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Day 18

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15 views5 pages

Day 18

Uploaded by

Jerlyn De Juan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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School Gov.

Feliciano Leviste Memorial Grade Level Grade 10


DAILY LESSON LOG National High School
Teacher Ms. Myca C. Cabral Learning Area TLE (Cookery)
Teaching Dates and
(2 hours) Quarter Third
Time

Day 18
I. OBJECTIVES

A. Content Standards Basic concepts and underlying theories in preparing poultry and game dishes

B. Performance Standards Prepare a variety of poultry and game dishes found in different cultures

TLE_HECK10PGD-IIIf-h-27
Lesson 2: Prepare Poultry and Game Dishes
LO 4. Store Poultry and game bird
C. Learning Competencies 4.1 store and maintain poultry and game bird according to standards
4.1.1 Explain the techniques in storing poultry
4.1.2 Dertermine the safety practices in handling and storing poultry and game products
4.1.3 Store and maintain poultry and game bird according to standards
II. CONTENT Techniques in storing poultry and game bird
III. LEARNING RESOURCES CG, LM, Print Materials, laptop, DLP
A. References LM, CG in G10 Cookery
1. Curriculum Guide pages 26
2. Learner’s Materials pages 320-325
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Storing and Handling Chicken Retrieved from
B. Other Learning Resources
http://recipes.howstuffworks.com/tools-and-techniques/how-to-buy-chicken-cooking2.htm
IV. PROCEDURES COLLABORATIVE APPROACH – 3 A’s TDAR (Think, Discuss, Act, Reflect)
“Smile or Sigh”

A. Reviewing previous
lesson/presenting the new lesson

Present pictures of plated poultry dishes. The students will smile if the picture shows a good plating and will sight,
if not.
“Picture Analysis”
Show this picture to the class and give this situation: Your parents bought this for your simple birthday
celebration. What would you do if you could not consume all the chicken?
B. Establishing a purpose for the
lesson

C. Presenting examples/ instances of - Poultry may be frozen whole, in halves, cut into pieces, or parts after they are dressed.
the new lesson - Parts can be packed separately, ready to cook, or for easy meal preparation and thawing.
“Truth Statements”

D. Discussing new concepts and


practicing new skills # 1
- Let the students list out “It is true that…” statements about the storage of poultry. After ten minutes, ask
volunteer students to share their statements to the class.
“Class Reporting”

E. Discussing new concepts and


practicing new skills # 2
Assigned reporters lead the discussion about the techniques in storing poultry. Let the rest of the class analyse and
discover if the “truth statements” that they have formulated are correct.

“Drawing for Better Understanding”

F. Developing mastery
Let the students make a poster about the proper techniques of storing poultry.

Evaluate the output using these criteria:


Relevance –-------------------------30 %
Originality --------------------------15 %
Attractiveness --------------------– 25 %
Message –--------------------------- 30 %

G. Finding practical applications of


Why is it important to know the techniques in storing poultry?
concepts and skills in daily living
Point to Remember:
H. Making generalizations and To ensure safety and health, it is important to use good judgment and sound food safety procedures for
abstractions about the lesson storing and handling chicken at home.
Directions: Write true or flase.
___ 1. Poultry spoils very quickly unless properly handles and stored.
___ 2. Thawed poultry can be frozen again.
I. Evaluating learning ___ 3. If the label on a raw poultry product bears the term “fresh”, that indicates that it has never been colder than
26 degrees F.
___ 4. Raw chicken and poultry can carry the salmonella bacteria.
___ 5. Refrigerated chicken can be stored for 1-2 days only.

J. Additional activities for


Observe proper techniques of storing poultry at home.
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?

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