School GUISGUIS NATIONAL HIGH Grade Level GRADE 11

GRADES 1-12 SCHOOL

DAILY LESSON
Teacher JAN ALLEANA M. FERNANDEZ Learning Area COOKERY
LOG
Teaching Dates and Time Quarter QUARTER 1 WEEK 5

Date
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
I. OBJECTIVES competencies. These are 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.
A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
B. Performance Standards The learners independently prepare appetizers.
LO 2. Prepare a range of appetizers
C. Learning
2.1 differentiate between hot and cold appetizers
Competencies/Objectives
2.2 prepare a variety of appetizers
(Write the LC code for each)
TLE_HECK9- 12PA-Ic-3
Content is what the lesson is all about. It pertains to the subject matter the teacher aims to teach. In the CG, the content can be tackled I a
II. CONTENT week or two.

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
III. LEARNING RESOURCES that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on leaning promotes concept
development.
A. References
1. Teacher’s Guide Curriculum Guide Page 14
pages
2. Learner’s Materials 1. CBLM II Food Trades. Module VIII. Lesson II.
pages
3. Textbooks pages Cookery Learning Module Page 76
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Google
Resources
IV. PROCEDURES
A. Reviewing previous Review of the previous lesson.
lesson or presenting the Ask the students to identify ingredients of Canapé based on their locality. Classify the ingredients according to Canapé Base, Canapé
new lesson Spread and Canapé garnish.
B. Establishing a purpose Let one of the students read the objectives of the lesson.
for the lesson
1. Differentiate hot and cold appetizers;
2. Prepare a variety of appetizers; and
3. Follow workplace safety procedures.
Continuation…
Let the students prepare the needed tools and equipment in preparing appetizers based on the previous lesson following the mise en place.
The teacher will demonstrate how to prepare and present Toasted Canapé, Green Salad and Shrimp Cocktail.

C. Presenting The teacher will prepare a piece of paper numbered one to three and the leader of the group will pick a number. The teacher will challenge
examples/instances of the the students to prepare and present an appetizer using only the available ingredients on the table based on the assigned appetizer in their
new lesson group. After that, the group will expect to classify their appetizer whether it is hot or cold appetizer.

Group 1- Fruit Cocktail

Group 2- Toasted Canapé
Group 3- Vegetable Salad
Group the students into three. Assign Group 1 to prepare Toasted Canapé, Group 2 for Green Salad and Group 3 for Shrimp Cocktail.
D. Discussing new concepts
and practicing new skills #1 et the students prepare the needed tools and equipment in preparing appetizers based on the previous lesson following the mise en place.
Students will be guided using the rubrics below.
While serving the menu, the leader of the group will explain how they prepare and serve the appetizer including the process/methods.
Based on their explanation, the group will classify their menu whether it is hot or cold.
E. Discussing new concepts
and skills #2
The teacher will ask the students to differentiate hot and cold appetizer based on the presentation of the groups.

Oral recitation
The teacher will show pictures of hot and cold appetizers in the Philippines and students need to classify.
F. Developing mastery 1. Lumpia Shanghai
(Leads to Formative 2. Dynamite
Assessment 3) 3. Cucumber Canapé
4. Onion rings
5. Vegetable Salad
G. Finding practical List down varieties of appetizers you have already eaten in restaurants or any occasions and classify whether it is hot or cold appetizer.
applications of concepts
and skills in daily living
H. Making generalizations Let the students share their learnings as a summary of the lesson.
and abstractions about the
lesson
Short quiz.
I. Evaluating learning COMPLETE ME!
Complete the table by providing phrases/word that will make each row related to each other.
J. Additional activities for Assignment: Ask the students to make their own simple recipe for hot and cold appetizers. Compile it like a book using any kind of paper,
application or remediation decorating materials, glue, and coloring materials.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
VI. REFLECTION 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% on the
 formative assessment
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: Checked by:

JAN ALLEANA M. FERNANDEZ JOYCELYN A. SISON

Teacher I Master Teacher I
Approved by:

ROWENA D. MENDEZ
Principal I
RUBRICS

Dimension P E R F O R M A N C E L E V E L
Very Needs No attempt (0
Excellent (4 Satisfactory (2 Points Earned
Satisfactory (3 Improvement (1 pt.)
pts.) pts.)
pts.) pt.)
1. Use of tools and Uses tools and Uses tools and Uses tools and Uses tools and No attempt
equipment equipment equipment equipment equipment
correctly and correctly and correctly and but incorrectly and less
confidently at all confidently less confidently confidently most of
times most of the sometimes the time
times
2. Manifests very clear Manifests Manifests Manifests less No attempt
Application of procedures understanding of clear understanding of understanding of
the step- by-step understand the step-by- step the step- by- step
procedure ding of the procedure procedure seeking
step- by- step but sometimes clarification most of
procedure seeks the time
clarification
Works Works Works Works No attempt
independently with independently independently with independently but
ease and with ease and ease and with assistance
confidence at all confidence confidence from others most of
times most of the sometimes the time
time
Very Needs No attempt
Excellent (4 Satisfactory (2 (0 pt.) Points Earned
Satisfactory Improvement
pts.) pts.)
(3 pts.) (1 pt.)
3. Safety work habits Observes safety Observes Observes safety Most of the time not No attempt
precautions at all safety precautions observing safety
times precautions sometimes precautions
most of the
time
4.Complete ness of Task Task is completed Task is Task is nearly Task is started but No attempt
following the completed completed not completed
procedures in the following the following the following the
activity procedures procedures in the procedures in the
improvement/ in the project project plan project plan
innovations plan
5. Time management Work completed Work Work Work completed No attempt
ahead of time completed completed (mins./hours
within allotted (mins./ /days) beyond
time hours/days)
beyond
TOTAL POINTS