School: BAYAMBANG NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
DAILY LESSON Teacher: REGINA ZANDRA S. VERCELES Learning Area: Cookery
LOG Teaching Dates and September 30-October 4, 2024
Time: (7:30-12:00PM/1:00-3:40PM) Quarter: 2nd Quarter

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(MODULAR DISTANCE
LEARNING)
A. Content Standards Classes Suspended Classes Suspended The learners demonstrate The learners demonstrate an The learners demonstrate an
an understanding preparing understanding preparing and understanding preparing and
and cooking vegetable cooking vegetable dishes. cooking vegetable dishes.
dishes.
B. Performance The learners independently The learners independently The learners independently
Standards prepare and cook vegetable prepare and cook vegetable prepare and cook vegetable
dishes. dishes. dishes.
C. Learning LO 1. Perform mise en place LO 1. Perform mise en place LO 1. Perform mise en place
Competencies
1.2 prepare ingredients 1.2 prepare ingredients 1.2 prepare ingredients
according to a given recipe, according to a given recipe, according to a given recipe,
required form, and required form, and required form, and timeframe.
timeframe. timeframe. 1.3 thaw frozen ingredients and
wash raw vegetables following
standard procedures

D. Subtasking (if Identify the different tools Identify the different tools
needed) used in preparing used in preparing vegetables.
vegetables. List down the different
List down the different components of vegetables.
components of vegetables. Enumerate the factors to
Enumerate the factors to consider in choosing good
consider in choosing good quality vegetables.
quality vegetables.

Write the LC code for TLE_HECK9- 12VD-IIa-9 TLE_HECK9- 12VD-IIa-9 TLE_HECK9- 12VD-IIa-9
each
II. CONTENT - Tools and Equipment - Tools and Equipment VEGETABLES: nutritional value,
(Subject Matter) Needed in Preparing Needed in Preparing functions of carbohydrates
Vegetables Vegetables
PREPARING FRESH
- Flavor Components of - Flavor Components of
 Vegetables Vegetables VEGETABLES: washing, soaking,
- Color Components of - Color Components of peeling & cutting, basic knife
Vegetables Vegetables cuts

Factors to consider in Factors to consider in Apply safe and accurate cutting

choosing good quality choosing good quality techniques in preparing
vegetables vegetables vegetables according to
enterprise standards
-

III. Learning Resources

A. References
1.Teacher’s Guide Pages NA NA NA
2. Curriculum Guide p. 27 p. 27 p. 27
2.Learner’s Materials pp. 148 – 151 pp. 148 – 151 pp. 152 - 163
Pages
3.Textbook Pages NA NA NA
4. Additional Materials NA NA NA
from Learning
Resources (LR) Portal)
B. Other Learning Visuals, pictures, actual Visuals, pictures, actual tools, Visuals, pictures, fish bowl or
Resources tools, chalk, eraser, masking chalk, eraser, masking tape any deep container with rolled
tape questions inside (30 pcs), chalk,
eraser, masking tape
IV.PROCEDURES
A.Review Previous Conduct a recap of the Conduct a recap of the Conduct a recap of the
Lessons previous discussion. previous discussion. previous discussion.
B. Establishing purpose Conduct 4-Pics-One-Word, Conduct 4-Pics-One-Word, Show five (5) colorful pictures
for the Lesson students need to guess the students need to guess the in relation to vegetables.
(Motivation) word “TOOL” word “TOOL”

C. Presenting Image showing Image showing Image showing

examples /instances of
the new lessons (show
pics, videos, ppt)
D. Discussing new NA NA NA
concepts and practicing
new skills #1. (Pre-
Discussion Activity)
E. Discussing new Using visual aids, the Using visual aids, the teacher Using visual aids, the teacher
concepts & practicing teacher will deliver the will deliver the lesson for the will deliver the lesson for the
and concern to new lesson for the day. day. day.
skills #2
F. Developing Mastery Group the class into ten Group the class into ten (10), Conduct of the graded
(Leads to Formative (10), the students need to the students need to come up recitation. Ten points if able to
Assesment 3 (activity come up with a skit on how with a skit on how to properly answer correctly and five
after the lesson) to properly use the different use the different tools. Ten points it not. Ten seconds will
tools. Ten (10) minutes will (10) minutes will be allotted be given to answer the
be allotted for the for the preparation and 1-2 question per students.
preparation and 1-2 minutes minutes for its presentation.
for its presentation.
G. Finding Practical Why is it important for us to Why is it important for us to How important is it for us to
Applications of concepts properly identify the tools, properly identify the tools, apply safe and accurate cutting
and skills in daily living components, -and factors in components, -and factors in techniques in preparing
(application) preparing vegetables? How preparing vegetables? How vegetables according to
likely are we to apply this likely are we to apply this enterprise standards? Cite one
knowledge on our day-to- knowledge on our day-to-day example to support your
day activities? activities? answer.

H. Making If time permits, have a If time permits, have a If time permits, have a
Generalizations & synthesis of the lesson. synthesis of the lesson. synthesis of the lesson.
Abstractions about the
lessons
I.Evaluating Learning The teacher will conduct a The teacher will conduct a ten The teacher will conduct a
(assessment/test) ten (10) – item formative (10) – item formative seven (7) – item formative
assessment, advice students assessment, advice students assessment, advice students to
to prepare ¼ sheet of paper. to prepare ¼ sheet of paper. prepare a ¼ sheet of paper
(refer to p. 165 of the LM)

J. Additional activities Study pp. 152-163 of the Study pp. 152-163 of the LM, Prepare for a summative test
for application or LM, prepare for a graded prepare for a graded tomorrow.
remediation recitation tomorrow. recitation tomorrow.
(assignment/homework)

V.REMARKS
VI. Reflection
A.No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional
acts.for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught up
with the lessons
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/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

Regina Zandra S.Verceles Juji J. Gomez Olivia P.Terrado
SST III SSHT VI-TLE DEPARTMENT PRINCIPAL IV

School: BAYAMBANG NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12 REGINA ZANDRA S. VERCELES
Teacher: Learning Area: Cookery
DAILY LESSON LOG
Teaching Dates and October 7- 11, 2024
Time: (7:30-12:00PM/1:00-3:40PM) Quarter: 2nd Quarter
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learners The learners demonstrate The learners The learners Summative Test
demonstrate an an understanding preparing demonstrate an demonstrate an
understanding and cooking vegetable understanding preparing understanding
preparing and cooking dishes. and cooking vegetable preparing and
vegetable dishes. dishes. cooking vegetable
dishes.

B.Performance Standards The learners The learners independently The learners The learners
independently prepare prepare and cook vegetable independently prepare independently
and cook vegetable dishes. and cook vegetable prepare and cook
dishes. dishes. vegetable dishes.

C. Learning Competencies LO 2. Prepare LO 3. Present vegetable LO 2. Prepare vegetable LO 4. Store The teacher will conduct a twenty-five (25) – item
vegetable dishes dishes dishes vegetables formative assessment, advice students to prepare 1
2.3 cook variety of 2.3 cook variety of whole sheet of paper.
vegetable dishes 3.1 present vegetable vegetable dishes 4.1 store
following appropriate recipes with appropriate following appropriate vegetables based
cooking methods to sauces and accompaniments cooking methods to on the prescribed
preserve optimum preserve optimum location and
quality and nutrition quality and nutrition temperature
2.4 prepare suitable 4.2 demonstrate
sauces and vegetable storage
accompaniment in in accordance with
serving vegetable dishes FIFO operating
To procedures
LO 3. Present vegetable 4.3 follow standard
dishes safety and hygiene
Plus procedures
LO 5. Evaluate the
finished product
D. Subtasking (if needed) Identify the different Identify the factors to At the end of the At the end of the
ways of cooking consider in plating session, students should session, students
vegetables via vegetable dishes. be able to come up and should be able to
demonstration. present a vegetable dish. distinguish properly
organized and
stored vegetables.
Write the LC code for TLE_HECK9- 12VD-IIb- TLE_HECK9- 12VD-IId-11 TLE_HECK9- 12VD-IIb-c- TLE_HECK9- 12VD-
each c-10 10 IId-12
TLE_HECK9- 12VD-IId-11
 TLE_HECK9- 12VD-IId-13
II. CONTENT Ways of Cooking Essential Factors of Food LESSON 1. PREPARE Store Vegetable
(Subject Matter) Vegetables Presentation, Plating Styles VEGETABLES DISHES Dishes
with Vegetable Dishes, (VD)
Guidelines in Plating,
Creative Presentation
Techniques
III. Learning Resources
A.References
1.Teacher’s Guide Pages NA NA NA NA
2. Curriculum Guide pp. 27 – 28 pp. 27 – 28 pp. 27 – 28 pp. 28 – 29
2.Learner’s Materials pp. 171 – 185 pp. 185 – 188 pp. 171 – 188 pp. 192 – 193
Pages
3.Textbook Pages NA NA NA NA
4. Additional Materials NA NA NA NA
from Learning Resources
(LR) Portal)
B.Other Learning Tools/utensils/ Visuals, pictures, actual Tools/utensils/ Visuals wherein the
Resources equipment/ingredients tools, chalk, eraser, masking equipment will be questions are
used for cooking, (class tape provided at the practice written, chalk,
will be held at the house or cooking eraser
practice house or laboratory
laboratory room)
IV.PROCEDURES
A.Review Previous Conduct a recap of the Conduct a recap of the LABORATORY TIME Conduct a recap of
Lessons previous discussion. previous discussion. the previous
discussion.
B. Establishing purpose The teacher will ask The teacher will show a LABORATORY TIME The teacher will
for the Lesson some students, “what picture of a painting, he/she raise a question
(Motivation) is their favorite will ask the question, towards the
vegetable dish and “WHAT DO YOU THINK ARE students, “Where
why?” THE FACTORS THAT MAKES do you normally
THIS PAINTING keep your washed
BEAUTIFUL?” and ironed
clothes?”
C. Presenting examples Demo teaching on the Show picture LABORATORY TIME NA
/instances of the new various ways of
lessons (show pics, videos, cooking vegetables.
ppt)
D. Discussing new Demo teaching on the NA LABORATORY TIME NA
concepts and practicing various ways of
new skills #1. (Pre- cooking vegetables.
Discussion Activity)
E. Discussing new Demo teaching on the Using visual aids, the LABORATORY TIME Using visual aids,
concepts & practicing and various ways of teacher will deliver the the teacher will
concern to new skills #2 cooking vegetables. lesson for the day. deliver the lesson
for the day.
F. Developing Mastery Demo teaching on the Student will be divided into LABORATORY TIME The teacher will
(Leads to Formative various ways of five (5) groupds. They will show 20 sets of
Assesment 3 (activity cooking vegetables. work on Enhancement various pictures:
after the lesson) activity located on p. 189 of combination of
the LM. Fifteem minutes will organized and
be allotted for this activity. unorganized
storage. The
students will stand
if the picture
represents
UNORGANIZED
STORAGE and
remained seated it
if it organized.
G. Finding Practical Why do we adapt to Do we really need to LABORATORY TIME Why is it necessary
Applications of concepts various ways of consider doing proper for us to organized
and skills in daily living cooking vegetables? plating in our meals on a and store food
(application) Explain your answer. daily basis? Explain your properly, say for
answer. example our
vegetables?
H. Making Generalizations Demo teaching on the If time permits, have a LABORATORY TIME If time permits,
& Abstractions about the various ways of synthesis of the lesson. have a synthesis of
lessons cooking vegetables. the lesson.
I.Evaluating Learning The teacher will The teacher will conduct a The students will have The teacher will
(assessment/test) conduct a ten (10) – ten (10) – item formative their PRACTICAL TEST for conduct a ten (10)
item formative assessment, advice students 2 hrs. This will focus in – item formative
assessment, advice to prepare ¼ sheet of paper. preparing variety of assessment, advice
students to prepare ¼ vegetable dishes. A students to prepare
sheet of paper. rubric will be used to ¼ sheet of paper.
rate their output.
J. Additional activities for Submit a photo of a Prepare for you laboratory Look for five (5) ways to Prepare for a
application or plated vegetable on tomorrow. store vegetables. Write summative test
remediation the next meeting. Print it on your TLE notebook. tomorrow.
(assignment/homework) it on a short bond
paper
V.REMARKS
 VI. Reflection
A.No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional
acts.for remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught up
with the lessons
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/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by:

Regina Zandra S.Verceles Juji J. Gomez Olivia P.Terrado
SST III SSHT VI-TLE DEPARTMENT PRINCIPAL IV

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: COOKERY
 DAILY LESSON LOG Teaching Dates and
Time: Quarter: 2

I. OBJECTIVES DLL_11 DLL_12 DLL_13 DLL_14 DLL

A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate The learners d
understanding preparing and understanding preparing and understanding preparing and an understanding preparing understanding
cooking seafood dishes. cooking seafood dishes. cooking seafood dishes. and cooking seafood dishes. cooking seafoo
B.Performance Standards The learners independently The learners independently The learners independently The learners independently The learners in
prepares and cooks seafood prepares and cooks seafood prepares and cooks seafood prepares and cooks seafood prepares and c
dishes. dishes. dishes. dishes. dishes.

C. Learning Competencies LO 1. Perform Mise en Place LO 1. Perform Mise en Place LO 1. Perform Mise en Place LO 1. Perform Mise en Place LO 2. Handle fi
seafood
1.1. prepare the kitchen tools, 1.2. identify types, varieties, 1.3. assemble ingredients 1.4. identify steps in
equipment, and ingredients market forms, nutritive value, according to recipes, recipe processing fish 2.2 thaw froze
based on required standards. and composition of fish and card, or enterprise standard correctly to en
seafood quality and ma
nutritional valu

D. Subtasking (if needed) At the end of the session, At the end of the session, the At the end of the session, the At the end of the session, At the end of t
students should be able to students should be able to students should be able to the students should be able students shoul
classify the different forms of name the different parts of the enumerate the various to identify the differentiate fr
seafoods. fish. market forms of fish products characteristics and market stock seafood
in the market. forms of shellfish. market.

Write the LC code for each TLE_HECK9- 12PC-IIe-14 TLE_HECK9- 12PC-IIe-14 TLE_HECK9- 12PC-IIe-14 TLE_HECK9- 12PC-IIe-14 TLE_HECK9- 12
II. CONTENT Classifications of Seafood Parts of the Fish Market Forms Characteristics and Market Checking fresh
(Subject Matter) forms of Shellfish and shellfish
III. Learning Resources
A. References
1.Teacher’s Guide Pages NA NA NA NA NA
2. Curriculum Guide pp. 29 pp. 29 pp. 29 pp. 29 pp. 30
2.Learner’s Materials Pages pp. 194-195 pp. 196 pp. 197-198 pp. 198-199 pp. 201-202
3.Textbook Pages NA NA NA NA NA
4. Additional Materials from Learning NA NA NA NA NA
Resources (LR) Portal)
B.Other Learning Resources Visuals, pictures, chalk, eraser, Visuals, pictures, chalk, eraser, Videos/vlogs about Visuals, pictures, actual Visuals, picture
masking tape, speaker masking tape, speaker supermarket (meat & fish tools, chalk, eraser, masking chalk, eraser, m
section), chalk, eraser, TV or tape, sp speaker
projector, speaker
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the Conduct a recap of the previous Conduct a recap of the Conduct a recap of the Conduct a reca
previous discussion. discussion. previous discussion. previous discussion. previous discu
B. Establishing purpose for the Lesson Sing and dance in the tune of In a form of ice breaker, the Raise this question: When did Shows pictures of various Raise this ques
(Motivation) baby shark students will sing and act “MY the last time you go on shellfish. the different ty
TOES, MY KNEES…” shopping at the wet market or (sense of sight
supermarkets?

C. Presenting examples /instances of the new Listen to lively music Listen to lively music NA Showing of pictures NA
lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing NA NA NA NA NA
new skills #1. (Pre-Discussion Activity)

E. Discussing new concepts & practicing and Using visual aids, the teacher Using visual aids, the teacher Aided with a projector or Using visual aids, the Using visual ai
concern to new skills #2 will deliver the lesson for the will deliver the lesson for the television, the teacher will teacher will deliver the will deliver the
day. day. deliver the lesson for the day. lesson for the day. day.
F. Developing Mastery (Leads to Formative By group, flashing of pictures By group, cut or draw a fish and Look for a peer and do this By group, they will label the By group, they
Assesment 3 (activity after the lesson) of the various classification of label the parts of the fish by activity. From the market forms of the skit (1-3 minut
seafoods, write their answers using the materials provided by videos/vlogs that was shown shellfishes and hang their their set-up is
on the board. Ten pictures will the teacher. Fifteen minutes to the class, on a clean sheet output on the board and market or supe
be shown. will be allotted for this activity. of paper, list down five (5) one of their representatives plot, the vendo
observations, especially in will discuss. convince the c
terms of the market forms of his products ar
the fishes. Ten (10) minutes
will be allotted for this
activity.

G. Finding Practical Applications of concepts In our daily life, how do you In our daily life, how do you see Why do we have various In our daily life, how do you Why do we ne
and skills in daily living (application) see the importance of being the importance of being able to markets forms for various see the importance of being sure the raw fo
able to recognize the various recognize the structure and products, specifically fishes able to recognize the are purchasing
seafoods? Cite an example. composition of the fish (if it is and seafoods? various shellfish? Cite an Cite one effect
fatty or lean meat). Cite an example. if it is fresh or
example.
H. Making Generalizations & Abstractions If time permits, have a If time permits, have a synthesis If time permits, have a If time permits, have a If time per
about the lessons synthesis of the lesson. of the lesson. synthesis of the lesson. synthesis of the lesson. synthesis of th
I.Evaluating Learning (assessment/test) The teacher will conduct a ten The teacher will conduct a ten Answer REVIEW OF LEARNING The teacher will conduct a The teacher
(10) – item formative (10) – item formative OUTCOME 1 on pp. 199-200, ten (10) – item formative ten (10) – i
assessment, advice students assessment, advice students to use ¼ sheet of paper. assessment, advice students assessment, a
to prepare ¼ sheet of paper. prepare ¼ sheet of paper. to prepare ¼ sheet of paper. to prepare ¼ s
J. Additional activities for application or Look fo the different parts of What are the seven (7) market Look for the characteristics Interview your Look for the di
remediation (assignment/homework) the fish. Draw or paste your forms of fishes? List it down on and market forms of shellfish. mother/father or any methods in ha
printed outputs with labels on your TLE notebook. Write it on your TLE members of the family, ask storing fish an
 your TLE notebook. notebook. them “HOW CAN YOU TELL seafood produ
IF THE FISH OR SHELLFISH IS your TLE noteb
FRESH OR NOT? Write their
answers on your TLE
notebook.
V.REMARKS
VI. Reflection

A.No. of learners who earned 80% in the

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

Prepared by:

____________________________
Teacher
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: COOKERY
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 2

I. OBJECTIVES DLL_16 DLL_17 DLL_18 DLL_19 DLL

(SUMMAT
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate The learners d
understanding preparing and understanding preparing and understanding preparing and an understanding preparing understanding
cooking seafood dishes. cooking seafood dishes. cooking seafood dishes. and cooking seafood dishes. cooking seafoo
B.Performance Standards The learners independently The learners independently The learners independently The learners independently The learners in
prepares and cooks seafood prepares and cooks seafood prepares and cooks seafood prepares and cooks seafood prepares and c
dishes. dishes. dishes. dishes. dishes.

C. Learning Competencies LO 2. Handle fish and seafood LO 3. Cook fish and shellfish LO 4. Plate/Present fish and LO 5. Store fish and seafood LO 1. Perform
seafood
2.2 thaw frozen seafood t
correctly to ensure maximum
quality and maintain LO 5. Store fis
nutritional value
D. Subtasking (if needed) At the end of the session, At the end of the At the end of the lesson, the At the end of the lesson, the At the end of t
students should be able to demonstration, the students students should be able to students should be able to students shoul
enumerate the different should be able to identify the understand and showcase in identify the various attain at least
methods in handling and different ways to prepare an art form the fundamentals methods of storing raw from the summ
storing fish and other seafood fishes/seafoods. needed in plating. fish/seafoods.
products.
Write the LC code for each TLE_HECK9- 12PC-IIf-15 TLE_HECK9- 12PC-IIgi-16 TLE_HECK9- 12PC-IIj-17 TLE_HECK9- 12PC-IIj-18 TLE_HECK9- 12
TLE_HECK9- 12
TLE_HECK9- 12
TLE_HECK9- 12
TLE_HECK9- 12

II. CONTENT Handling and Storage of Fish Cooking Techniques for Fish Fundamental(s) of Plating Storing of Fish and Shellfish LESSON 2. PRE
(Subject Matter) and Shellfish COOK SEAFOO
III. Learning Resources
A. References
1.Teacher’s Guide Pages NA NA NA NA NA
2. Curriculum Guide pp. 30 pp. 30 pp. 30 pp. 31 pp. 29 – 31
2.Learner’s Materials Pages pp. 203-205 pp. 206 – 217 pp. 226 – 228 pp. 232 – 233 pp. 194 – 233
3.Textbook Pages NA NA NA NA NA
4. Additional Materials from Learning NA NA NA NA NA
Resources (LR) Portal)
B.Other Learning Resources Visuals, pictures, actual tools, c/o at the laboratory, the Visuals, pictures, actual tools, Visuals, pictures, actual Visuals wherei
chalk, eraser, masking tape, demonstration will be held chalk, eraser, masking tape, tools, chalk, eraser, masking questions are
speaker there speaker tape, speaker eraser
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the Teacher demonstration Conduct a recap of the Conduct a recap of the Not Applicable
previous discussion. previous discussion. previous discussion.
B. Establishing purpose for the Lesson Raise this question: Where do Teacher demonstration Raise this question: When you Show actual products in SUMMA
(Motivation) we normally keep and store look into someone, what is various packaging (e.g.
our groceries? How about the first things that you look biscuits, canned items,
meat and fishes? into? (assuming their answers candies, etc.)
is FACE, try to link it to the
façade of a plated food)

C. Presenting examples /instances of the new NA NA NA NA SUMMA

lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing NA NA NA NA SUMMA
new skills #1. (Pre-Discussion Activity)

E. Discussing new concepts & practicing and Using visual aids, the teacher The teacher will partly touch Using visual aids, the teacher Using visual aids, the SUMMA
concern to new skills #2 will deliver the lesson for the the introduction part of the will deliver the lesson for the teacher will deliver the
day. lesson and swiftly move day. lesson for the day.
forward in the demonstration
part.

F. Developing Mastery (Leads to Formative PHOTO GALLERY: by group, The return demo of the By group, make a picture By group, search on google SUMMA
Assesment 3 (activity after the lesson) the class will be divided into 5, student’s will be conducted collage on the different on the different ways on
each group will prepare the during their final laboratory for plate/plates of seafood dishes how to store seafood
visuals with pictures (a kit will quarter 2. This is one of the and explain the relationship of products, present it to the
be provided by the teacher). competencies that will be the food preparation class by one representative.
graded. (balance,portion size,serving
hot/cold food on hot/cold
plates & garnishes).
G. Finding Practical Applications of concepts Why do we need to make sure Teacher demonstration Why is the physical output, Why do we need to make SUMMA
and skills in daily living (application) to store the raw specifically for food - its sure to store the raw
fishes/seafoods properly? Cite plating important? Explain fishes/seafoods properly?
one effect if fail to secure it your answer. Cite one effect if fail to
freshness. secure it freshness.
 H. Making Generalizations & Abstractions If time permits, have a If time permits, have a synthesis If time permits, have a If time permits, have a SUMMA
about the lessons synthesis of the lesson. of the lesson. synthesis of the lesson. synthesis of the lesson.
I.Evaluating Learning (assessment/test) The teacher will conduct a ten Teacher demonstration Answer Review of Learning Answer Review of Learning SUMMA
(10) – item formative Outcome 4 on p. 229 of the Outcome 5 on p. 235 of the
assessment, advice students LM. Use ½ crosswise. LM. Use ¼ sheet of paper.
to prepare ¼ sheet of paper.
J. Additional activities for application or Group yourselves into a Group yourselves into a Look for picture showing how Prepare for a summative Prepare for yo
remediation (assignment/homework) member of 6-8 members and member of 6-8 members and raw fish and seafoods are test, 40 items. performance t
process ENHANCEMENT process LET’S DO IT on p. 217 in stored. Paste it on a short cooking labora
ACTIVITY on p. 205 of the LM. preparation for your final bond paper.
Submit your output on laboratory (to be scheduled
Monday next week. soon). Submit your preparation
report on Friday next week.
V.REMARKS
VI. Reflection

A.No. of learners who earned 80% in the

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

Prepared by:

____________________________
Teacher
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: COOKERY
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 2

I. DLL_2 DLL_ DLL_ DLL_ DLL_

OBJECTIVES 1 22 23 24 25
(LAB
ORAT
ORY
DAY)
A. Content The
Standards learners
demons
trate an
underst
anding
preparin
g and
cooking
seafood
dishes.

B.Performan The
ce Standards learners
indepen
dently
prepare
s and
cooks
seafood
dishes.
C. Learning LO 3.
Competencie Cook
s fish and
shellfish
;
LO 4.
Plate/Pr
esent
fish and
seafood
to
LO 6.
Evaluate
the
finished
product
D. At the
Subtasking end of
(if needed) the
allotted
time,
student
s should
be able
to come
up and
present
various
seafood
dishes.
Write the LC TLE_HE
code for CK9-
each 12PC-
IIgi-16
TLE_HE
CK9-
12PC-IIj-
17

TLE_HE
CK9-
12PC-IIj-
 19
II. CONTENT LESSON
(Subject 2.
Matter) PREPAR
E AND
COOK
SEAFOO
D
DISHES
(PC)
III. Learning
Resources
A.
References
1.Teacher’s NA
Guide Pages
2. pp. 29 –
Curriculum 31
Guide
2.Learner’s pp. 194
Materials – 233
Pages
3.Textbook NA
Pages
4. Additional NA
Materials
from
Learning
Resources
(LR) Portal)
B.Other Tools/
Learning utensils
Resources /
equipm
ent will
be
provide
d at the
practice
house
or
cooking
 laborato
ry
IV.PROCEDU
RES
A.Review LABORA
Previous TORY
Lessons TIME
B. LABORA
Establishing TORY
purpose for TIME
the Lesson
(Motivation)
C. Presenting LABORA
examples TORY
/instances of TIME
the new
lessons
(show pics,
videos, ppt)
D. Discussing LABORA
new TORY
concepts and TIME
practicing
new skills
#1. (Pre-
Discussion
Activity)
E. Discussing LABORA
new TORY
concepts & TIME
practicing
and concern
to new skills
#2
F. LABORA
Developing TORY
Mastery TIME
(Leads to
Formative
Assesment 3
(activity
after the
lesson)
G. Finding LABORA
Practical TORY
Applications TIME
of concepts
and skills in
daily living
(application)
H. Making LABORA
Generalizati TORY
ons & TIME
Abstractions
about the
lessons
I.Evaluating The
Learning student
(assessment/ s will
test) have
their
PRACTIC
AL TEST
for 2
hrs. This
will
focus in
preparin
g variety
of fish
and
seafood
s. A
rubric
will be
used to
rate
their
output.
J. Additional Prepare
activities for for your
application unit
or test.
remediation
(assignment/
homework)

V.REMARKS
VI. LONG
Reflection QUIZ

A.No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
requires
additional
acts.for
remediation
who scored
below 80%
C. Did the
remedial
lessons
work? No. of
learners who
caught up
with the
lessons
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/sup
ervisor can
help me
solve?
G. What
innovations
or localized
materials did
I
used/discove
r which I
wish to share
with other
teachers?

Prepared by:

____________________________
Teacher