Republic of the Philippines
Department of Education
REGION IV – A CALABARZON
SCHOOLS DIVISION OFFICE OF LAGUNA
J. SANTIAGO INTEGRATED HIGH SCHOOL
SANTA MARIA, LAGUNA
GRADE 1 to 12 School J. SANTIAGO INTEGRATED HIGH SCHOOL Grade Level 9
DAILY LESSON LOG Teacher MARIEL L. MADRIDEO Learning Area TLE-COOKERY
Teaching Dates and Time NOVEMBER 11-15, 11:10-12:00; 2:40- Quarter Second Quarter
2024 3:30
MONDAY-TUESDAY WEDNESDAY-THURSDAY FRIDAY
I. OBJECTIVES 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. 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 Standard The learners demonstrate an understanding he knowledge, skills, and attitudes required in preparing salad
B. Performance
The learners independently prepare salad and dressing
Standard
C. Learning LO 3. Prepare a variety of salads and dressings LO 3. Prepare a variety of salads and QUIZ/ACTIVITY
Competency/Objective 3.1 Present salads and dressings attractively dressings
s 3.2 Observe sanitary practices in presenting salad and 3.1 Present salads and dressings
Write the LC code for each. dressing attractively
3.3 Identify the accompaniments of salads and dressings 3.2 Observe sanitary practices in
3.4 Rate the finished products using rubrics presenting salad and dressing
(TLE_HECK9SD-IIh-i-9) 3.3 Identify the accompaniments of
salads and dressings
3.4 Rate the finished products using
rubrics
(TLE_HECK9SD-IIh-i-9)
I. CONTENT 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.
Accompaniments of salad Accompaniments of salad
II. LEARNING
RESOURCES
A. References MELCS, LM, laptop, DLL MELCS, LM, laptop, DLL
1. Teacher’s Guide
pages
2. Learner’s Materials K To 12 cookery Module pages 98-103 K To 12 cookery Module pages 1-22
pages MELCS page 414 MELCS page 414
3. Textbook pages
4. Additional Materials ADM_TLE 9 Cookery ADM_TLE 9 Cookery
from Learning Quarter 2 – Module 1: Quarter 2 – Module 1:
Resource (LR)portal Lesson 3 & 4 Prepare Lesson 3 & 4 Prepare
Salad and Dressing 10-12 Salad and Dressing 10-12
B. Other Learning Power point, TV And Laptop Visual from laptop and TV
Resource
III. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
A. Reviewing previous Recall the students what are the principles and practices Prepare Accompaniment Salad Recap of the lesson of the
lesson or presenting in presenting salads and salad dressing previous days
the new lesson
A short review about
discussed lesson
B. Establishing a purpose Task 1:Match Me Match the name of the salad from Remind the students to: Ask this question to the
for the lesson column A with column B follow safety procedures in a students:
workplace Does Salad give energy?
follow personal hygiene as food
handlers “Incorporating protein rich
follow sanitary practices in presenting foods in salads is one way
salads and dressing to avoid midday lows, as it
provides a source of
energy that is lasting.
C. Presenting Base on students answers on Task 1, ask them to give Accompaniment Salad preparation (30
examples/Instances of some characteristics of the salad of their choice from mins. Task)
the new lesson column A.
D. Discussing new Task 2: Picture Me Students’ Work in progress
concepts and Direction: Give the characteristics of the different
practicing new skills # accompaniment of salad. Monitoring of students work progress
1 1. Green Salad
2. Fruit Salad
3. Composed Salad
E. Discussing new Task 3: My Salad Plate/Bowl Make an illustration of any Monitoring of students work progress
concepts and accompaniment salad. Give its characteristics and the
practicing new skills # nutritional value. Do this on a short type writing paper
2
F. Developing mastery Let the learners answer this orally. Share on class the Monitoring of students work progress
(leads to Formative accompaniment salad that you have tasted. Describe it.
Assessment 3)
G. Finding practical Let the learners answer this orally. Share on class the Monitoring of students work progress
application of concepts accompaniment salad that you have tasted. Describe it.
and skills in daily living
H. Making generalizations Let the learners answer the question: Why does Task: Thought Sharing Have the
and abstractions about accompaniment salad is being served with the main students share experiences in preparing
the lesson course of the meal? the task
I. Evaluating learning Identify what is asked. Presentation of each group output
1. Is a typical salad that comprises romaine lettuce, (plated accompaniment salad)
croutons, shaved parmesan and Caesar dressing.
2. From the French word “salade compose”.
3. Is made of lettuces or leaf vegetables and fresh cut
vegetable with vinaigrette dressing.
J. Additional activities for
application or
remediation
IV. REMARKS
V. REFLECTION 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? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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:
MARIEL L. MADRIDEO LORAVELLA R. DE CASTRO
Subject Teacher Teacher-in-Charge
