School TAYSAN RESETTLEMENT INTEGRATED Grade Level 10

DAILY LESSON SCHOOL

LOG Teacher Learning Areas TLE
rd
Teaching Week Quarter 3 Quarter
Time: Monday Tuesday Wednesday Thursday Friday
Date:

Section:
I. OBJECTIVES
A. Content Standard The learners demonstrate The learners demonstrate The learners evaluate The learners evaluate
understanding the understanding the questions in the questions in the diagnostic
principles of preparing principles of preparing diagnostic test in cookery. test in cookery.
stocks. stocks.
The learner independently demonstrates core
B. Performance Standard competencies in cookery as prescribed in the
TESDA Training Regulation.
LO1 Prepare Stocks for LO 2Prepare Soups 1. Celebration of the 1. Commemoration of the
Required Menu Items Required for Menu Item Feast of St. Gregory the late freedom fighter
C. Learning 1.1 principles of preparing Great Simeon Ola
Competencies/Objectives stocks
Write the LC Code for
each

II. CONTENT Principles of preparing Classification of stocks Holiday Holiday

stocks

III. LEARNING
RESOURCES
A. References Cookery Learning Module Cookery Learning Module
NC II NC II
1. Teacher’s Guide
pages
2. Learner’s materials 242-245 245-257
pages
3. Textbook pages
4. Additional Materials
from
Learning Resource
(LR) portal
 B. Other Learning Test paper, ballpen, Visual aids, monitor
Resources monitor, laptop
IV. PROCEDURES
A. Reviewing previous Administer pretest.
lesson or
Presenting the new What comes to your mind
lesson when you hear the term
“stocks” or “broth”?
What does the French
B. Establishing a purpose term “fonds de cuisine”
for the lesson mean in English?

How would you define

stocks or broth?
How will you describe a
C. Presenting stock based on the
examples/instances of the definition?
lesson
Which Filipino cuisines,
known as stocks or
broths, are you familiar
with?
Activity 1: Picture Parade
D. Discussing new
concepts and Identify and categorize
Practicing new skills #1 each image of various
stocks.

Which stocks are these,

in your opinion?
Activity 2: Stock
E. Discussing new Ingredient Sorting Game
concepts and
Practicing new skills #2 Engage in an interactive
sorting activity where
students categorize stock
ingredients, justify their
decisions, and present
their categorized findings
to reinforce
 understanding.

What is the
recommended simmering
temperature for stocks,
and why is avoiding
boiling crucial for flavor
extraction?

Explain the importance of

skimming during stock
preparation and methods
for achieving a clear and
visually appealing broth.

What are the primary

ingredients that form the
foundation of a classic
meat-based stock, and
how do they contribute to
the overall flavor profile?

How might the choice of

seasonings vary when
preparing different types
of stocks, such as
vegetable, chicken, or
beef, and what
considerations should be
considered to achieve a
well-balanced and
flavorful broth?

Let the learners do the

Review of learning
Outcome 1
Group activity: Rate yourself based on
F. Developing mastery the PECs scoring sheet
(Leads to Formative Performance Activity 1 and the PECs scoring
Assessment 3) page 248 LM sheet with Correction
 Refer to the rubrics Factor.
below.
Activity 3: Prepare stock Interpret the result using
G. Finding Practical based on the the PECs Profile Sheet.
application of concepts performance standards. Which of the following
and skills in daily living entrepreneurial skills do
Choose a stocks recipe you possess, and which
for your performance by ones do you need to
group. develop?
H. Making generalizations Stock preparation What are your personal
and abstractions about the involves key principles, thoughts seeing the result
lesson including using quality of the test?
bones, a balanced
mirepoix, and aromatic
herbs. Techniques like
roasting and gentle
simmering enhance
flavor, while the versatility
of stocks allows for
adaptation to diverse
dishes, showcasing their
crucial role in culinary
creativity.
I. Evaluating learning Answer the post test on Writtten Test
LO1 page 254
J. Additional activities for Define Environment and
application or remediation Market.
What is SWOT Analysis?
How do you start a
business?
V. REMARKS ____Out of ____Out of ____Out of ____Out of ____Out of _____students
_____students reached _____students reached _____students reached _____students reached reached the mastery level.
the mastery level. the mastery level. the mastery level. the mastery level.
VI. REFLECTION

A. No. of learners who Grade 10_____out of Grade 10_____out of Grade 10_____out of Grade 10_____out of Grade 10_____out of
earned 80% in the ______students reached ______students reached ______students reached ______students reached ______students reached
evaluation the mastery level the mastery level the mastery level the mastery level the mastery level
 B. No. of learners who Grade 10 _________ Grade 10 _________ Grade 10 _________ Grade 10 _________ Grade 10 _________
require additional
activities for
remediation.
C. Did the remedial Yes______ Yes______ Yes______ Yes______ Yes______
lessons work? No. of
learners who have caught Grade 10__________ Grade 10__________ Grade 10__________ Grade 10__________ Grade 10__________
up the with the lesson. No______ No______ No______ No______ No______
D. No. of learners who Grade __________ Grade __________ Grade __________ Grade __________ Grade __________
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 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:

GRACE ANN R. LORILLA

Teacher III
 School TAYSAN RESETTLEMENT Grade Level Grade 10
DAILY LESSON INTEGRATED SCHOOL
LOG Teacher GRACE ANN R. LORILLA Learning Areas COOKERY
Week 2 ST
Teaching Week Quarter 1 QUARTER
DAY 1 DAY 2 DAY 3 DAY 4
Date:
Aug. 29-Sept.2, 2023 August 29, 2023 August 30, 2023 August 31, 2023 September 1, 2023
Section and Time 9-Pythagoras 9-Pythagoras 9-Pythagoras 9-Neumann
9:15-10:55 9:15-10:05 9:15-10:05 10:55-11:45
9-Neumann
10:05-10:55
I. OBJECTIVES
A. Content Standard The learners evaluate The learners demonstrate The learners evaluate questions
questions in the diagnostic test understanding of core concepts in the diagnostic test in Food and
in Food and Beverage and theories in in food and Beverage Servicing.
Servicing. beverage servicing lessons.
The learner independently The learner independently The learner independently
B. Performance Standard demonstrates core demonstrates core demonstrates core competencies
competencies in food and competencies in food and in food and beverage servicing
beverage servicing as beverage servicing as as prescribed in the TESDA
prescribed in the TESDA prescribed in the TESDA Training Regulation.
Training Regulation. Training Regulation.
LO 1. Assess Personal 1. Familiarize oneself with the
Entrepreneurial school policies and classroom
C. Learning Competencies rules and regulations.
Competencies/Objectives 1. Recognize the Personal and 2. Understand the subject
Write the LC Code for Entrepreneurial characteristics requirements and grading
each (PECS). system in TLE subject.
3. Check the diagnostic test.

II. CONTENT Subject Orientation Personal Entrepreneurial Subject Orientation and Holiday
Competencies Diagnostic Test

III. LEARNING
RESOURCES
A. References School Kasunduan Cookery LM School Kasunduan
TLE Grading System TLE Grading System
1. Teacher’s Guide
pages
2. Learner’s materials 12-20
pages
3. Textbook pages
4. Additional Materials
from
Learning Resource
(LR) portal
B. Other Learning NC II
Resources
IV. PROCEDURES
A. Reviewing previous Create a mind map about
lesson or presenting the Entrepreneur
new lesson
Who can define entrepreneur?
B. Establishing a purpose
for the lesson
There are 10 identified
C. Presenting behavioral patterns according
examples/instances of the to research done by McClelland
lesson and McBer and these are
organized into three clusters
namely: Achievement cluster,
planning and power cluster.
FGD:
D. Discussing new Students will be asked to
concepts and discuss among their group the
Practicing new skills #1 three clusters of behavior and
share it with the class.

Answer Personal
E. Discussing new Entrepreneurial Competencies
concepts and (PECs) Self-rating
Practicing new skills #2 Questionnaire.
 Rate yourself based in the
F. Developing mastery PECs scoring sheet and the
(Leads to Formative PECs scoring sheet with
Assessment 3) Correction Factor.

Interpret the result using the

G. Finding Practical PECs Profile Sheet. Which of
application of concepts the following entrepreneurial
and skills in daily living skills do you possess, and
which ones do you need to
develop?
H. Making generalizations What are your personal
and abstractions about the thoughts seeing the result of
lesson the test?
I. Evaluating learning Writtten Test
J. Additional activities for Define Environment and
application or remediation Market.
What is SWOT Analysis?
How do you start a business?

V. REMARKS ____Out of _____students ____Out of _____students ____Out of _____students ____Out of _____students

reached the mastery level. reached the mastery level. reached the mastery level. reached the mastery level.
VI. REFLECTION

A. No. of learners who Grade 7_____out of Grade 7_____out of Grade 7_____out of Grade 7_____out of
earned 80% in the ______students reached the ______students reached the ______students reached the ______students reached the
evaluation mastery level mastery level mastery level mastery level
B. No. of learners who Grade 7 _________ Grade 7 _________ Grade 7 _________ Grade 7 _________
require additional
activities for
remediation.
C. Did the remedial Yes______ Yes______ Yes______ Yes______
lessons work? No. of
learners who have caught Grade 7__________ Grade 7__________ Grade 7__________ Grade 7__________
up the with the lesson. No______ No______ No______ No______
D. No. of learners who Grade __________ Grade __________ Grade __________ Grade __________
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?
 School TAYSAN RESETTLEMENT Grade Level Grade 10
DAILY LESSON INTEGRATED SCHOOL
LOG Teacher GRACE ANN R. LORILLA Learning Areas COOKERY
Week 1 nd
Teaching Week Quarter 2 QUARTER
DAY 1 DAY 2 DAY 3 DAY 4
Date:
Aug. 29-Sept.2, 2023 November 20, 2023 November 21, 2023 November 23, 2023 November 24, 2023
Section and Time Ramsay Ramsay Ramsay 9-Neumann
12:00-12:50 12:00-12:50 12:00-12:50 10:55-11:45
Avogadro Avogadro Avogadro
12:50-1:40 12:50-2:30 12:50-2:30
Thomson Thomson Thomson
2:45-3:35 2:45-3:35 2:45-3:35
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding preparing and cooking vegetable dishes.
The learners independently prepare and cook vegetable dishes.
B. Performance Standard
LO 1. Perform mise en place. LO 1. Perform mise en place. LO 1. Perform mise en place. 1.1 LO 1. Perform mise en place. 1.1
1.1 identify ingredients 1.1 identify ingredients identify ingredients according to identify ingredients according to
C. Learning according to standard recipe. according to standard recipe. standard recipe. TLE_HECK9- standard recipe. TLE_HECK9-
Competencies/Objectives TLE_HECK9- 12VD-IIa-9 TLE_HECK9- 12VD-IIa-9 12VD-IIa-9 12VD-IIa-9
Write the LC Code for
each Objectives: Objectives: Objectives: Objectives:
1. Define vegetables. 1. Familiarize the flavor and 1. Familiarize the needed tools 1. Enumerate the basic steps in
2. Familiarize its vitamin and color components of and equipment in preparing preparing vegetables.
mineral contents. vegetables. vegetables. 2. Familiarize oneself with the
3. Classify vegetables 2. Recognize the factors to 2. Classify each tool and basic knife cuts.
according to part of plants, consider in choosing good equipment. 3. Apply safe and accurate
chemical composition. quality vegetables. 3. Recognize tools and techniques in preparing
3. Identify the nutritional value equipment needed for a specific vegetables.
of each vegetable. task in preparing vegetables.
4. Recognize the significance of
including veggies in every
meal.
II. CONTENT Overview of Vegetables Overview of Vegetables Overview of Vegetables Overview of Vegetables
Classifications of Vegetables Classifications of Vegetables Classifications of Vegetables Classifications of Vegetables

III. LEARNING
RESOURCES
A. References Cookery LM Cookery LM Cookery LM Cookery LM
1. Teacher’s Guide NA NA NA NA
pages
2. Learner’s materials p. 27 p. 27 p. 27 p. 27
pages
3. Textbook pages pp. 144 – 147 pp. 144 – 147 pp. 148 – 149 pp. 148 – 149
4. Additional Materials NA NA NA NA
from
Learning Resource
(LR) portal
B. Other Learning Visuals, puzzled pictures inside Visuals, pictures, masking tape, Visuals, pictures, masking tape, Visuals, pictures, masking tape,
Resources an envelope (10 sets), chalk, chalk, eraser. chalk, eraser. chalk, eraser.
eraser, masking tape
IV. PROCEDURES
A. Reviewing previous Conduct a recap of the Conduct a recap of the The student will flash pictures of Conduct a recap of the previous
lesson or presenting the previous meeting. previous meeting. tools and equipment. The meeting.
new lesson students will name the tools and
equipment.
Play the music of “Bahay Kubo” Acrostics of poem about Define the word tools and In your day-to-day lives, how do
B. Establishing a purpose vegetables equipment. you choose vegetables?
for the lesson
How do you know if a vegetable
is fresh?
Listening to the tunes/music Presentation of the poem by Sharing of their answer to the How do you prepare fresh
C. Presenting the students class. vegetables?
examples/instances of the
lesson
Conduct a 30-item pretest What are the flavor and color What are the tools and What is the process in preparing
D. Discussing new (refer to pp. 140 – 143 of the components of vegetables? equipment needed in preparing fresh vegetables?
concepts and LM) vegetables?
Practicing new skills #1 Flavor Components of 1. Washing
Vegetables Can anyone from the class give  Wash all vegetables
1. Sugar – example of tools and equipment thoroughly.
Fructose – the natural in preparing vegetables?  Scrub well unpeeled
sugar that provides sweetness vegetables, like potatoes for
in vegetables. What is the function of each? baking
2. Glutamic Acid – This forms a  Wash green leafy
product called monosodium vegetables in several
glutamate when combined with changes of cold water.
 salt.  After washing, drain well
3. Sulfur compounds… and refrigerate lightly
covered to prevent drying.
Color Components
1. Chlorophyll – a fat 2. Soaking
soluble compound  Do not soak vegetables for
responsible for the long periods to prevent
green color of plants. flavor and nutrient loss.
 Cabbage, broccoli,
2. Carotenoids – the cauliflower may be soaked
yellow, orange to red for 30 minutes in cold
soluble pigments found salted water to eliminate
in plants. insects.
- beta carotene from  Limp vegetables can be
carrots and squash soaked briefly in cold
- lycopene, from water to restore crispness.
tomatoes
3. Flavonoids 2. Peeling and Cutting
 Peel vegetables as
The teacher will display images thinly as possible.
of various vegetables, and the  Cut vegetables into
students will assess the uniform pieces for even
characteristics that should be
cooking
considered when selecting
high-quality veggies based on
 Treat vegetables that
their observations. brown easily with acid
(potatoes, eggplants,
sweet potato) or hold
under water until ready
to use.
 Save edible trim for
soups, stocks and
purees.
Using visual aids, the teacher Vegetables are good sources The teacher will facilitate the Do you know the basic knife
E. Discussing new will deliver the lesson for the of food nutrients that are very discussion in recognizing a tool cuts?
concepts and day. important in everyday meals. from an equipment.
Practicing new skills #2 The basic knife cuts are the
Functions of Carbohydrate: following:
1. Source of energy (protein
sparing and prevents ketosis) 1. Chopping – done with a
 2. Source of B-vitamins for straight, downward cutting
CHO metabolism motion.
3. Type of carbohydrate chosen 2. Chiffonade (shredding) –
determines: making very fine parallel cuts.
- Fiber content 3. Dicing – producing cube
- Glycemic load of diet shapes
- Nutrient density and 4. Diamond (lozenge) – thinly
phytochemical content slicing and cutting into strips of
appropriate width
Example: 5. Mincing – producing very fine
wheat bran cut usually for onions and garlic
whole grain breads and cereals
cabbage
carrots
Brussels sprouts
The class will be divided into Identify the nutritional value of Classify the following tools and How are these vegetables cut?
F. Developing mastery. ten (10) groups. The teacher each vegetable. equipment.
(Leads to Formative will instruct the students to 1. Ampalaya 1. Artichoke
Assessment 3) classify the puzzled pictures 2. Alugbati 1. Chef’s knife 2. Asparagus
assigned to them for only 5 3. Kalabasa 2. paring knife 3. Avocados
minutes. Each group is 4. Sili leaves 3. chopping board 4. Cabbage
assigned two sets of puzzled 5. Lettuce 4. oven 5. Garlic
pictures. 6. Potatoes 5. steamer 6. Leeks
7. Cabbage
8. Saluyot
9. Dried beans
10. Pepper leaves
Why is it important for us to Why is it essential to Your mother asked you to cook Practice at least 5 safe and
G. Finding Practical properly identify the different understand the nutritional value sinigang nab angus for dinner. accurate vegetable cutting
application of concepts classifications of vegetables? of vegetables and include them List down the tools and techniques in your kitchen.
and skills in daily living How likely are we to apply this in our regular meals? equipment that you need to Document your performance and
knowledge on our day-to-day accomplish your task. send it to your teacher for
activities? checking.

Rubrics will be given to students

before the activity.
H. Making generalizations If time permits, have a What is the importance of What is the essence of knowing What is the importance of
and abstractions about the synthesis of the lesson. recognizing the nutritional value the needed tools and equipment familiarizing oneself of the basic
lesson of vegetables? in preparing vegetable dishes? vegetable knife cuts and be able
to do it competently?
Recognizing and incorporating How are you going to apply your
 a variety of vegetables into knowledge on the tools in your
one’s diet is essential for day-to-day living?
optimal health and well-being.
It’s crucial to appreciate their
nutritional value and
incorporate them into meals
regularly for a balanced and
wholesome diet.
I. Evaluating learning The teacher will conduct a ten
(10) – item formative Written Test Written Test Written Test
assessment, advice students to
prepare a whole sheet of paper
J. Additional activities for On your TLE notebook, look for Study the basic knife cuts and Practice basic knife cuts at
application or remediation the different tools used in application of a safe and home.
vegetable preparation. List accurate cutting technique in
down at least five (5) and their preparing vegetables according
functions. to enterprise standards.
V. REMARKS ____Out of _____students ____Out of _____students ____Out of _____students ____Out of _____students
reached the mastery level. reached the mastery level. reached the mastery level. reached the mastery level.
VI. REFLECTION

A. No. of learners who Grade 7_____out of Grade 7_____out of Grade 7_____out of Grade 7_____out of
earned 80% in the ______students reached the ______students reached the ______students reached the ______students reached the
evaluation mastery level mastery level mastery level mastery level
B. No. of learners who Grade 7 _________ Grade 7 _________ Grade 7 _________ Grade 7 _________
require additional
activities for
remediation.
C. Did the remedial Yes______ Yes______ Yes______ Yes______
lessons work? No. of
learners who have caught Grade 7__________ Grade 7__________ Grade 7__________ Grade 7__________
up the with the lesson. No______ No______ No______ No______
D. No. of learners who Grade __________ Grade __________ Grade __________ Grade __________
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?