PGRADES 1 TO12 SCHOOL FGNMHS GRADE LEVEL Grade 10

DAILY LESSON TEACHER MARIE CRIS A. LANSANG LEARNING AREA Food and Beverage Services
LOG TEACHING DATES AND TIME OCTOBER 16 - 20, 2023 QUARTER Quarter 1 – 8th Week

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of concepts, and principles in preparing the dining room/restaurant area for service.
B. Performance Standards The learner demonstrates knowledge and skills in food and beverage service related to table setting, table skirting, and napkin folding in accordance
with the proper procedures and guidelines.
C. Learning Competencies LESSON 1: PREPARE THE DINING ROOM/RESTAURANT AREA FOR SERVICE (AS)
/Objectives
Write the LC code for each LO 3. Set-Up tables in the dining area (TLE_HEFBS9- 12AS-Ie-f-3)

3.4 Fold properly and laid cloth napkins on the table appropriately according to napkins folding style

3.5 Skirt properly buffet or display tables taking into account symmetry, balance and harmony in size and design

1. Identify the basic styles of napkin folds

2. Discuss factors to consider in selecting proper table napkin folding.
3. Perform napkin folding.

II. Content
Table Napkin or Serviettes Factors to Consider in Selecting
Proper Table Napkin Folding Basic Style of Table Napkin Folds QUIZ/FORMATIVE TEST
(DISTANCE LEARNING MODALITY)
(DISTANCE LEARNING MODALITY)
III. Learning
Resources
A. References
1. Teacher’s Guide K-to-12 Curriculum Guide: Food K-to-12 Curriculum Guide: Food K-to-12 Curriculum Guide: Food K-to-12 Curriculum Guide: Food
Pages and Beverage Services; pg. 10 and Beverage Services; pg. 10 and Beverage Services; pg. 10 and Beverage Services; pg. 10
2. Learner’s Materials TLE - FOOD AND BEVERAGES TLE - FOOD AND BEVERAGES TLE - FOOD AND BEVERAGES TLE - FOOD AND BEVERAGES
Pages SERVICES SERVICES SERVICES SERVICES
PP. 43 - 50 PP. 43 - 50 PP. 43 - 50 PP. 43 - 50
3. Textbook Pages N/A N/A N/A N/A
4. Additional Materials N/A N/A N/A N/A
from Learning
Resources (LR) Portal
B. Other Learning Resources visual aids, tv, laptop, projector visual aids, tv, laptop, projector visual aids, tv, laptop, projector visual aids, tv, laptop, projector
and and and and
chalk/board chalk/board chalk/board chalk/board
IV. PROCEDURES
A. Reviewing previous CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT
lesson or presenting the ROUTINE ROUTINE ROUTINE ROUTINE
new lesson
A. DAILY ROUTINE: A. DAILY ROUTINE: A. DAILY ROUTINE: A. DAILY ROUTINE:
 PRAYER  PRAYER  PRAYER  PRAYER
 ASKING THE STUDENTS TO  ASKING THE STUDENTS TO  ASKING THE STUDENTS TO  ASKING THE STUDENTS TO
ARRANGE THEIR CHAIRS ARRANGE THEIR CHAIRS ARRANGE THEIR CHAIRS ARRANGE THEIR CHAIRS
 CHECKING OF ATTENDANCE  CHECKING OF ATTENDANCE  CHECKING OF ATTENDANCE  CHECKING OF ATTENDANCE
 REMINDER OF THE  REMINDER OF THE  REMINDER OF THE  REMINDER OF THE
CLASSROOM HEALTH AND CLASSROOM HEALTH AND CLASSROOM HEALTH AND CLASSROOM HEALTH AND
SAFETY PROTOCOLS SAFETY PROTOCOLS SAFETY PROTOCOLS SAFETY PROTOCOLS

B. REVIEW OF THE PAST LESSON: B. REVIEW OF THE PAST LESSON:

How was your experienced in What are the standard sizes of B. REVIEW OF THE PAST LESSON:
doing table reservation? napkin we used in table setting? B. REVIEW OF THE PAST LESSON: What have you learned from
participating in the role-playing
What are the factors to consider in activity?
selecting proper table napkin
folding?

B. Establishing a purpose What does this statement mean to

for the lesson you?
What are the factors to consider in
“it’s so beatifully arranged on the
selecting proper table napkin Did you bring a hankerchief with
plate - you just know someone’s Prepare for formative test.
folding? you?
finger have been all over it” --Julia
Child
(LITERACY)
C. Presenting Do you have any ideas for different Can you follow me while I fold
examples/instances of the Will having this napkin fold draw in table napkin? tablecloths in the most basic of
new lesson customers? (TRANSFORMATIVE LEARNING styles? Explain the direction of the test.
THEORY) (BEHAVIORISM)
D. Discussing new concepts Do you believe that when folding Conduct of the Formative Test
and practicing new skills #1 table napkins, measuring is crucial?
(NUMERACY) Does the place and design of the What do you think is significant
restaurant is need to consider about our activity?
when folding table napkin?
(TRANSFORMATIVE LEARNING
 THEORY)
E. Discussing new concepts Are you familiar with the various
and practicing new skills #2 materials used in the preparation Is this activity going to help you
Why proper setting is really
of table settings including napkin apply the things we need to do
important in doing the table Conduct of the Formative Test
folds? when setting up the table?
napkin?
(TRANSFORMATIVE LEARNING (HUMANISM)
THEORY)
F. Developing mastery
Can we establish table napkin Can you master the different basic
(Leads to Formative Do you understand the various Conduct of the Formative Test
standards? styles of table napkin?
Assessment 3) functions of table napkin foldings?
G. Finding practical When there is a special occasion in
applications of concepts and your home, how do you set the Do you think we need to set Can you apply this activity at home Conduct of the Formative Test
skills in daily living table? standards in our daily lives? especially during holidays?
(HUMANISM)
H. Making generalizations Do you believe it is necessary to
What makes you realize the What makes you realize the
and abstractions about the apply what we have learned in our
importance of our lessons? importance of our lessons?
lesson lessons today when you have a Checking and recording.
(TRANSFORMATIVE LEARNING (TRANSFORMATIVE LEARNING
party at your house?
THEORY) THEORY)
I. Evaluating learning Activity: she loves me or she loves
Oral Recitation Oral Recitation Formative Test
me not
J. Additional activities for Learners having difficulties with the Learners having difficulties with the
Bring table napkin or hankerchief
application or remediation lesson will be given enhancement make a study guide for our quiz lesson will be given enhancement
(CONNECTIVISM)
activities during free time activities during free time
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation
B. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work?
No. of learners who caught
up with the lesson
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
of supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Noted by:

MARIE CRIS A. LANSANG JULITA B. AMURAO

Secondary School Teacher I Head Teacher VI, TLE

Checked by: HERMES P. VARGAS

Principal IV
MA. LUNINGNING B. MANGUERRA
Master Teacher I