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    TLE-HECK10PGD-III-25: LM Cookery Grade 10 Pp. 290-294

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    Shiela Marie Galo Sanico-Despoy
    The document provides a lesson plan for a cookery class on market forms of poultry. The objectives are to identify market forms of poultry and determine poultry cuts. Activities include watching a video on poultry cuts, matching pictures to cuts, and dividing a chicken picture into cuts. Formative assessment questions test knowledge of market forms like dressed and ready-to-cook poultry. The reflection will evaluate student learning and need for remediation.

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    TLE-HECK10PGD-III-25: LM Cookery Grade 10 Pp. 290-294

    Uploaded by

    Shiela Marie Galo Sanico-Despoy
    349 views4 pages
    The document provides a lesson plan for a cookery class on market forms of poultry. The objectives are to identify market forms of poultry and determine poultry cuts. Activities include watching a video on poultry cuts, matching pictures to cuts, and dividing a chicken picture into cuts. Formative assessment questions test knowledge of market forms like dressed and ready-to-cook poultry. The reflection will evaluate student learning and need for remediation.

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    The document provides a lesson plan for a cookery class on market forms of poultry. The objectives are to identify market forms of poultry and determine poultry cuts. Activities include watching a video on poultry cuts, matching pictures to cuts, and dividing a chicken picture into cuts. Formative assessment questions test knowledge of market forms like dressed and ready-to-cook poultry. The reflection will evaluate student learning and need for remediation.

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    349 views4 pages

    TLE-HECK10PGD-III-25: LM Cookery Grade 10 Pp. 290-294

    Uploaded by

    Shiela Marie Galo Sanico-Despoy
    The document provides a lesson plan for a cookery class on market forms of poultry. The objectives are to identify market forms of poultry and determine poultry cuts. Activities include watching a video on poultry cuts, matching pictures to cuts, and dividing a chicken picture into cuts. Formative assessment questions test knowledge of market forms like dressed and ready-to-cook poultry. The reflection will evaluate student learning and need for remediation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    School NUEVA ESTRELLA NHS Grade Level XI

    I – OBJECTIVES TLE 10-


    DAILY Teacher SHIELA MARIE S. DESPOY Learning Area
    LESSON COOKERY
    Content Standard
    PLAN Teaching JANUARY 12, 2021
    The learner demonstrates
    Dates and an understanding of core conceptsQuarter
    and theories in FIRST
    cookery lessons. Time

    Performance Standard
    The learner independently demonstrates core competencies in cookery as
    prescribed in the TESDA Training Regulation.
    Code: TLE-HECK10PGD-III-25

    Specific objectives
    At the end of the lesson, the students must be able to;

    a. Identify the market forms of poultry


    b. Determine the poultry cuts in accordance with prescribed dish

    II – CONTENT
    MARKET FORMS OF POULTRY
    III – LEARNING RESOURCES
    Materials: Laptop, projector, video, pictures
    References: LM Cookery grade 10 pp. 290-294

    TEACHER’S ACTIVITY STUDENTS’ ACTIVITY


    IV – PROCEDURES

    Preliminary activities
     Prayer - Stand up and pray
     Checking of attendance
    - Say present if your name is - Say present ma’am
    called
    A. Activity
    Review/Motivation: - Possible responses
    -
    What can you say about the picture? - Picture shows about a different cut
    of chicken.

    - One picture shows about the live


    poultry and the slaughtered.
    A Semi – Detailed Lesson Plan
    In
    COOKERY -TLE – Grade 10
    Motivation: Video Showing
    (Note: Let the students discover the
    new lesson.)

    Divide the class into 3 groups, and let them watch


    a short video and write down the different cuts
    used. After watching the short video examine the
    pictures, posted on the boards of different cuts of
    poultry and let them match the words that are
    appropriate in the pictures.

    B. Analysis Discussion/Lesson Proper

    Guide Question
    1. What is the difference between - The difference between the whole
    whole poultry and live poultry and live poultry is the
    poultry? whole poultry is no longer alive.
    2. What are the market forms - The market forms of poultry are
    of poultry? live poultry, whole poultry,
    3. Why is it important to choose dressed poultry, ready to cook
    chickens that are healthy? poultry.
    - It is important to choose chickens
    that are healthy so that the
    nutrients that comes from the
    chicken remains as constant.
    C. Abstraction

    Activity

    I have here a “concept map


    worksheet” with a topic as the keyword.
    What are you going to do is to think and
    write the words on the map that relate to
    the focal word? I
    will call five students to write on every
    cluster the things that they have learned.
    D. Application
    “Now we will have another activity
    divide your class into 2 groups. I
    have a picture here of a whole
    chicken and I want you to cut the
    picture into 6 parts according to the - all the students participate well
    poultry cuts and name it then
    presents it to the class.

    E. Assessment
    In a ½ crosswise of paper answer the
    following:
    1. It is one of the market forms
    of poultry which is the most
    available form in the market.
    2. Which of the following
    market forms of poultry that
    are chilled/frozen?
    3. These market forms of poultry
    that are usually available in the
    groceries.
    4. In selecting live poultry in
    market what should be
    observed?

    Answers key:
    1. Dressed poultry
    2. Drawn Poultry
    3. Ready to cook
    4. Healthy alert and well feathered
    V. Remarks
    VI. Reflection
     No. of learners who earned 80% in
    the evaluation
     No of learners who require
    additional activities for
    remediation
     Did the remedial lesson work?
     No of learners who have caught up
    with the lesson.
     No. of learners who continue
    require remediation

    Prepared by:

    SHIELA MARIE S. DESPOY Checked by:


    Subject Teacher

    DEDINA H. SANICO,
    Ph.D.
    Master Teacher I

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