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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY School Judge Feliciano Belmonte Sr. High School Grade Level & Quarter Grade 11 & 1st
LESSON Quarter
LOG Teacher Paul Vincent SD Quinto SHS Track TVL – Home
SENIOR HIGH SCHOOL Economics
Inclusive Dates October 10, 2022 – October 14, 2022 Learning Area Food and
Beverage Services
Scheduled Time Topic Table Skirting
Styles
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
After going through this lesson, the students are expected to:
I. OBJECTIVES 1. Define what is table skirting ,
2. familiarize on the kinds of table skirting; and
3. exhibit mastery of rules in table skirting.
A. Content Standard The learner demonstrates knowledge and skills in food and beverage service related to napkin folding in accordance with the proper
procedures and guidelines.
B. Performance Standards The learner demonstrates understanding of concepts, and principles in preparing the dining room/ restaurant area for service
C. Learning Competencies / LO 3. Set-Up tables LO 3. Set-Up tables in the LO 3. Set-Up tables LO 3. Set-Up tables in the LO 3. Set-Up tables in
Objectives in the dining dining in the dining dining the dining
TLE_HEFBS9- 12AS-Ie-f-3 area area area area area
3.5 Skirt properly 3.5 Skirt properly buffet or 3.5 Skirt properly 3.5 Skirt properly buffet 3.5 Skirt properly buffet
buffet or display display tables taking into buffet or display or display tables taking or display tables taking
tables taking into account symmetry, balance tables taking into into account symmetry, into account symmetry,
account symmetry, and harmony in size and account symmetry, balance and harmony in balance and harmony in
balance and design balance and size and design size and design
harmony in size harmony in size and
and design design
Table Skirting Table Skirting Styles Table Skirting Table Skirting Styles Table Skirting Styles
II. CONTENT
Styles Styles
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages N/A N/A N/A N/A
2. Learners’ Materials pages N/A N/A N/A N/A
3. Textbook pages N/A N/A N/A N/A
4. Additional Materials from Food and Beverage Services Food and Beverage Food and Beverage Food and Beverage
Learning Resources Portals Module, www.google.com Services Module, Services Module, Services Module,
www.google.com www.google.com www.google.com
 B. Other Learning Resources Pictures, Pictures, PowerPoint Pictures, PowerPoint Pictures, PowerPoint Pictures, PowerPoint
PowerPoint Presentation Presentation Presentation Presentation
Presentation
These steps should be done across the week. Spread out the activities appropriately so the 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
IV. PROCEDURES 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. Revising previous lesson or
presenting the new lesson

Answe Answer Pre- Answer Answer Pre- Answer

r Pre-assessment on assessment on pages 5 Pre-assessment on assessment on pages 5 Pre-assessment on pages
pages 5 pages 5 5
B. Establishing a purpose for the Let the learners Demonstrate the Let the learners Demonstrate the Let the learners answer
lesson answer orally the process on how prepare answer orally the process on how orally the questions:
questions: the table skirting questions: prepare the table
skirting Identifying what are the
Identifying what Identifying what are different types of table
are the different the different types of skirting.
types of table table skirting.
skirting.

C. Presenting examples/ instances Present the Present the PowerPoint about Present the Present the PowerPoint Present the PowerPoint
of the new lesson PowerPoint about table skirting PowerPoint about about table skirting about table skirting
table skirting table skirting
D. Discussing new concepts and Discussion about Discussion about table skirting Discussion about Discussion about table Discussion about table
practicing new skills #1 table skirting table skirting skirting skirting
E. Discussing concepts and
practicing new skills #2
F. Developing mastery Return Return demonstration about Return Return demonstration Final return
(Leads to Formative demonstration table skirting demonstration about about table skirting demonstration about
Assessment 3) about table skirting table skirting table skirting

G. Finding practical applications Based on our Based on our discussion, what Based on our Based on our discussion, Based on our
of concepts and skills in daily discussion, what is is the importance of knowing discussion, what is what is the importance of discussion, what is the
living the importance of the basic table skirting ? the importance of knowing the basic table importance of knowing
knowing the basic knowing the basic skirting ? the basic table skirting ?
table skirting ? table skirting ?
 H. Making generalizations and As a future part of As a future part of the As a future part of As a future part of the As a future part of the
abstractions about the lesson the restaurant restaurant industry, what will the restaurant restaurant industry, what restaurant industry, what
industry, what will be your edge if you have the industry, what will will be your edge if you will be your edge if you
be your edge if you skills for table skirting ? be your edge if you have the skills for table have the skills for table
have the skills for have the skills for skirting ? skirting ?
table skirting ? table skirting ?
I. Evaluating learning Quiz Quiz Quiz Quiz
J. Additional activities for Hands-on activities Hands-on activities Hands-on activities Hands-on activities
application or remediation

V. REMARKS

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?
VI. REFLECTION 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
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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
learners?

Prepared by:
Mr. Paul Vincent SD Quinto
 Teacher I

Noted by:

Ms. Edgelyn G. Jacinto Ms. Jennielyn P. Espiritu

Master Teacher II Master Teacher I
Subject Group Head

Checked by:

Mrs. Angelyn Malabanan Dr. Eulogio B. Pebres

SHS OIC/Asst. Principal Principal IV