 groups.
Each group will show different
positive impact of Socio
Economic in Business by posing
like a picture and the leader will
explain the picture in front of
the class through drawlots. The
total time for the activity will be
20 minutes only.
RUBRIC SCORE for
theMannequin Challenge
20OUTSTANDING: The group has
the following characteristics:
1. Stage presence & express
interest in their report
2. Accurately interpret & evaluate
the report and can answer the
question of the teacher and their
classmates.
15 EFFECTIVE: The group has the
following characteristics:
1. Some of the group have stage
presence 2. Some
of the group expressed interest in
their report
3. Some of the member interpret,
analyze and evaluate the report.
4. Some of the member answers
the questions of the teacher and
their classmate.
10 INEFFECTIVE: The group has
the following characteristics:
1. Most of the groups do not show
stage presence & expressed
interest in their report.
2. Most of the members do not
answer the questions of the
teacher and their classmates.
0 FAILED: No Group Activity is
Attempted
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different positive impact of
socioeconomic business. The
total time for the activity will be
20 minutes only.
RUBRIC SCORE in ROLE PLAY
20 OUTSTANDING: The group has
the following characteristics:
1. Stage presence & expressed
interest 2.
Accurately interpret, analyze and
evaluate the play & can answer
the question of the teacher and
their classmates.
.
15 EFFECTIVE: The group has the
following characteristics:
1. Some of the group have stage
presence 2.
Some of the group expressed
interest in their report &
interpret, analyze and evaluate
the play
3. Some of the member answers
the questions of the teacher and
their classmate.
5 INEFFECTIVE: The group has the
following characteristics:
1. Most of the groups do not show
stage presence & expressed
interest in their play.
2. Most of the members do not
interpret, analyze and evaluate
the play.
3. Most of the members do not
answer the questions of the
teacher and their classmates.
0 FAILED: No Group Activity is
Attempted

F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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Directions: Divide the class into 4
groups. Each group will assume
that they own a business and the
members will give the positive
impact of business they will
create and then choose a
reporter to discuss it in front of
the class.
Divide the class into 4 groups
and every member will write the
advantage and disadvantage of
knowing the positive impact of
socioeconomic in business.
Learners will create a quotation
explaining the importance of
knowing the positive socioeconomic
impact in business. Rubrics Score for
this Activity is in the Skill Number 2.
Divide the class into 4 groups and
every member will write share how
the positive socioeconomic impact
affect the business.
In a ½ crosswise, cite other In a ½ crosswise, cite how Group activity:
importance of the knowing the positive
positive socioeconomic impact in socioeconomic
business
affect the business here in San performing business in the
Jose City, Nueva Ecija.
Directions: Divide the class into 4
groups. Each group will assume
that they own a business here in
San Jose City, Nueva Ecija and Graded Recitation: In
Graded Recitation: In
the members will set the venturing a business how do
venturing a business how do
different strategies of positive we minimize the negative
we minimize the negative
impact of socioeconomic in impact to consumers,
business. The group will list impact to households and
suppliers/investor and
down the possible strategies of international trade?
government?
positive impact in business and
then choose a reporter to
discuss it in front of the class.
Students will be evaluated on the
concepts learned. In a sheet of How minimizing negative
How do you deal with
paper, they will answer what they
impact does to households
have learn in different positive
unsatisfactory service or
and international trade
impact of socioeconomic in product?
business in San Jose City, Nueva affects our daily living?
Ecija.
The learners identify and
appreciate the importance of Enumerate the negative Enumerate the negative
positive impact of impact of business to impact of business to
socioeconomic in business. in the consumers, suppliers/investor households and international
firm and how it influence here in and government? trade?
San Jose City , Nueva Ecija.
The learners write the lesson
Group Activity:
they have learn about the
Each group will be asked to
positive impact of
make a two column: first
socioeconomic in business. here
column for the negative
in San Jose City, Nueva Ecija. Group Activity:
impact of a business to
Each group will be asked to
consumers, suppliers/investor
write down businesses that
and government, and second
fails and explain why?
column for the
recommendations for the
negative impact being
identified.
From activity 1, formulate
impact of Explain why Jollibee Food recommendations on how it
in business. Corporation is one of the top could have been avoided.
Philippines?
 All of the learners participate in the Learners enhance their All of the learners were very Learners were able to
said activities especially in sharing conceptual and interpersonal participative. understand the idea of
their idea about the positive e skills in participating to their identifying the negative impact
V. REMARKS socioeconomic impact in business.
group activities in positive of business in different
impact of socioeconomic in communities.
business. in the firm according to
the business enterprise.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
ABM12 – A = ABM12 – A = ABM12 – A = ABM12 – A =
A. No. of learners who earned 80%
on the formative assessment

ABM12 – A = ABM12 – A = ABM12 – A = ABM12 – A =

B. No. of learners who require
additional activities for remediation

C. Did the remedial lessons work? ABM12 – A = ABM12 – A = ABM12 – A = ABM12 – A =

No. of students who caught up with
the lesson

ABM12 – A = ABM12 – A = ABM12 – A = ABM12 – A =

D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Contributors (Division of San Jose City):

REGGIE F. ADRIANO
NORLITA V. MAMACLAY
DEOMEL I. CABALLERO
DOMINGO F. MOLINA

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