Detailed Lesson Plan (DLP)

School Grade Level 11

KINOGUITAN NATIONAL
AGRICULTURAL HIGH SCHOOL

Teacher JESSA MARIE S. VILDOSOLA Learning FBS NC II

Area
Time & Dates Quarter 2ND SEMESTER

I. OBJECTIVES
The learner demonstrates understanding On promoting food and
A. Content Standards beverage products

The learner:
1. demonstrate knowledge and skills on how to promote food and
beverage products:
B. Performance  Update oneself on the current food menus, and service trends
Standards  Identify possible food sources based on acceptable cultural
norms and wants
 Demonstrate appreciation for new trends in food and beverage
service
LO 1. Know the Product
Day 1. Master the names of past and current trends of dishes in the
C. Learning menu
Competencies/ DAY 2. Know common food allergens to prevent serious health
Objectives. consequences
Write the LC code for Day 3.Know different types and sauces accompaniments
each Day 4. Study the special dietary requirements and cultural needs of
food and beverage products
TVL_HEFBS9-12PP-IIIa-1
 Past and current trends in food and beverage
 Types of menus
 Types of food and beverages
II. CONTENT
a. special dietary requirements
b. special cultural needs
 Food allergens
III. LEARNING
RESOURCES
A. References FOOD AND BEVERAGE MANUAL PAGES 154-165
1. Teacher’s Guide CURRICULUM GUIDE PAGE 12
pages
2. Learner’s Materials NONE
pages
3. Textbook pages PAGES 154-165
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning www.google.com
Resources
IV. PROCEDURES
Introductory Activity PRELIMINARY ACTIVITIES:
A. Prayer
B. Greetings
C. Checking of attendance
D. Building rapport
 E. Review of the previous lesson
 How to welcome and greet guests?
 How to check tableware for chips, marks, cleanliness, spills
and drips?
 How to carry out plates and/or trays safely and place the
food on the table?

DAY 1. How to master the names and pronunciation of the dishes in

the menu?
 The learners will have their groups into six. Each group will
write five examples of dishes to be offered if they will going to
have their own restaurant. They will give the ingredients of
each dish and let them familiarize.
Group 1. Specialties/Signature dish
Group 2. Snacks (hot and cold)
Group 3. Soups
Group 4. Main courses (fish, meat and vegetables)
Group 5. Desserts
Group 6. Drinks

DAY 2. What are the descriptions of every item in the menu?

 Learners in the group of three will be given a topic to discuss
in the class
Group 1. Types and characteristics of menu
Activity/Strategy
Group 2. How to familiarize the menu
Group 3. Classic menu sequence

DAY 3. What are the food items used as accompaniments?

 Each learners will be given two to three food items used as
accompaniments and they will give the description and uses of
each food items. They will describe it in front of the class.
Day 4. How should a Food and Beverage Service Attendant learn in
promoting the food offered in the restaurant?
 Learners will have their group in four members. Each group
will make a compilation of 10 names of dishes offered in the
restaurant including the following:
 Pronunciation
 Ingredients of each of the menu
 Sauces and accompaniments appropriate for certain
dish
 Description of each dish
 Food allergens, if any
Day 1:
 What is a menu?
 Why there is a need to have a list of food and drinks offered in
a restaurant?
 Does your dishes listed in your menu a current trends?
Day 2:
 Why do you need to familiarize all the food and drinks offered
in a restaurant?
 What information a restaurant server must learn?
Analysis  What are the reasons why the customer is unable to interpret
the menu?
Day 3.
 What is accompaniments?
 Why accompaniments is included in the dishes to be serve?

Day 4.
 How would you remember easily all the ingredients of the
dishes offered in a restaurant?
 What are the foods that can trigger allergies?
 The teacher will facilitate class discussion.
 Types and characteristics of menu
Abstraction:
 Menu familiarization
 Classic menu sequence
 Food items used as accompaniments
Day 1:
 How do you feel making your own menu?
 What are your specialties in your menu?
 Based on your activity, why did you choose those dishes to be
offered in your restaurant?
Day 2:
 What is the importance of a menu?
 Why servers should have the opportunity to taste several items
on the menu before serving?
 When to do suggestive selling?
Day 3.
Application:  Aromatic vinegar, acid product made from sweet grape wine,
aged in oak are used in what food items?
 How do food and beverage attendant serve the
accompaniments?
 How to categorize the drinks?
Day 4.
 Why do you practice the pronunciation of the names of the
dishes?
 What are the uses of vinegar, cocktails, mayonnaise pickles
and etc.?
 How do you apply your learnings to our discussion in to your
real life situation when you are working in a restaurant
someday?
Answer the following in a sheet of paper:

Day 1. Give five examples of appetizer, soup, salad, main dish,

desserts and drinks.

Day 2. Give examples of wines, spirits, and non-alcoholic drinks.

Assessment
Day 3: Write accompaniments suited to the following menu:
1. oyster
2. smoked salmon
3. pasta dishes
4. Cold meat
5. roast beef
Day 4. Quiz (1-10)
 On your book pages 154-165 read and study the lesson on
how to promote food and beverage products
Agreement:  Assuming that you want to build your own restaurant and plan
a menu or dishes to be offered and write the ingredients.

V. REMARKS

VI. REFLECTION
LEARNING AREA

1. Number of learners who earned at least 75%

of the lesson
2. Number of learners which require additional
activities for remedial who scores below 75%

3. Number of students attended the SEPAC or

remedial classes

4. Did the remedial lesson work? If no, why?

5. Number of learners who continue to require

remediation

6. Which of my teaching strategies work well?

7. Why did these work?

8. What difficulties did I encounter which my

principal or superior can help me solve the
problem?

9. What innovation and localized materials did I

discover which I wish to share with others.

10. Attendance monitoring (summary, submit

monitoring sheet)

11. Total number of students (TNS)

12. Number of absences in a week (in all

classes, cumulative)

13. Percentage (Absences*100%/TNS)

14. Frequent reasons for Absences/ Tardiness

Prepared by: Checked by:

JESSA MARIE S. VILDOSOLA CHERRY Q. SADICON

SHS TEACHER II SCHOOL HEAD