School Grade Level NINE (9)

DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 1)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in maintaining kitchen tools, equipment and work premises.

B. Performance Standards The learners independently maintain clean kitchen tools, equipment and premises.

C. Learning Competencies LESSON 1: CLEANING AND SANITIZING KITCHEN TOOLS AND EQUIPMENT

LO1: Clean , Sanitize, And Store Kitchen Tools And Equipment

1.1 Identify the chemicals to be utilized in cleaning and sanitizing kitchen tools and equipment.
1.2 Prepare cleaning agents in accordance with manufacturer’s instructions.
1.3 Clean and sanitize kitchen tools in accordance with prescribed standards.
1.4 Store cleaned kitchen tools and equipment safely in the designated space.

D. Sub tasking (if needed) At the end of this session, the learners At the end of this session, the At the end of this session, the learners are able to;
are able to; learners are able to; a. Apply the correct sequence in washing dishes by hands.
a. Familiarize on the topic for this a. identify the chemical to be b. Clean kitchen tools and equipment in accordance with prescribed
quarter. utilized in cleaning and standard,
b. Determines each student's sanitizing kitchen tools and
c. Familiarize in the different storage area for each kitchen tools and
equipment.
knowledge of and proficiency in equipment.
b. practice safety measures in
the subject matter. using chemicals for
cleaning and
c. independently read the
manufacturer’s instructions
in each label.
Write the LC code for each TLE_HECK9-12KP-Ia-1
II. CONTENT Pre-Test Types of Cleaning Agents Cleaning of Kitchen Tools and Equipment Proper Dishwashing by
(Subject Matter) Overview of the lesson Hands
III. Learning Resources
A. References N/A
1. Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Technical-Vocational Track Home Economics- Cookery page 8
3. Learner’s Materials Pages Cookery 9-10 Most Essential Learning Competencies page 414
 Cookery 9 Quarter 1-Module 1 SLM DepEd-Manila pages 1-33
4. Textbook Pages N/A
5. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Pencil and Pen Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
IV. PROCEDURES
A. Review Previous Lessons `Conduct a recap of the previous discussion.

B. Establishing purpose for the Lesson N/A

(Motivation)

C. Presenting examples /instances of N/A Power point Presentation  Power point Presentation
the new lessons (show pics, videos, ppt)
D. Discussing new concepts and The teacher will give a short The teacher will give an introduction to the topic.
practicing new skills #1. (Pre- orientation about what to expect in this
Discussion Activity) lesson and quarter.
E. Discussing new concepts & Types of Cleaning Agents Cleaning of Kitchen Tools and Equipment Proper Dishwashing by
practicing and concern to new skills #2 PRE-TEST Hands
(Provide a printed copy) 1. Detergents. These are
cleaning agents, solvents or Step 1: Scrape/Pre-wash- Put the dishes on the sink. Scrape off the leftover
Cleaning and Sanitizing any substance used to clean food and large food particles from the dishes and throw them into the trash
can for garbage disposal, leaving behind some residue for dishwashing.
and break up dirt, soil and
Cleaning is the process of Step 2: Wash- By using cleaning implement such as sponges, brushes
removing all visible dirt grease on surfaces of steel wool and dishwashing detergent. Wash dishes in order; glassware,
which include food, soil, tableware, kitchen surfaces, flatware, plates, bowls, pots and pan.
chemical residues and allergens. and equipment, fabrics, Step 3: Rinse using running water. Wash dishes in order; glassware,
clothes, wood , plastic and flatware, plates, bowls, pots and pan.
The right cleaning agent must metals Example: soap, soap Step 4: Sanitize
be selected because not all powders, cleaners, liquid Step 5: Air-Dry
cleaning agents can be used on
detergents.
food- contact surfaces. Cleaning of Kitchen Tools and Equipment
2. Solvent Cleaners are
A food-contact surface is the commonly referred to as Stoves
surface of equipment or utensil degreasers These products  Before cleaning the stove, make sure that it is cool, to avoid
that food normally comes into are alkaline based and are burn while cleaning. Using abrasive, clean it thoroughly, and
contact.) formulated to remove grease wash the surface of the stove. You can use emery paper if it
is necessary.
 Sanitizing is done to reduce on surfaces of tools and  Remove all bars and rack of the stove, then immersed it in hot
the number of microorganisms to equipment, where grease has water with detergent. Scrub the top of the stove using non-
safe level. It is usually burned on. Examples of abrasive brush to remove food from around the burners, knobs
performed after cleaning. , and dials.
degreasers are vinegar, lemon
Sanitizing i s done u s i n g heat,  Wipe clean with damp cloth.
radiation, or chemicals juice, cornstarch , borax ,
 Tackle stubborn dirt with scraper
baking soda and castile soap.
 Wipe dry with a fresh clean cloth.
[Link] are fine plastic mesh  Rinse the sponge well between wipes. Use cleaner with a scrub
pads, nylon coated, sponges, fine pad or use a good degreaser product to remove any residue left.
brass wool, rotten –stone and
 Refer to the manual for directions in cleaning inner stove parts
whiting to rub and scrub the heavy
Storerooms and Cupboards
dirt. However these materials must
be handled with care to prevent
Cupboards can get grease and dirt.
scratching certain types of materials
 Clean it by removing everything from the cupboard.
like plastic or stainless steel.
4. Acid Cleaners are used  Dry the surfaces with a microfiber cloth. Sort out the things
removed and discard or disposed items no longer needed
occasionally to remove mineral
deposits and other soils on kitchen Suggested Storage Area for the Following Kitchen Tools and
floors , as well as rust on the sink Equipment
areas and [Link]. phosphoric acid,  Glassware- Store glassware in a cupboard to prevent dust from
nitric acid ,muriatic acid coming in.

Acid is the most powerful type of Flatware- If you have organizer trays, use ready –made utensils
cleaning agent because it is poisonous holders and stack them on top of one another. If you only have
and corrosive . It should be used with vertical storage containers, store silverware upright.
caution and handled correctly to avoid
accident.  Plates and Saucers- Everyday dishes should be put on a lower shelves
or easy to reach places. You can store it on an open shelve to make it
Here is the list of approved easier to grab. Plates and saucers for special occasion should be
Chemical Sanitizers placed on a higher shelves or cabinet for storing purposes.
1. Chlorine, as a bleaching
agent, is used in industry  Kitchen equipment- Frequently used equipment may be placed at the
and in household cleaning cleaned surface of lower shelves in your cabinets. Less used
products. It is water soluble. equipment may be placed at the upper part of the cabinet. Before
It is used to disinfect water storing kitchen equipment, clean and disinfect storage areas and shelves first to
and part of the sanitation ensure a safe location
process for industrial waste.
2. Iodine is an over-the-counter
type of chemical sanitizer that is
 used to disinfect skin and treat
infection.
3. Quaternary Ammonium is
used as disinfectant
chemicals to disinfect
sprays and wipes for the
purpose of killing germs. It
is antibacterial type
chemical sanitizer.

How to Read the Label of a

Cleaning Agent
Following the instructions
of manufacturer is essential to
achieve quality and effective
disinfectant.

F. Developing Mastery (Leads to Describe It!

Formative Assessment) (activity after Directions: Can you describe a clean
the lesson) and sanitized kitchen? Write your idea
inside the box.

G. Finding Practical Applications of Is it possible to clean the kitchen Why is it important to read carefully Why do we need to follow the proper sequence in washing dishes?
concepts and skills in daily living
tools and equipment without the manufacturer’s label?
(application)
sanitizing it? Why or Why not?
H. Making Generalizations & The teacher will summarize the topic and ask the learners questions that related to the topic.
Abstractions about the lessons
I. Evaluating Learning Let’s check your papers! Determine if Identification
(assessment/test) the class got 80% in the evaluation. Directions: Identify the following
terms.
______1.These are cleaning agents,
solvents or any substance used to
clean and break up dirt, soil and
grease on surfaces of tableware,
kitchen surfaces, and equipment,
fabrics, clothes, wood , plastic and
metals.
______2. These products are alkaline
based and are formulated to remove
grease on surfaces of tools and
equipment, where grease has burned
on.
______3. These are fine plastic mesh
pads, nylon coated, sponges, fine
brass wool, rotten stone and whiting
to rub and scrub the heavy dirt.
______4. These are used occasionally
to remove mineral deposits and other
soils on kitchen floors , as well as
rust on the sink areas and soils.
______5. Solvent Cleaners are
commonly referred to as
__________.

Answers
1. Detergents
2. Solvent cleaners
3. Abrasives
4. Acid Cleaners
5. Degreasers

J. Additional activities for application Directions: Search for the Search! Home-work!
or remediation (assignment/homework) Different Types of Cleaning Directions: Search raw Directions: Video yourself doing the kitchen activity at home. You can
Agents, their descriptions and ingredients in preparing choose between the following;
examples for each type. cleaning agents. Write your a. Washing dishes
answer in your TLE Notebook. b. Cleaning the cupboard
 c. Sanitizing tools and equipment

Send your video to your TLE teacher’s messenger.

[Link]
VI. Reflection
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts for remediation who
scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

 School Grade Level NINE (9)
DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 2)
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in maintaining kitchen tools, equipment and work premises.
B. Performance Standards The learners independently maintain clean kitchen tools, equipment and premises.
C. Learning Competencies LO2: Clean and sanitize kitchen premises
2.1 Recognize kitchen premises to be cleaned and sanitized
2.2 Clean the kitchen area hygienically in accordance with the food safety and occupational health regulations
2.3 Clean surfaces without damaging property and adversely affecting the health
2.4 Use cleaning agents in sanitizing kitchen premises safely
2.5 Follow cleaning schedule based on enterprise procedures
2.6 Follow safety and first aid procedures.
D. Sub tasking (if needed) At the end of this session, the learners are able to; At the end of this session, the At the end of this session, the learners are
a. Familiarize kitchen premises to be cleaned and sanitized learners are able to; able to;
b. Distinguished the kitchen area hygienically in accordance with the food a. identify the daily, weekly a. enumerate the safety and first aid
safety and occupational health regulations, and and monthly task for procedures.
cleaning schedule b. follow safety and first aid
c. Explain the importance of hygiene in the kitchen.
b. follow schedule of
procedures at home.
cleaning based on
enterprise procedures and c. realize the significance of following
c. value the importance of safety and first aid procedures in the
having a daily, weekly kitchen.
and monthly schedule in
keeping home clean and
sanitized.
Write the LC code for each TLE_HECK9-12KP-Ib-2
II. CONTENT  Areas in the Kitchen that Need to be Cleaned and Sanitized Schedule of Cleaning the Safety and First Aid Procedures
(Subject Matter)  Cleaning the Kitchen Area Hygienically Kitchen based on
Enterprise Procedures

III. Learning Resources

A. References
1. Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Technical-Vocational Track Home Economics- Cookery page 8
3. Learner’s Materials Pages Cookery 9-10 Most Essential Learning Competencies page 414
Cookery 9 Quarter 1-Module 2 SLM DepEd-Manila pages 1-33
4. Textbook Pages
5. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources N/A
[Link]
A. Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for the Lesson Word Hunt! Identify it! Think About This!
(Motivation) Directions: Read the
Directions: Find the word/s in the list of letters inside each box. The following cleaning activities,
words can be in any direction: backward, forward, up, down or and identify the when it must
diagonal. be done. Write D for daily W
for weekly and M for monthly.
[Link] the walls.
2. Clean and sanitize
all work counters after use.
[Link] and clean
drain covers.
4. Polish all stainless-
steel surfaces.
5. Clean and store
properly the dishes, pots, pans
and utensils after each meal
and snack.

Answers:
1. W
2. D
3. M
 4. W
5. D
C. Presenting examples /instances of Power point presentation.
the new lessons (show pics, videos, ppt)
D. Discussing new concepts and The teacher will give an introduction to the topic.
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts & Areas in the Kitchen that Need to be Cleaned Introduction Safety and First Aid Procedures
practicing and concern to new skills #2
1. Floor – is the bottom surface of a room or vehicle. It may be stone, A well-planned The kitchen is a place where you can
bamboo, wood, vinyl, tile or other materials that can support the cleaning schedule allows you express your culinary creativity.
expected load. to finish work systematically. It's also a place where you can be
2. Sink is a bowl-shaped plumbing fixture used for washing hands, It gives you the feeling of seriously hurt, if you're not careful.
dishwashing and other purposes. It also known by other names satisfaction, when you get There are various ways by which you
including sinker, washbowl, hand basin and wash basin. things done. You become can prevent accidents at home. There is
3. Kitchen stove is simply called a stove or a cooker. It is a kitchen more organized in performing also first aid treatment for a particular
appliance designed for cooking food. It relies on the application of your daily task. Hence, you accident that you can practice at home,
direct heat for the cooking process. save time, energy and when someone meets an accident.
4. Garbage area is an area where you dispose of your garbage bin or resources when you plan task
trash. It can be placed outside your kitchen, or it can also be built-in at home. Safety and health
garbage. security are also your
5. Storage area- is an area where you put all the utensils, tools, priority, when you prepare
equipment, kitchen appliances and cookware. and follow schedule. In case
6. Wall – is a structure that defines an area, carries a load; provides you have unexpected visitors,
security, shelter, or soundproofing. It can be a brick wall, stone you are always ready to
accommodate them, because
wall, wood wall or bamboo.
your house is well
7. Pantry- is an area for food storage. It is a space of good supply, maintained, clean and
such as canned goods, beverage, sometimes dishes and other food sanitized.
supplies.
Schedule of Cleaning the
Cleaning the Kitchen Area Hygienically Kitchen based on
Enterprise Procedures
The kitchen is one of the most popular rooms in a house, so it's
important to keep this room clean and safe for friends and family. The
best way to keep your kitchen clean is to make a habit of cleaning up as
you work, and taking care of a few chores each day so that messes don't
pile up.
Hygiene - Hygiene in the kitchen includes washing vegetables and fruits
to remove harmful bacteria and germs from the surface of the foods. If
you usually obtain bargain food from the “a truck back” or regularly eat
at establishments that are not licensed, you could be courting trouble.

Kitchen hygiene - is the maintenance of high standards of cleanliness

and sanitation in the kitchen to prevent food contamination. It is
important to have hygiene in the kitchen so that it will prevent illnesses
and food poisoning due to food contamination.
Good personal hygiene must be observed at all times. Apart from
that, having good kitchen hygiene can greatly minimize the possibility of
pest infestations brought about by moisture and food particles.

STEPS IN CLEANING THE KITCHEN

1. Put all of the dirty dishes in the dishwasher. Fill the sink with hot
soapy water and put the dishes that must be washed by hand.
2. Wipe off countertops and tables with hot soapy water.
3. Sweep the floor and shake throw rugs if needed.
4. Wash the dishes that have been soaked.
5. Wipe down the faucets and dry with a towel.
6. Put out a clean dishcloth and towel.
7. Take out the trash.

Tips for Good Kitchen Hygiene

1. Wash your hands.
2. Proper food storage.
3. Clean up and down.
4. Clean the kitchen sink.
5. Clear off countertops.

Cleaning your kitchen’s working premises regularly is important to

keep it look at its best and make it free from germs and bacteria that
usually accumulate in the kitchen area during food preparation. Surfaces
around the kitchen such as walls, floors, shelves and other surfaces must
always be cleaned and sanitized using the proper materials to reduce
environmental problems.

Work surface is a flat surface usually in the kitchen. It should be

easy to clean or disinfect. The surface should be smooth, washable and
made of non-toxic materials. Kitchen surfaces provide an area to prepare
 food, keep essentials close to hand and can also be used to create a
bespoke design feature in a space.

F. Developing Mastery (Leads to Name and Fix! Cleaning Schedule Role Play
Formative Assessment) (activity after Directions: Look at the different parts of the kitchen in the picture.
the lesson) Arrange the jumbled letters on the right side that correspond to the items Directions: Make your daily, Directions: Form a group with 5-6 members.
shown in the picture. Write your answer on space provided for each weekly and monthly schedule Each group will act the different accidents in
number. for cleaning. the kitchen and they will show how to treat it
in a short role play. They will the scene via
draw lot and they will act it in prompt to.

G. Finding Practical Applications of Why it should be need to hygienically aware in the kitchen? Is schedule for cleaning Why is it important to have a basic knowledge
concepts and skills in daily living important? Why? about first aid?
(application)
H. Making Generalizations &
Abstractions about the lessons The teacher will summarize the topic and ask the learners questions that related to the topic.
II. Evaluating Learning Do the Sequence! Multiple Choice Rubric
(assessment/test)
Directions: Arrange the following steps in cleaning the kitchen. Write what Directions: Read and Directions: The role play will be rated based
number it should be first. analyze the given statements. on the rubric.
Classify the given tasks
_____1. Wash the dishes that have been soaked. whether it is for daily,
_____2. Take out the trash. weekly or monthly task.
_____3. Put all of the dirty dishes in the dishwasher. Write the letter of the correct
_____4. Wipe off countertops and tables with hot soapy water. answer on the space provided
_____5. Sweep the floor and shake throw rugs if needed. for each number.
_____6. Wipe down the faucets and dry with a towel.
____7. Put out a clean dishcloth and towel. a. Daily
b. Weekly
Answers: c. Monthly
1. 4 __1. Clean and store all
 2. 7 dishes, pots, pans and
3. 1 utensils after each meal and
4. 2 snack.
5. 3 __2. Remove and clean drain
6. 5 covers.
7. 6 __3. Wash dish cloths
__4. Clean and sanitize all
work counters after use.
__5. Clean pantries, shelves
and food canisters
__6. Remove and clean drain
covers.
__7. Clean tray, window
and surrounding area after
each use.
__8. Clean all freezers and
refrigerators, interior and
exterior
___9. Sweep floors after
meals and mop
__10. Remove and clean
drain covers.

Answers:
1. A 6. C
2. C 7. A
3. A 8. B
4. A 9. A
5. B 10. C

J. Additional activities for application Directions: Search what are the cleaning agents in sanitizing kitchen Directions: Answer the following Directions: Prepare for you First Long Quiz
or remediation (assignment/homework) premises safely. Write your answer in your TLE Notebook. questions. Write your answers on
your TLE Notebook.

1. Is schedule for cleaning

important? Why?
2. What are the importance
of having a daily, weekly
 and monthly schedule for
cleaning at home?

[Link]
VI. Reflection
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts for remediation who
scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

 School Grade Level NINE (9)
DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 3)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

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.

C. Learning Competencies Quiz LESSON 2: PREPARE APPETIZERS

LO1: Perform Mise En Place

1.1 Identify tools and equipment needed in the preparation of appetizers.
1.2 Classify appetizers according to ingredients.
1.3 Identify Ingredients according to the given recipe.

D. Sub tasking (if needed) At the end of the session, students should At the end of this lesson, the learners are able to; At the end of this lesson, the learners are
be able to attain at least 80% mastery a. Define Mise’ En Place able to;
from the graded recitation/activity. b. Identify the different tools, and equipment needed in preparing a. Familiarized on the history of
appetizers. appetizer; and
c. Value the importance of choosing the correct tools and equipment in b. Value the importance of knowing the
preparing appetizers. history of appetizer.

Write the LC code for each TLE_HECK9-12PA-Ic-3

II. CONTENT Long Quiz #1  Mise ‘ En Place  History of Appetizer
(Subject Matter)  Kitchen Tools and Equipment Used in Preparing Appetizer

III. Learning Resources

A. References
[Link]’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 9
3. Materials Pages COOKERY MELCS page 415
ADM COOKERY 9 Q1.WK3-M3/ DepEd Iligan City pages 5-31
[Link] Pages N/A
5. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker

[Link]
A. Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for the Lesson HAVE A SHORT REVIEW NAME THAT THING! Video Watching!
(Motivation) Directions: Name the following tools and equipment that will show on the
screen.

C. Presenting examples /instances of the Power point presentation.

new lessons (show pics, videos, ppt)
D. Discussing new concepts and The teacher will give an introduction to the topic.
practicing new skills #1. (Pre-Discussion
Activity)
E. Discussing new concepts & practicing Mise ‘ En Place History of Appetizer
and concern to new skills #2 LONG QUIZ NUMBER 1
Mise’ En Place is a French term which means “set in place” that is you Appetizers were originally introduced
have everything ready to cook and in its place. You should be able to identify by the Athenians as a buffet in the early
and prepare all the needed tools and equipment as well as all the ingredients to third century B.C. They would serve sea
make the preparation and cooking easily. urchins, cockles, sturgeon, and garlic.
However, they were unpopular to start as
Kitchen Tools and Equipment Used in Preparing Appetizer these tiny meals weren't followed up with
Kitchen Tools a main course, leaving everyone hungry
and wanting more. It wasn't until the
1. Ball Cutter – sharp edged scoop for cutting out balls of fruits and nineteenth century that appetizers truly
vegetables. caught on, as meals evolved into more of a
2. Rubber spatula – used to scrape off contents of bowls. structured ordeal.
3. Channel knife – small hand tool in making garnishes. Aperitifs came about by the Romans
and were classified as a liquid appetizer
4. Spatula – used for manipulating foods like spreading.
that typically contained alcohol. In
5. Wire Whip – used for mixing thinner liquids. addition to inciting hunger like food
6. Zester – used to remove zest or citrus peels in thin strips. appetizers, the purpose for aperitifs were
also meant to help with the imminent
7. French knife – for chopping, slicing and dicing. digestion process. These drinks would be
8. Paring knife – used for trimming and paring fruits and vegetables shared from a single glass and passed
9. Butter curler – used for making butter curls. around the table to all members of the
eating party. Aperitifs are still utilized
10. Cutting board – board for cutting fruits and vegetables.
today, typically with the company of food
11. Kitchen shear – cutting device for ingredients like scissors. appetizers.
12. Potato Masher – designed to press potato and cooked vegetables. The word itself, "appetizer," starting
13. Mixing Spoons- They refer to an item used for mixing ingredients. being used in the Americas and England in
14. Colander-a kitchen utensil used to strain foods such as pasta or to rinse the1860s, though it's only reason for
vegetables existence was to have a word with more of
15. Tong- a type of tool used to grip and lift objects instead of holding them a local flavor than "hors d'oeuvres." For a
time, appetizers would be served between
directly with hands.
the main course and dessert as a refresher,
but by the twentieth century they had taken
Measuring Tools
their place as a precursor to the main
1 Measuring Cups for Dry Ingredients- A measuring cup is used for
course.
measuring dry ingredients such as flour, sugar, oats etc.  It is made up of On the other hand, it is said that
plastic or metal and sets usually include 1 cup, 1/2 cup, 1/3 cup and 1/4 appetizers are the dishes that can truly be
cup. When using a dry measuring cup, the capacity is measured to the considered Filipino because we are best
level top of the cup. known for using our hands to eat the small
2 Measuring Cups for Liquid Ingredients- This is used for measuring liquid finger foods that come with the first
course. Appetizers can include anything
ingredients such as water, fruit juice, milk and oil
from fish to meat, nuts and chips. They are
3 Measuring Spoon- They are used for measuring dry and liquid ingredients often served before dinner or at large
in small quantity. family lunches.
4 Weighing Scale- device used to measure the weight of ingredients and
other food.

Kitchen Equipment
1. Kitchen Stove, often called simply a stove or a cooker, is a kitchen
appliance designed for the purpose of cooking food.
2. Oven- It is a thermally insulated item used for heating, baking, or drying
food.
3. Refrigerator- It is colloquially called as “fridge”, a large, cold storage
equipment, which helps us reduce the rate of food spoilage.
F. Developing Mastery (Leads to Directions: Tell whether the pictures that being show is
Formative Assessment) (activity after TOOL or EQUIPMENT.
the lesson) CHECKING OF PAPERS Directions: Arrange the following event
based in the history of appetizer. Write
number one (1) if it happens first and so
on.

G. Finding Practical Applications of RECORDING OF SCORE Why is it important to choose the correct tools and equipment in preparing Why is it important to familiarized in the
concepts and skills in daily living appetizers? history of appetizers?
(application)

H. Making Generalizations & The teacher will summarize the topic and ask the learners questions that related to the topic.
Abstractions about the lessons
III. Evaluating Learning DETERMINE IF THE CLASS GOT MULTIPLE CHOICE MULTIPLE CHOICE
(assessment/test) 80% IN THE EVALUATION. Directions: Read the questions carefully. Choose the letter of the correct Directions: Choose the best answer for the
PREPARE FOR REMEDIAL IF IT’S answer and write it on the space provided before the number. Write your following questions. Write your answers in
BELOW 80%. answer in ¼ sheet of paper. ¼ sheet of paper.

______1. Mikayla wants to prepare a mashed, sweet potato for her daughter.
Which of the following tools should she use?
A. Grater C. French Knife
B. Spatula D. Potato masher
______2. Yannah needs to reheat the leftover food last night. Which
equipment is she going to use?
A. Bread toaster C. Microwave oven
B. Baking oven D. Steam oven
_____3. It refers to a French culinary term which means “to set in place” or
“to put everything in the right place”.
A. Au Gratin C. Nouvelle Cuisine
B. Mise-en-place D. Mise-en-vast
_____4. Aldrin organizes a thanksgiving party for his daughter’s graduation.
He notices that there are a lot of left over food on the table. Which is the best
storing equipment to use?
A. Chiller C. Freezer
B. Crisper D. Refrigerator
___5. This is an essential tool which is made up of a wooden or plastic board
used as a surface for cutting, slicing and chopping fruits ,vegetables and meat .
A. Chopping Board C. Kitchen shears
B. Colander D. Knife
 Answers
1. D
2. C
3. B
4. D
5. A

J. Additional activities for application or Directions: Prepare for your next lesson. Directions: Go to your own kitchen at home. Name the tools and equipment Directions: Search for the Classifications
remediation (assignment/homework) available in your kitchen and classify them. Write your answer in your TLE of Appetizers. Write your answers in your
Notebook. TLE Notebook.

[Link]
VI. Reflection
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal/supervisor can help me
solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

 School Grade Level NINE (9)
DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 4)
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
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.

C. Learning Competencies LESSON 2: PREPARE APPETIZERS

LO1: Perform Mise En Place

1.1 Classify appetizers according to ingredients.
1.2 Identify Ingredients according to the given recipe.

D. Sub tasking (if needed) At the end of this lesson, the learners are At the end of this lesson, students should be able to;
able to;
a. Classify appetizers according to a. Enumerate the types of garnishes; and
ingredients; and b. Explain how important is garnishing in plating food.
b. Value the importance of
knowing the different
classification of appetizers in
preparation of a meal.
Write the LC code for each TLE_HECK9-12PA-Ic-3
II. CONTENT Classification of Appetizer Lists of Ingredients According to the Given Recipe
(Subject Matter)

III. Learning Resources

A. References
[Link]’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 9
3. Learner’s Materials Pages COOKERY MELCS page 415
`ADM COOKERY 9 Q1.WK3-M3/ DepEd Iligan City pages 5-31
Quarter 1–Module3– New Normal Home Economics Cookery Grade 9-SDO MANILA
[Link] Pages N/A
5. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker

[Link]
A. Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for the Lesson
(Motivation) Directions: Find the missing words.

C. Presenting examples /instances of the Power point presentation.

new lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing The teacher will give an introduction to the topic.
new skills #1. (Pre-Discussion Activity)

E. Discussing new concepts & practicing Classification of Appetizer Lists of Ingredients According to the Given Recipe
and concern to new skills #2
Appetizer is a small serving or The following are examples of appetizers including the materials/ingredients on how to prepare them.
portions of highly seasoned food that is
meant to be eaten before the meal or Canapés – bite-size open faced sandwiches consist of tiny portions of food presented on bases of bread, toast, or pastry
before the entree. It is a word which easily handled and eaten.
literally means "something to whet the
appetite" or "something to appetize." Canapés Consists of Three Parts
Because of their attractive appearance, 1. Base – holds the spread and garnish. Crackers and toasts are firmer and give a pleasing texture and crispness to the
aroma and appealing flavor, it helps to
induce and stimulate one’s appetite. A canapé.
good appetizer, whether hot or cold Suggestions for canapés bases are:
should be light and served in small  Bread cutouts
quantities. Fresh vegetables, salads,
fruits, meat or even fish can be made into  Toast cutouts
appetizers.  Crackers
 Melba cutouts
1. Cocktails  Tiny unsweetened pastry shells cups
 These are made of seafood or fruit  Tortilla chips
usually served chilled with flavorful  Tiny biscuits
sauce. This cocktail consists of bite
 Polenta cutouts
size pieces of seafood, meat and
fruit. Cocktails are typically served  Miniature pancake
cold at the beginning of a meal as
appetizer.
2. Spread - placed on top of the base so the garnish sticks to it without falling off.
 Shrimp served chilled with a
flavorful sauce is an example of a
cocktail. Three types of spreads
2. Hors D’ Oeuvres (pronounce as
“OR Derv”). It is a combination of a. Flavored butter – made from softened butters with flavorings.
canapés, olives, stuffed celery, b. Flavored Cream Cheese-made from flavored butters, except cream cheese substituted for the butter. Mixture of cream and
pickled radishes, and fish. It is butter can be used.
served on individual plate when c. Meat or Fish salad spreads – made from finely chopped meat or fish that are spreadable. Seasons should be checked
guests are seated. Sometimes this is carefully to make the spread more stimulating to the appetite.
simply placed on a platter and
passed around. Hors d’oeuvres are 3. Garnish – any food item or combination of items placed on top of the spread which usually gives color, design, and
texture or flavor accent to the canapé.
served cold or hot.
3. Canapé-These are made out of thin Food items used to decorate canapés
slices of bread in different shapes. a. Vegetables, pickles and relishes
The bread may be toasted, sautéed  Radish slices
in butter or dipped in a well-  Pickled onions
seasoned mixture of egg, cheese,  Tomatoes
fish, or meat then deep-fat fried. It  Olives
is a finger food usually consisting of  Chutney
three parts:  Parsley
a) base - which holds the spread and  Pickles
garnish  Asparagus tips
 Capers
 (b) spread - is placed on top of the  Cucumber slices
base so the garnish sticks to it  Pimiento
without falling off b. Fish
(c) topping and garnish - are made  Smoked oysters
from finely chopped meat or fish  Smoked Salmon
that are spreadable. They could be  Shrimp
 Caviar
served hot or cold.
 Tuna flakes
 Sardines
The larger canapés are termed as
 Lobster chunks or slices
“ZAKUSKIS” after the Chef named
c. Meats
Zakuski.
4. Relishes/Crudités- These are pickled  Meat salami
item which are raw, crisp vegetables  Roast beef
such as julienne carrots or celery
 Chicken or turkey
sticks. a. cheese
Relishes are generally placed
before the guest in a slightly, deep, Guidelines for Assembling Canapés
boat shape dish.
1. Good mise en place is essentials.
Relishes include two categories: In making canapés especially for large functions, all bases, spreads and garnishes must be prepared ahead of time so
1. Raw vegetables with dips - There that final assembly may go quickly and smoothly.
are known as crudités (croo-dee- 2. Assemble as close as possible to serving time.
tays). Cru in French means “raw”. Bases quickly become soggy, and spreads and garnishes dry out easily. After placing them in a tray, cover them
2. Pickled items - These include lightly with plastic and held for a short time under refrigeration. Safe food handling and storage must be observed.
variety of items like Cucumber 3. Select harmonious flavor combinations in spreads and garnish such as:
pickles, olives, watermelon pickles,  Mustard and ham
 Lemon butter and caviar
pickled peppers, spiced beets, and
 Pimiento cream cheese and sardines.
other preserved fruits and vegetables  Tuna salad and capers
5. Petite Salad =-These are small  Anchovy butter, hard cooked eggs slice and olives
portions of appetizers and usually 4. Make sure that at least one of the ingredients is spicy in flavor.
display the characteristics found in A bland canapé has little value as an appetizer.
most salad. 5. Use high quality ingredients.
6. Chips and Dips - These are popular Leftover can be used for canapés, but they must be carefully handled and stored to retain freshness.
accompaniments to potato chips, 6. Keep it simple.
crackers, and raw vegetables. Simple meat arrangements are more attractive than extravagant one. Be sure that canapés hold together and do not
Dips must not be so thick that it fall apart in the customers hands.
7. Arrange canapés carefully and attractively on trays.
 cannot be scooped up without Each tray should carry an assortment of flavor and textures, so there is something for every taste.
breaking the chip or crackers, but it
must be thick enough to stick to the Cocktails
items used as dippers. Cocktail appetizers are made of seafood or fruit, usually with a tart or tangy sauce. These appetizers are always
7. Fresh Fruits and Vegetables These served chilled, often on a bed of crushed ice.
are considered as the simplest
Kinds of Cocktail Appetizers
appetizer. Fruits are good appetizers
 Oysters and clams on the half shell
because they give an attractive
appearance, fragrance, appealing  Shrimps
taste and delicious flavor. Always  Crab meat
remember that appetizers should  Lobster
always be easy to pick up with the  Fruits
fingers, so you need to avoid certain  Firm flaked white fish
fruits that are drippy or messy (for
example, chunks of avocado or Relishes
watermelon). Relishes are raw or pickled vegetables cut into attractive shapes served as appetizer. Relishes include two categories:
8. .Anything, Smaller Appetizer-These
are varieties of appetizers wherein 1. Raw vegetables with dips
the only requirement is that you
keep everything small enough to be There are known as crudités (croo-dee-tays). Cru in French means “raw”. Common bite size, cut raw vegetables
picked up with the fingers and eaten served with dips are:
with little mess.
 Celery
 Radishes
 Green and Red pepper
 Zucchini
 Cucumber
 Cauliflower
 Broccoli florets
 Broccoli Stems
 Cherry Tomatoes
 Carrots Scallions

Dips – accompaniment to raw vegetables, and sometime potato chips and crackers. Any mixture of spreads can be
used as dips. Proper consistency is important to any dip. It must not be so thick that it cannot be scooped up without
breaking the cracker. It must be thick enough to stick to the items used as dippers. Thin or soften them by adding
mayonnaise, cream or other appropriate liquid. Sauces and salad dressings can be used as dips.
 2. Pickled items. Includes variety of items like cucumber pickles, olives, watermelon pickles, pickled peppers, spiced beets,
and other preserved fruits and vegetables.

Miscellaneous hors d ‘oeuvres

These are variety of food both hot and cold served as appetizers. The serving is smaller in unit size or portion size that
can be eaten with forks from small plates or with fingers.
1. Antipasto - Italian Appetizer. This includes the following:
 Cured meats – Salami, prosciutto, bologna, boiled ham
 Seafood items-Canned items like sardines, anchovies, and tuna
 Cheeses – provolone, mozzarella
 Hard cooked egg and stuffed eggs
 Relishes – raw vegetables
 Mushrooms and other vegetables
2. Bruschetta - slice of Italian bread that is toasted, rubbed with brushed garlic, and drizzled with olive oil, served
with toppings like canapés.
3. Tapas - a small food item intended to be eaten with wine or other drinks usually in bars. They are served in a small
portion intended to be eaten immediately.
4. Caviar – salted roe, or eggs, of the sturgeon. Any product labeled caviar must come from [Link] from any
other fish must be labeled as such (white fish caviar)
5. Amuse Bouche (ah-mews-boosh) – a tiny appetizer or hors d’ oeuvres offered to guest seated at their tables either
before or after they have ordered from the menu. It is an opportunity to showcase an aspect of the chef’s cooking
style and talent and to welcome the guest.

Anything that can be served in a tiny portion can be served as an amuse bouche like salads, soups, and little
portions of meat, fish or vegetables with the few drops of sauce and garnish. The chefs don’t use a separate
category of recipe for these items but just give a different presentation, garnish or sauce.

F. Developing Mastery (Leads to

Formative Assessment) (activity after the
lesson)

G. Finding Practical Applications of How is it important to classify the Is it really important to buy quality ingredients in preparing an appetizer? Why?
concepts and skills in daily living appetizers?
(application)
H. Making Generalizations & The teacher will summarize the topic and ask the learners questions that related to the topic.
Abstractions about the lessons
2 Evaluating Learning (assessment/test) MULTIPLE CHOICE FACT OR BLUFF
Directions: Read the questions carefully. Directions: Write FACT if the statement is correct, and BLUFF it’s not.
Choose the letter of the correct answer
and write it on ¼ sheet of paper. _________1. Good Mise En Place is not essentials.
_________2. Assemble as close as possible to serving time.
1. The best statement that describes an _________3. Select harmonious flavor combinations in spreads and garnish
appetizer is? _________4. Make sure that at least one of the ingredients is sweet in flavor.
A. Appetizers are attractive in _________5. Use high quality ingredients.
appearance, with good aroma and _________6. Simple meat arrangements are more attractive than extravagant one.
contains appealing flavor. _________7. Arrange canapés unevenly and on trays.
B. Appetizers are foods which stimulate _________8. Each tray should carry only one flavor and textures, so there is something for every taste.
the appetite. _________9. Leftover can be used for canapés, but they must be carefully handled and stored to retain freshness.
C. Appetizer is a small pieces or portions _________10. Lemon butter and caviar are harmonious flavor in spread and garnish
of highly seasoned food, usually served
before a meal. Answers
D. All of the Above
2. The following are examples of
classification of appetizer except:
A. Buffet C. Hors D’Oeuvres
B. Canape D. Relishes
3. Which of the following ingredients are
needed in decorating canapes?
A. Baking soda, Essential oil, Lemon
juice and White sugar
B. Cheese, Salami, Steak and
Strawberry syrup
C. Lettuce, Shrimp, Smoked oysters and
Smoked Salmon
D. Olives, Pickled onions, Radish slices
and Tomatoes
4. These are kinds of appetizers that are
made up of seafood or fruit with sauce
and usually served chilled.
A. Canapes C. Hors D’Oeuvres
B. Cocktails D. Relishes
5. It refers to a thin slice of bread in
different shapes which usually served
toasted or sautéed.
A. Canape C. Hors D’Oeuvres
 B. Cocktails D. Relishes

Answers:
1. D
2. A
3. D
4. B
5. A
J. Additional activities for application or Directions: Name one of each Directions: Search the following. Write your answer in your TLE Notebook.
remediation (assignment/homework) classification of appetizers and list the 1. Differentiate hot and cold appetizers.
ingredients used. Write your answers in 2. Give ten samples of each. (hot and cold appetizers)
your TLE notebook.

[Link]
VI. Reflection
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal/supervisor can help me solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

 School Grade Level NINE (9)
DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 5)
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
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.

C. Learning Competencies LO2: PREPARE A RANGE OF APPETIZERS

1. Differentiate hot and cold appetizers;

2. Prepare a variety of appetizers; and
3. Follow workplace safety procedures.
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the At the end of this lesson, the learners are able to;
are able to; learners are able to;
a. Explain the difference between a. Identify the workplace safety procedures;
hot and cold appetizer. a. Apply Mise En Place. b. Follow workplace safety procedures; and
b. Enumerate the different types of b. Demonstrate proper/ c. Value the importance of observing safety in the workplace.
cold hors d’ oeuvres correct procedure in .
preparing appetizer.

Write the LC code for each TLE_HECK9-12PA-Ic-3

II. CONTENT Hot and Cold Appetizers Prepare Variety of Appetizers
(Subject Matter)
III. Learning Resources
A. References
[Link]’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
3. Learner’s Materials Pages COOKERY MELCS page 415
TLE COOKERY 9 Q1.M6/ DepEd Region-IX
[Link] Pages N/A
5. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker

[Link]
A. Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for the Lesson HOT OR COLD? N/A Directions: Give one function of starch!
(Motivation) Directions: Tell whether the
appetizer that will flashes on the
screen is HOT or COLD appetizers.

C. Presenting examples /instances of Power point presentation.

the new lessons (show pics, videos, ppt)
D. Discussing new concepts and The teacher will give an introduction to the topic.
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts &
practicing and concern to new skills #2 Hot and Cold Appetizers Performance Task Workplace Safety Procedure

Hors d’eouvres is often Directions: Prepare your own The purpose of a safe work procedure is to reduce the risk to health and safety in
served preceding a meal, they are appetizer using ingredients of the workplace and reduce the likelihood of an injury through employees’
served as the food at cocktail your choice. You will be given awareness on how to work safely when carrying out the tasks involved in their
parties involving alcoholic 30 minutes to perform the task. jobs.
beverages.
a. Hot Hors d’oeuvres are served Your performance will be rated Procedure for disinfecting premises;
between the soup and fish based on the rubric below. A. Preliminary cleaning is required.
course. In today’s shortened B. Apply solution to hand, non-porous surface thoroughly wetting it with cloth,
menus, they are often served
 instead of hot entrée. The size mop, and sponge. Treated surface must remain-wet for 10 minutes. Wife with
and richness depend upon the dry cloth.
composition of menu. Many C. Sponge on mop or allow to air dry.
hot hors d’oeuvres are suited D. Use a spray device for spray application. Spray 6-8 inches from the surface, rub
for serving a small ala carte
with a brush, sponge or cloth. Avoid inhaling sprays.
dishes, and usually described as
hot dish. E. Rinse all surfaces that come in contact with food such as exterior of appliances,
b. Cold hors d’oeuvres should tables and stove top with potable water before rinse.
stimulate appetite, and
therefore should always be How to keep Your Kitchen Clean and Safe
served at the first course in the 1. Remove unnecessary clutter and tidy. Discard thing in the kitchen that you
menu. There are five types of don’t use any more.
cold hors d’oeuvres and they 2. Keep your refrigerator clean and tidy. Always clean your fridge to avoid
are served as follows: contamination of bacteria.
 Plate of Hors d’oeuvres may 3. Use a rubbish bin with a lid to keep odors out that attract flies and other insects.
consist of shrimps, smoked Empty your garbage bin every day. Wash and sanitize your garbage bin once a
beef, poached egg, Spanish week
sardines and lettuce, sauce can
4. Use separate chopping boards for different kinds of food.
be served at the side
5. Change the dishcloth you wipe surfaces with every day. Use proper towel for
 Grisson Platter may consist of
any mess that is particularly likely to cause contamination, such as raw meat or
two kinds of cold meat, such as
eggs, and anything that has fallen on the floor.
ham, smoked beef, peppered
ham. Sauce can be served at the 6. Keep kitchen floors free from debris and grease by sweeping and washing
side. regularly.
 Hors d’oeuvres Platter. A well- 7. Don’t leave dirty cookery and pans to fester where they can attract harmful
presented platter with a limited bacteria.
choice of simple or more 8. Wash surfaces that get touched.
expensive foods. The basic 9. Wash your hands before handling food and again when you sneeze or cough,
rules is “small quantity, but big blow your nose, go to the bathroom, or touch high-use surfaces.
in quality” and at the same time
attractively served. It may Safety Handling of Knife and Another Sharp Tool in The Kitchen
consists of shrimps with jelly,
asparagus tip with mushrooms, 1. Handle it with care to avoid accident.
sardines with onion rings, 2. Always sharpen your knives before using.
tomatoes stuffed with salad and 3. In slicing or chopping ingredients grasp the knife’s handle firmly and lay your
chicken loaf.
other hand on top of the knife to prevent any blade contact.
 Assorted hors d’oeuvres can be
served in special portioned Safety Measures when Cleaning
platters with dishes or even
 from a serving cart. 1. Ensure adequate ventilation in the kitchen.
 Rich hors d’oeuvres - still a 2. Have knowledge of basic first aid
classical form of presentation. 3. Wear cotton clothing to cover your limbs and other parts of your body that might
Lobster should always be be exposed to the cleaning agent.
included. The hors d’oeuvres 4. Wear suitable footwear
dish system in conjunction with 5. Wear rubber gloves
a silver platter can be used, but
6. Wear proactive eye and face wear.
it is also possible to arrange
the center pieces on a silver
platter covered with meat jelly Practices and Conditions for Maintaining Sanitation Standards
and served with
accompaniments in a small 1. Workers are free of disease. No unprotected boils or sores in the hands and bodies
separate bowls or container. of those engaged in preparing and handling food.
2. Practice of good personal hygiene. Conveniently locate lavatories with plenty of
warm water, soap and individual towels.
3. Safe water and ample supply of hot water.
4. Establishment is free from insects and rodents.
5. Premises are clean and free of rubbish. Garbages are kept in covered metal
containers.
6. Plumbing installations made such that there is no chance of back siphonage or
contamination from overhead sewer lines; flush type toilets connected to an
approved sewerage system or toilets of a type approved by health officials.
7. Restrooms are well-lighted and ventilated.
8. Food supplies from approved sources and delivered in an approved manner.
9. Perishable foods are refrigerated.
10. All foods are protected from contamination by handling, coughing, sneezing,
sweeping, sewage, insects, and rodents. Poisons are labeled and stored away
from foods.
11. Necessary equipment for cleaning up and for cleansing and sanitizing of
utensils and equipment are available.
12. Trained workers who are familiar with their duties and who practice sanitary
methods.
F. Developing Mastery (Leads to Venn Diagram Individual Work
Formative Assessment) (activity after Directions: Each student will Slogan/Poster Making
the lesson) Directions: Create a Venn diagram perform their task based on the
that will show the difference and rubric. Directions:
likeness of cold and hot appetizers. 1. Draw/make slogan/poster on safety and hygiene practices in the
 workplace.
2. Use 1/8 illustration board, with appropriate color medium and drawing tools.
3. Submit your output to your teacher for proper evaluation.
Note: Answers may vary.

G. Finding Practical Applications of Why do we need to classify the hot What is the effect of hands on Why is it important to follow workplace safety procedures?
concepts and skills in daily living and cold appetizer? activity on learners’
(application) performance?

H. Making Generalizations & The teacher will summarize the topic through asking the learners related to the topic.
Abstractions about the lessons
3 Evaluating Learning Enumeration The Rubric Scoring Rubric for Final Output
(assessment/test) Directions: Give the five types of
cold hors d’ oeuvres and give its
short specific qualities.
1.
2.
3.
4.
5.

Answers:
Note: Short specific quality may differ
depends on the answers of learners.
1. Plate of Hors d’oeuvres
[Link] Platter
3. Hors d’oeuvres Platter
[Link] Hors D’ Oeuvres
5. Rich Hors D’ Oeuvres
J. Additional activities for application Directions: Bring the following next Directions: Bring 1/8 Directions: Prepare for the next topic.
or remediation (assignment/homework) meeting; illustration board and coloring
1. Your choice of ingredients for materials next meeting.
appetizer.
2. Tools that you need to use. Scrap Book Making
3. PPE Project: Collect five(5) recipes
of each classifications of
appetizers and compiled it in
scrapbook.
 The deadline will be on the last
week of this quarter.

[Link]
VI. Reflection
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts for remediation who
scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

 School Grade Level NINE (9)
DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 6)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

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.

C. Learning Competencies
LO3: PRESENT RANGE OF APPETIZERS

3.1 Identify the fundamentals of plating;

3.2 Identify the accompaniments of appetizers;
3.3 Present appetizers attractively; and
3.4 Observe sanitary practices in presenting appetizers

D. Sub tasking (if needed) At the end of this lesson, the learners are able to; At the end of this lesson, the learners are At the end of this lesson, the learners are
a. Identify the fundamentals of plating; able to; able to;
b. Apply the fundamentals of plating; and a. Determine the accompaniments of
c. Value the importance of fundamentals of plating in presenting appetizers; and a. Identify the different sanitary
appetizers. b. Explain the importance of practices in presenting appetizers;
accompaniment in appetizer dishes. b. Perform the different sanitary
practices before presenting an
appetizer; and
[Link] the importance of sanitary
 practices in presenting appetizers.

Write the LC code for each TLE_HECK9-12CD-Ii-5

II. CONTENT  Fundamental of Plating  Accompaniments for Appetizers Sanitary Practices in Presenting
(Subject Matter)  Basic Principle of Platter Presentation  Sanitary Practices in Presenting Appetizers
 Designing in the Platter Appetizers

III. Learning Resources

A. References
1. Teacher’s Guide Pages N/A N/A N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- N/A N/A
Cookery page 10
3. Learner’s Materials Pages COOKERY 9 MELCs 415 N/A N/A
Cookery 10 Quarter 1-Module 9 SLM DepEd SOCCKSARGEN
4. Textbook Pages N/A N/A N/A
5. Additional Materials from Learning N/A
Resources (LR) Portal)

B. Other Learning Resources [Link] [Link] [Link]

v=MItQBzKDxGI v=lyDKPpzuCNI&t=289s

[Link]
A. Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for the Lesson Video Watching.
(Motivation) [Link]

C. Presenting examples /instances of the Power point Presentation or Video Presentation

new lessons (show pics, videos, ppt)
D. Discussing new concepts and The teacher will give an introduction to the topic.
practicing new skills #1. (Pre-Discussion
Activity)
E. Discussing new concepts & practicing Appetizers can be more appreciated if presented attractively like the Accompaniments for Appetizers Sanitary Practices in Presenting
and concern to new skills #2 saying goes “the eyes eats first”. Plate presentation is the process of offering Appetizers
the appetizer to guests in a stylish and pleasing manner. It requires skills,  Accompaniment is something added
style and creativity. to or served with food or meal to 1. Thoroughly wash all ingredients
make it better or more appealing. before using.
Fundamentals of Plating  It generally enhances the flavor, 2. Have a separate chopping board for
1. Balance food and sauces offered with meat and fruits/ vegetables.
The rules of good menu balance also apply to plating. Select specific main dishes by providing 3. Keep perishable ingredients
foods and garnishes that offer variety and contrast. a balance and contrast to taste. refrigerated.
 Color. Two or more colors on a plate are usually more interesting
4. Keep cold appetizers well chilled to
than one. Garnish is also important. Reasons why we need accompaniment
 Shapes. Plan for variety of shapes and forms. Cutting vegetables keep them crisp and sanitary.
into different shapes gives you great flexibility. 1. Accompaniment in every dish is 5. Use gloves or utensils to ready-to-eat
 Texture. Not strictly visual consideration, but important in plating one of the most important factors in food ingredients.
in menu planning. serving a dish.
 Flavors. One of the factors to consider when balancing colors, Serving and Plating Appetizer in a
shapes, and texture on the plate. 2. It can enhance the food, gives an Safe Manner
2. Portion size. This is important for presentation as well as for costing. eye appeal and stimulates appetite of
 Match portion sizes and plates. Too small a plate makes an the dishes with satisfaction. 1. Use toothpick or small skewers to
overcrowded, jumbled, messy appearance. Too large a plate hold small complementary pieces of
makes the portions look skimpy. food together.
 Balance the portion sizes of the various items on the plate. Apply 3. A good taste and attractive 2. Remember to decorate the plate as
logical balance of portions. appetizer dish can create an emotional
well.
3. Arrangement on the plate connection and provide visual
stimulation which heightens the 3. Safe food handling in presenting
enjoyment of many dishes. appetizers must be observed.
Basic Principles of Platter Presentation 4. Food sanitations must be observe at
1. The three elements of a buffet platter. 4. Great choice of accompaniments is all times.
 Centerpiece or Grosse piece (gross pyess). This may be an uncut portion highly needed to fit the types of
of the main food item, such as a pate or a cold roast, decorated and appetizers.
displayed whole. It may be a separate but related item, such as molded
salmon mousse
Accompaniments for Appetizers
 The slices or serving portions should be arranged artistically.
 The garnish should be artistically done in proportion to the cut slices.
1. Sauce - flavor to compliment the
2. The food should be easy to handle and serve, so that one portion can be
type of meat cooked.
removed without ruining the arrangement.
3. A simple design is best. Simple arrangement is easier to serve, more
Examples: oyster clams cocktails,
appetizing, and still attractive when are half consumed by the guest.
meatballs.
4. Attractive platter presentation may be made on silver or other metals, on
2. Vegetable and Fruits- the variety of
 mirrors, chinaware, plastic ware, wood, or any other materials provided preparations are endless; boiled,
they are presentable and suitable for food. roasted, hot and cold.
5. Once a piece of food has touched the tray, do not remove it. Shiny silver Examples: vegetable pickle, fruit
or mirror trays are easily smudged, and you’ll have to wash the tray and salad, vegetable salad
start over again. Good pre-planning should be considered. 3. Garnish- to decorate the dish,
6. Think of the platter as part of the whole. It must be attractive and chops herbs to add flavor and color
appropriate to the other presentation in the table. to the dish.
Examples: chopped chives, parsley,
Designing the platter grated cheese, drizzle of olive oil,
1. Plan ahead. Make a sketch by dividing the tray into six or eight sections. wedge of thin slice lemon
This will help you lay out a balance and symmetrical design. The sketch
4. Dressings- a mixture of substance
should indicate the centerpiece, slices of foods and garnishes.
which can be a vinegar based or
2. Get movement into your design. Good design makes your eyes move
mayonnaise based.
across the platter following the lines you have set up. It could be arranged
in rows or lines. Examples: French fries, coleslaw,
3. Give the design a focal point. Use centerpiece to emphasize and canape’, fried calamares
strengthen the design by giving it direction and height. Note that
centerpiece is not always in the center.
4. Keep items in proportion. Importance of Accompaniment for
5. Make the garnish count. Use garnish to balance out a plate by providing Appetizer Dishes
additional element. Two items on a plate often look unbalanced, but 1. To enhance the flavor and
adding a garnish completes the picture. On the other hand do not add appetite.
unnecessary garnishes. 2. To help improve the color
6. Don’t drown every plate in sauce or gravy. It may hides colors and shapes. combination and with main
You may cover a part of it or a band of sauce across the center. dish.
7. Keep it simple. Simplicity is more attractive than complicated designs. 3. To make the dish attractive in
8. Let the guest see the best side of everything. Angle overlapping slices and appearance.
wedged-shaped pieces toward the customer and the best side of each slice
is face up.
F. Developing Mastery (Leads to Enumeration
Formative Assessment) (activity after Direction: Enumerate the following terms.
the lesson) 1-3 Fundamental of Plating
4-10 Give at least seven ways to design the platter

G. Finding Practical Applications of Why is important to follow the fundamental of plating? Why accompaniment for is consider as Why is it need to follow the sanitary
concepts and skills in daily living important factors in presentation of practices in presenting appetizer dishes?
(application) appetizers?

H. Making Generalizations & The teacher will summarize the topic through asking the learners related to the topic.
Abstractions about the lessons
4 Evaluating Learning (assessment/test) TRUE OR FALSE FACT OR BLUFF
Directions: Write TRUE if the statement is correct and FALSE if the statement
is wrong. Write your answer in your activity sheet. Directions: Enumerate the following.
______ 1. The food should be easy to handle and serve, so that one portion can
be removed without ruining the arrangement. 1-4 Accompaniments of appetizers.
______ 2. Once a piece of food has touched the tray, remove it. 5-7 Importance of Accompaniments for
______ 3. Keep items un proportion. appetizer dishes.
______ 4. Give the design a focal point. Use centerpiece to emphasize and 8-10 Give different kinds of
strengthen the design by giving it direction and height. accompaniments for appetizer dishes
______ 5. A simple design is best. Simple arrangement is easier to serve, more
appetizing, and still attractive when half consumed by the guest. Answers
1. Garnish
Answers 2. Fruits and vegetables
1. TRUE 3. Sauce
2. FALSE 4. Dressings
3. FALSE 5. To enhance the flavor and appetite.
6. To help improve the color
4. TRUE
combination and with main dish.
5. TRUE 7. To make the dish attractive in
appearance.
8-10 Answers may vary.

J. Additional activities for application or Directions: Prepare for the new topic. Directions: Prepare for the next lesson. Directions: Prepare for recitation next
remediation (assignment/homework) meeting.

[Link]
VI. Reflection
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts for remediation who scored below
80%.
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal/supervisor can help me
solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

 School Grade Level NINE (9)
DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 7)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

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.

C. Learning Competencies .LO3: PRESENT RANGE OF APPETIZERS LO 4: STORE APPETIZER

4.1 Utilize quality trimmings;
3.1 Identify the fundamentals of plating; 4.2 Select appropriate container for
3.2 Identify the accompaniments of appetizers; storing salads and appetizers; and
3.3 Present appetizers attractively; and 4.3 Keep appetizers in appropriate
3.4 Observe sanitary practices in presenting appetizers conditions to maintain its freshness,
quality and taste;
Follow workplace safety procedures.

D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the learners At the end of this lesson, the learners At the end of this lesson, the learners are
are expected to; are able to; are able to; expected to;
a. Apply the information they've
learned in lecture and a. Perform variety of appetizers; a. Write a reflective letter about the a. Utilize the quality trimmings of
discussions. b. Apply the concepts being taught previous performance task; and every ingredients; and
about appetizers; and b. Value the importance of self- b. Value the importance of being
b. Value the importance of
c. Value the importance of hand on reflective activity. resourceful and creative in terms
recitation.
activity of trimming ingredients.

Write the LC code for each TLE_HECK9-12PA-Ij-6

II. CONTENT
(Subject Matter) RECITATION Present Variety of Appetizers REFLECTION PAPER
III. Learning Resources
A. References
[Link]’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 10
3. Learner’s Materials Pages N/A Cookery 10 Quarter 1-Module 10 SLM
 DepEd SDO- Iligan City
pages 1-9
[Link] Pages N/A
5. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
[Link]
A. Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for the Lesson RECITATION PERFROMANCE TASK REFLECTION PAPER ANSWER ME
(Motivation)

C. Presenting examples /instances of -Preparing Power point Presentation or Video Presentation

the new lessons (show pics, videos, ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre- The teacher will give an introduction about the topic.
Discussion Activity)
E. Discussing new concepts & RECITATION PERFROMANCE TASK REFLECTION There is a notion that those who are
practicing and concern to new skills #2 blessed with culinary skills are those who
Directions: There is a box in front of Directions: Each group will present Directions: Write a reflective can turn even the simplest ingredients into
the class. The box contains all the variety of appetizer based on the learning about the previous a delightful dish. A skilled artist and
topics that discussed for this quarter. classification of appetizer. The performance task, “Presenting artisan would bring out the best potential
Each learner will go to the front and performance of the group will be rated Varieties of Appetizers. Write in whichever tools and materials they
they will pick a paper and explain based on the rubrics below. your answers on a long bond have, just as a chef can create wonders
what is the meaning of what is paper with the raw material they are provided
written on the paper. Each learner with. It is essential to utilize every bit of
will be given 30 seconds to answer. all the ingredients to maximize use and cut
cost.

Utilize Quality Trimmings

In cooking, excess gradients or even
cut-outs are very normal in maintaining
quality food production.
Quality trimmings are the excess cut-
outs in the process of food production.
They are usually pieces of food which do
not go with your standards and are too
 precious to throw away.

In utilizing quality trimmings, one

must posses certain resourcefulness to
ensure the maximum potential use of every
ingredient. Every ingredient is important
and cost money, it would be a total waste
to just throw it away. For instance the
trimmings coming from the greens from
salads can be made as a garnish for
canapés, excess cut vegetables from soups
can be made as side dish for the main
course, bread trimmings can be cooked
into croutons or into bread pudding. There
is a world of possibilities in cooking if you
just put your mind to it

F. Developing Mastery (Leads to RECITATION PRESENT THE FINISH PRODUCT REFLECTION Name the Possibility!
Formative Assessment) (activity after
the lesson) Directions: Name one (1) appetizer recipe
associated with the ingredient shown.

G. Finding Practical Applications of RECITATION PERFROMANCE TASK REFLECTION Why is it important to become creative and
concepts and skills in daily living resourceful in when it comes to the
(application) trimmings of ingredients?
H. Making Generalizations & The teacher will summarize the topic through asking the learners related to the topic.
Abstractions about the lessons
5 Evaluating Learning Points will be based on the equivalent The Rubric REFLECTION PAPER ESSAY WRITING
(assessment/test) scores.
Directions: Answer the following
Answer in 1-10 secs= 20 points questions. Write your answers in one
11-15 secs= 15 points whole sheet of paper.
16- 20 secs= 10 points
21- 30 secs= 5 points 1. Are all the trimmings from excess
Answered but wrong= 2 points ingredients are worth to keep? Why
No answer at all = 0 point or why not?
2. What is the effect of excess cut outs
of ingredients in comes of food
 costing? Explain.

J. Additional activities for application Note: Go to your assigned group for Directions: Prepare for next lesson. Directions: Prepare for next lesson Directions: Search for the different
or remediation (assignment/homework) TLE Performance Task and container material used for storing
coordinate about your upcoming appetizers.
performance task “Prepare Varieties
of Appetizers” to be perform next
meeting.
V. REMARKS
VI. Reflection
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts for remediation who
scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

 School Grade Level NINE (9)
DAILY LESSON
TECHNOLOGY AND LIVELIHOOD EDUCATION-
LOG Teacher Learning Area
COOKERY
Teaching Dates and Time Quarter FIRST (Week 8)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

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.

C. Learning Competencies LO 4: STORE APPETIZER

4.1 Utilize quality trimmings;
4.2 Select appropriate container for storing salads and appetizers; and
4.3 Keep appetizers in appropriate conditions to maintain its freshness, quality and taste;
4.4 Follow workplace safety procedures.

D. Sub tasking (if needed) At the end of this lesson, the learners are expected to; At the end of this lesson, the 80% of the
learners are expected to answer the
questions correctly.
Write the LC code for each TLE_HECK9-12CD-Ij-8
II. CONTENT Keep Appetizers in Appropriate Conditions to Maintain their LONG QUIZ #2
(Subject Matter) Freshness, Quality, and Taste

III. Learning Resources

A. References
[Link]’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 10
3. Learner’s Materials Pages Cookery 9 Quarter 1-Module 10 SLM DepEd SDO- Iligan City
pages 1-9
4. Textbook Pages N/A
5. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker.
[Link]
A. Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for the Lesson
(Motivation)

C. Presenting examples /instances of TV, LAPTOP

the new lessons (show pics, videos, ppt)

D. Discussing new concepts and Conduct a recap of the previous discussion

practicing new skills #1. (Pre-
Discussion Activity)

E. Discussing new concepts & COMPLETION TIME

practicing and concern to new skills #2 Keep Appetizers in Appropriate Conditions to Maintain their LONG QUIZ
Freshness, Quality, and Taste Time to comply all the missed activities,
quizzes and performance task.
Wasting should never be part of cooking. As we learned the importance
of utilizing quality trimmings, we now move to keeping our produce fresh,
high quality and tasty. It is a must to ensure our efforts not to go to waste
by storing or packaging our foods properly to prevent spoilage.

Storing salads and appetizers is one of the most important activities done
after preparing them to maintain freshness and avoid spoilage.

Tools and Equipment

1. Chillers
2. Refrigerator
3. Containers for salad and appetizers

Storing Techniques Storing foods could be done through the following

techniques:
1. Refrigerate – to keep food cold or cool.
2. Cold storage – the process of preserving food by means of refrigeration.
3. Chilling – to refrigerate to reduce the temperature of food

Common Materials Used for Packaging

 1. Plastics

Plastics are organic polymeric materials that can be molded into the
desired shape. The lightness and versatility of these have been confirmed
over decades in the processing and packaging of food. Plastic containers
and packaging protect against the contamination of food and offer adequate
mechanical strength. Due to a lower cost and lower energy consumption
during manufacturing, plastics have replaced traditional packaging
materials. In addition, they are able to preserve and protect the food for
longer, minimizing the use of preservatives.

2. Aluminum

Aluminum is increasingly used for canning due to its lightness, low

cost and capacity to be recycled. It can be found in packaging, bottle
closures and wraps and laminates. It has the same barrier properties as steel
but with the advantage of being resistant to corrosion. Aluminum foil is
formed by layers of laminated aluminum. It is a highly flexible product that
allows to preserve or protect food in the domestic environment. However, it
is difficult to use in modern fast packaging equipment due to wrinkles, rips
and marks.

3. Glass

Glass is an inert material that is impermeable to gases and vapors. It is

an excellent and completely neutral oxygen barrier when in contact with
food. However, it is a fragile, heavy material that requires a lot of energy to
be manufactured. Glass uses one of the most abundant raw materials on the
planet, silica, but it is not renewable. Despite this, it is a recyclable product,
since it can be used as a container repeatedly.

4. Wood, Cardboard and Papers

Products derived from wood are widely used in the packaging of food in
the form of paper and cardboard. Paper is a very cheap, lightweight product
with excellent printing capacity. Although it is very sensitive to moisture, it
can be corrected with a combination of paper and other materials such as
plastic or paraffin. Cardboard is a material made up of several superimposed
layers of paper, making it thicker, harder and more resistant than paper. Its
main use is for packaging and containers in the form of boxes.
F. Developing Mastery (Leads to TELL ME!
Formative Assessment) (activity after
the lesson) Directions: Tell me what food packaging materials used in the following CHECKING OF PAPERS
pictures.

G. Finding Practical Applications of Why do we need to follow the proper storage in each type of pasta? RECORDING OF SCORE
concepts and skills in daily living
(application)
H. Making Generalizations & The teacher will summarize the topic and ask the learners questions that
Abstractions about the lessons related to the topic.
[Link] Learning ADVANTAGE AND DISADVANTAGES DETERMINE IF THE CLASS GOT 80%
(assessment/test) IN THE EVALUATION.
Directions: Enumerate the different food packaging. Give the advantage
and disadvantages of each.
PREPARE FOR REMEDIAL IF IT’S
BELOW 80%.

J. Additional activities for application Direction: Prepare for long quiz #2 CONGRATULATIONS! CONGRATULATIONS!
or remediation (assignment/homework)

[Link]
VI. Reflection
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts for remediation who
scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II