Annex IB to DepEd Order no. 42.s.

2016

Republic of the Philippines

Department of Education
Region X
Division of Bukidnon
KIBURIAO NATIONAL HIGH SCHOOL
Kiburiao, Quezon, Bukidnon

LESSON PLAN

School KIBURIAO NATIONAL HIGH SCHOOL Grade Level 12 – TVL HE

Teacher MELISA R. SUMBILON Learning Area COOKERY NC II
Quarter 2
Teaching Date and Time FEBRUARY 8 & 9, 2023
Duration 1 HOUR

I. OBJECTIVES:

A. Content Standards The learners demonstrate an understanding preparing and cooking

vegetable dishes
B. Performance Standards The learners independently prepare and cook vegetable dishes
C. Learning Competencies/ Prepare ingredients according to a given recipe, required form, and
Objectives (Write the LC codes timeframe (TLE_HECK9-12VD-IIa-9)
for each)
At the end of the one (1) hour lesson, 90 % of the students will be able to:

1. identify the different vegetable cutting techniques;

2. demonstrate the different vegetable cutting techniques;
3. appreciate the relevance of proper cutting
II. CONTENT Different Cutting Techniques of Vegetables
III. LEARNING RESOURCES
A. References 1. Arcos A., Dogelio M., Domo A., and Kong A. (2016) Technical
Vocational Livelihood Education – Cookery Module 2 Manual First
Edition. DepEd Complex Pasig City: Sunshine Interlinks Publishing
House, Inc.
2. Cookery Module 4, version 5

1.Teacher’s Guide Pages K to 12 Most Essential learning Competencies with Corresponding CG

Codes Senior High School – Specialized Subject
2. Learner’s Materials Pages Students are given the following
1. Anagram
2. Self-Learning Module (SLM)
3. Activity Sheets
3. Textbook/SLM Page 1. Arcos A., Dogelio M., Domo A., and Kong A. (2016) Technical
Vocational Livelihood Education – Cookery Module 2 Manual First
Edition. DepEd Complex Pasig City: Sunshine Interlinks Publishing
House, Inc.
2. Cookery Module 4, version 5

4. Additional Materials
B. Other Learning Resources Power Point Presentation of the Lesson Proper.
C. Personal Teaching This lesson is anchored on Constructivism, a student-centered
Philosophy (Constructivism) philosophy that emphasizes hands on learning and students actively
participating in lessons. Constructivists believe that students should be
able to discover lessons on their own through hands on activity because
it is the most effective way of learning and is considered true learning.

D. Reading Strategy Visual Literacy Strategies – Visual literacy is a cornerstone of 21st

century skills, implying that students must "display the ability to interpret,
recognize, appreciate, and comprehend information presented through
visible actions, objects, images, and symbols, natural or man-made."

IV. PROCEDURES
A. Reviewing Previous Lesson Introductory Activities: (10 minutes)
or Presenting the New Lesson A. Prayer
(ELICIT) B. Checking of Attendance
C. Motivation
Five (5) pictures will be shown via ppt presentation. Let the learners
guess the pictures. The shown pictures are related to the lesson to
tackle.

D. Diagnostic Test

The teacher will give a 15-item Pre-test through online quiz platform.

The teacher will be using a Quizizz, a gamified student engagement

platform that offers multiple features to make a classroom fun, interactive
and engaging.

The students will be using their own android phones and internet
connection to answer the pre- test.
B. Establishing a Purpose for (Let the students read and understand the objectives) – (3 minutes)
the Lesson
At the end of the one (1) hour lesson, 90 % of the students will be able to:

1. identify the different vegetable cutting techniques;

2. demonstrate the different vegetable cutting techniques;
3. appreciate the relevance of proper vegetable cutting.

C. Presenting Examples/ (5 minutes)

Instances of the New Lesson
(ENGAGE) Ask the learners their experienced in preparing vegetables meal.

Ask their idea in cutting vegetables and its effect to cooking process.
D. Discussing New Concepts (17 minutes)
and Practicing New Skills # 1
Discussion of the following using prezi presentation:

1. Different vegetable cutting techniques

2. Demonstration on proper ways of cutting vegetables

3. Explain the relevance of proper cutting of vegetables

E. Discussing New Concepts (10 minutes)
and Practicing New Skills # 2
(EXPLORE) (Collaboration Activity)

The teacher divides the learners into 5 groups. Each group will
demonstrate the class the proper way of cutting vegetables depending
on the task assigned to them.

(see attached rubrics for evaluation)

F. Develop Mastery (Leads to (5 minutes)

Formative Assessment 3)
Individual Activity (Written Work). The students will work
(EXPLAIN) independently utilizing the activity papers provided by the teacher. (An
Answer sheet will be provided)

The teacher will facilitate the individual learning of students by giving

activity to develop mastery of the required competency. Students will be
given pictures of different cutting techniques and let them explain how it
is being performed.
G. Finding Practical Additionally, cutting vegetables or fruits is something you need to do
Applications of Concepts and almost every day at home, right? Whether you’re, preparing
Skills in Daily Living sandwiches, or cooking delicious stews. However, vegetable cutting
(ELABORATE) techniques can also be a real art, turning your dishes into not only
delicious, but also visually enticing meals.

Activity 3: From the given graphic organizer, write down the cutting
technique used in the given recipe.
H. Generalizing and (5 minutes)
Abstractions about the Lesson
After completing the session, students are encouraged to reflect on what
they have learned by answering the following questions:

“What have you learned?”

“How can the principle in vegetables cutting be applied in our real-life

situation?

“How’s your feeling now that you know the different ways of cutting
vegetables?

Non-volunteers will be called by the teacher. The responses of the

students may differ. It will be processed by the teacher and the whole
group.
I. Evaluating Learning (5 minutes)
(EVALUATE)
A paper-pen test comparable to the pre-test, will be given by the teacher.

Students’ performance: Learners will be given differentiated activities.

J. Additional Activities for After processing the results of the days’ activity and evaluation, the
Application or Remediation students will be grouped again according to the scores.
(EXTEND) 1. Those learners who got perfect scores after the evaluation will be
given enhancement activities.
2. Those learners who got low scores after the evaluation will be ask
 to bring copies of activity sheets at home for practice. This will
serve as a supplemental lesson for stating thesis statement.

Note: Report on progress for practicing at home will be done the next
morning. This is to ensure that the learners have religiously practiced in
recognizing the different vegetables cutting techniques.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can
help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

MELISA R. SUMBILON SAMSON C. GAJE

SHS TVL – Teacher II School Principal

Approved by:

JOCELYN B. PARADIANG, Ed
Quezon III District In-charge

ACTIVITIES
Activity 1: Demonstrate the proper way of vegetable cutting

(brunoise, batonnet, julienne, mirepoix, rondelle, macedoine, tourne)

Group 1:
Group 2:
Group 3:
Group 4:
Group 5:

Activity 2: Individual Activity (Written work)

Students will be given pictures of different cutting techniques and

let them explain how it is being performed.

Activity 3:

From the given graphic organizer, write down the cutting

technique used in the given recipe.

Lumpia

Sotanghon