School: SUAL NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 9 Teacher: MARIBEL C. DELOS SANTOS Learning Area: Cookery

DAILY LESSON LOG Teaching Dates and Time: MONDAY TO FRIDAY/ Quarter: 1-WEEK 1

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDA

A. Content Standards The learners demonstrate an understanding of the
knowledge, skills, and attitudes required in
maintaining kitchen tools, equipment and work
premises.
B. Performance Standards The learners independently maintain clean
kitchen tools, equipment and premises.
● C. Learning Competencies ● LESSON 1: CLEANING AND
● SANITIZING KITCHEN TOOLS
AND EQUIPMENT
●
● LO1: Clean , Sanitize, And Store
Kitchen Tools And Equipment
● Identify the chemicals to be utilized in
cleaning and sanitizing kitchen tools and
equipment.
● Prepare cleaning agents in accordance
with the manufacturer's instructions.
● Clean and sanitize kitchen tools in
accordance with prescribed standards.
● Store cleaned kitchen tools and
equipment safely in the designated
space.

● D. Sub tasking (if needed) ● At the end of this session, the learners ● At the end of this session, the learners ● At the end of this session, the learners
are able to; are able to; are able to;
● Familiarize yourself with the topic for ● identify the chemical to be utilized in ● Apply the correct sequence in washing
this quarter. cleaning and sanitizing kitchen tools and dishes by hand.
● Determines each student's knowledge of equipment. ● Clean kitchen tools and equipment in
● practice safety measures in using
and proficiency in the subject matter. accordance with prescribed standard,
chemicals for cleaning and
● ● independently read the manufacturer’s ● Familiarize yourself in the different
instructions in each label. storage areas for each kitchen tool and.
equipment.

Write the LC code for each TLE_HECK9-12KP-Ia-1

II. CONTENT Pre-Test Types of Cleaning Agents Cleaning of Kitchen Tools and Equipment -
(Subject Matter) Overview of the lesson Proper Dishwashing by Hands
III. Learning Resources
A. References N/A
1.Teacher’s Guide Pages N/A
2. Curriculum Guide ● K to 12 Basic Education JHS TLE and
SHS Technical-Vocational Track Home
Economics- Cookery page 8
2.Learner’s Materials Pages ● Cookery 9-10 Most Essential Learning
Competencies page 414
● Cookery 9 Quarter 1-Module 1 SLM
pages 1-6
3.Textbook Pages ● N/A
4. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Pencil and Pen Visuals from Laptop and TV, pictures, actual
tools, chalk, eraser, masking tape, speaker
IV.PROCEDURES
A. Review Previous Lessons `Conduct a recap of the previous discussion.

B. Establishing purpose for the Lesson N/A

(Motivation)

C. Presenting examples /instances of the new N/A Visual Aid

● Visual Aid and picture
lessons (show pics, videos, ppt)

D. Discussing new concepts and practicing new The teacher will give a short orientation about The teacher will give an introduction to the topic.
skills #1. (Pre-Discussion Activity) what to expect in this lesson and quarter.

E. Discussing new concepts & practicing and Types of Cleaning Agents Cleaning of Kitchen Tools and Equipment
concern to new skills #2 PRE-TEST Proper Dishwashing by Hands
(Provide a printed copy) 1. Detergents. These are cleaning agents,
solvents or any substance used to clean and Step 1: Scrape/Pre-wash- Put the dishes on the
Cleaning and Sanitizing break up dirt, soil and grease on surfaces of sink. Scrape off the leftover food and large food
particles from the dishes and throw them into the
tableware, kitchen surfaces, and equipment,
Cleaning is the process of removing all trash can for garbage disposal, leaving behind
visible dirt which include food, soil , chemical fabrics, clothes, wood , plastic and metals some residue for dishwashing.
residues and allergens. Example: soap, soap powders, cleaners, liquid Step 2: Wash- By using cleaning implements
detergents. such as sponges, brushes steel wool and
The right cleaning agent must be selected 2. Solvent Cleaners are commonly referred to dishwashing detergent. Wash dishes in order;
because not all cleaning agents can be used on as degreasers . These products are alkaline glassware, flatware, plates, bowls, pots and pan.
food- contact surfaces. based and are formulated to remove grease on Step 3: Rinse using running water. Wash dishes
in order; glassware, flatware, plates, bowls, pots
surfaces of tools and equipment, where grease
A food-contact surface is the surface of and pan.
equipment or utensils that food normally comes has burned on. Examples of degreasers are Step 4: Sanitize
into contact with.) vinegar, lemon juice, cornstarch , borax , Step 5: Air-Dry
 baking soda and castile soap.
Sanitizing is done to reduce the number of 3.Abrasives are fine plastic mesh pads, nylon Cleaning of Kitchen Tools and Equipment
microorganisms to safe levels. It is usually coated, sponges, fine brass wool, rotten –stone
performed after cleaning. Sanitizing is done using and whiting to rub and scrub the heavy dirt. Stoves
heat, radiation, or chemicals However these materials must be handled with ● Before cleaning the stove, make sure that
care to prevent scratching certain types of
materials like plastic or stainless steel. it is cool, to avoid burning while
4. Acid Cleaners are used occasionally to cleaning. Using abrasive, clean it
thoroughly, and wash the surface of the
remove mineral deposits and other soils on
stove. You can use emery paper if it is
kitchen floors , as well as rust on the sink necessary.
areas and soils.Ex. phosphoric acid, nitric acid
● Remove all bars and rack of the stove,
,muriatic acid
then immerse it in hot water with
Acid is the most powerful type of cleaning agent detergent. Scrub the top of the stove
because it is poisonous and corrosive . It should be using non-abrasive brush to remove food
used with caution and handled correctly to avoid from around the burners, knobs , and
accidents. dials.
● Wipe clean with damp cloth.
Here is the list of approved Chemical Sanitizers
1. Chlorine, as a bleaching agent, is used in ● Tackle stubborn dirt with scraper
industry and in household cleaning products.
It is water soluble. It is used to disinfect ● Wipe dry with a fresh clean cloth.
water and part of the sanitation process for
industrial waste. ● Rinse the sponge well between wipes.
2. Iodine is an over-the-counter type of Use cleaner with a scrub pad or use a
chemical sanitizer that is used to disinfect good degreaser product to remove any
skin and treat infection. residue left.
3. Quaternary Ammonium is used as ● Refer to the manual for directions in
disinfectant chemicals to disinfect sprays
and wipes for the purpose of killing germs. cleaning inner stove parts
It is an antibacterial type chemical sanitizer. Storerooms and Cupboards

How to Read the Label of a Cleaning Agent Cupboards can get grease and dirt.
Following the instructions of the ● Clean it by removing everything from
manufacturer is essential to achieve quality and the cupboard.
effective disinfectant.
● Dry the surfaces with a microfiber cloth.
Sort out the things removed and discard
or disposed items no longer needed

Suggested Storage Area for the Following

Kitchen Tools and
Equipment
● Glassware- Store glassware in a cupboard to
 prevent dust from coming in.

● Flatware- If you have organizer trays, use

ready –made utensils holders and stack them
on top of one another. If you only have
vertical storage containers, store silverware
upright.

● Plates and Saucers- Everyday dishes should

be put on lower shelves or easy to reach
places. You can store it on an open shelf to
make it easier to grab. Plates and saucers for
special occasions should be placed on higher
shelves or cabinets for storing purposes.

● Kitchen equipment- Frequently used

equipment may be placed at the cleaned
surface of lower shelves in your cabinets.
Less used equipment may be placed at the
upper part of the cabinet. Before storing
kitchen equipment, clean and disinfect
storage areas and shelves first to ensure a
safe location

F. Developing Mastery (Leads to Formative Describe It!

Assessment) (activity after the lesson) Directions: Can you describe a clean and
sanitized kitchen? Write your idea inside the box.

G. Finding Practical Applications of concepts Is it possible to clean the kitchen tools and Why is it important to read carefully the Why do we need to follow the proper sequence in
and skills in daily living (application) washing dishes?
equipment without sanitizing it? Why or Why manufacturer’s label?
not?
H. Making Generalizations & Abstractions The teacher will summarize the topic and ask the
about the lessons learners questions that are related to the topic.
I. Evaluating Learning (assessment/test) Let’s check your papers! Determine if the class Identification
got 80% in the evaluation. Directions: Identify the following terms.
______1.These are cleaning agents, solvents
or any substance used to clean and break up dirt,
soil and grease on surfaces of tableware, kitchen
surfaces, and equipment, fabrics, clothes, wood ,
plastic and metals.
______2. These products are alkaline based and
are formulated to remove grease on surfaces of
tools and equipment, where grease has burned on.
______3. These are fine plastic mesh pads, nylon
coated, sponges, fine brass wool, rotten stone and
whiting to rub and scrub the heavy dirt.
______4. These are used occasionally to remove
mineral deposits and other soils on kitchen
floors , as well as rust on the sink areas and soils.
______5. Solvent Cleaners are commonly
referred to as __________.

Answers
1. Detergents
2. Solvent cleaners
3. Abrasives
4. Acid Cleaners
5. Degreasers

J. Additional activities for application or Directions: Search for the Different Types of Search! Home-work!
remediation (assignment/homework) Cleaning Agents, their descriptions and examples Directions: Search raw ingredients in preparing Directions: Video yourself doing the kitchen
for each type. cleaning agents. Write your answer in your TLE activity at home. You can choose between the
Notebook. following;
a. Washing dishes
b. Cleaning the kichen
c. Sanitizing tools and equipment

Send your video to your TLE teacher’s

messenger.
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
use/discover which I wish to share with other
teachers?

Prepared by: Checked by: Noted:

MARIBEL C. DELOS SANTOS BIENVENIDO G. COLOMA JR.,PhD AMPARO P. RAMOS, EdD

Subject Teacher HT -TLE Department Principal I

School: BBCMAIS Grade Level: 9

GRADES 9 Teacher: MAY O. PACHO Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: MONDAY-FRIDAY/9:30 - 11:30 am Quarter: 1-WEEK 2

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of the knowledge, skills, and attitudes required in maintaining kitchen tools, equipment and work premises. ASSESSMENT
DAY
B. Performance Standards The learners independently maintain clean kitchen tools, equipment and premises.
C. Learning Competencies LO2: Clean and sanitize kitchen premises
2.1 Recognize kitchen premises to be cleaned and sanitized
2.2 Clean the kitchen area hygienically in accordance with the food safety and occupational health regulations
2.3 Clean surfaces without damaging property and adversely affecting the health
2.4 Use cleaning agents in sanitizing kitchen premises safely
2.5 Follow cleaning schedule based on enterprise procedures
2.6 Follow safety and first aid procedures.
D. Sub tasking (if needed) At the end of this session, the learners are able to; At the end of this session, the At the end of this session, the
a. Familiarize kitchen premises to be cleaned and sanitized learners are able to; learners are able to;
b. Distinguished the kitchen area hygienically in accordance with the food safety a. identify the daily, weekly and a. enumerate the safety and first
and occupational health regulations, and monthly task for cleaning aid procedures.
schedule b. follow safety and first aid
 c. Explain the importance of hygiene in the kitchen. b. follow schedule of cleaning procedures at home.
based on enterprise c. realize the significance of
procedures and following safety and first aid
c. value the importance of
procedures in the kitchen.
having a daily, weekly and
monthly schedule in keeping
home clean and sanitized.
Write the LC code for each TLE_HECK9-12KP-Ib-2
II. CONTENT Schedule of Cleaning the Safety and First Aid Procedures
✔ Areas in the Kitchen that Need to be Cleaned and Sanitized
(Subject Matter) Kitchen based on Enterprise
Procedures
✔ Cleaning the Kitchen Area Hygienically

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Technical-Vocational Track Home Economics- Cookery page 8
2.Learner’s Materials Pages Cookery 9 Quarter 1-Module 2 SLM pages 1-6
3.Textbook Pages Technical - Vocational - Livelihood HOME ECONOMICS Cookery Manual pages 54 - 61
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning N/A
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for Word Hunt! Identify it! Think About This!
the Lesson (Motivation) Directions: Read the following
Directions: Find the word/s in the list of letters inside each box. The words can be cleaning activities, and identify
in any direction: backward, forward, up, down or diagonal. when it must be done. Write D for
daily, W for weekly and M for
monthly.
1.Clean the walls.
2. Clean and sanitize all
work counters after use.
3.Remove and clean drain
covers.
4. Polish all stainless-steel
surfaces.
5. Clean and store properly
the dishes, pots, pans and utensils
after each meal and snack.

Answers:
1. W
2. D
 3. M
4. W
5. D
C. Presenting examples Power point presentation.
/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts Areas in the Kitchen that Need to be Cleaned Introduction Safety and First Aid Procedures
& practicing and concern to
new skills #2 1. Floor – is the bottom surface of a room or vehicle. It may be stone, bamboo, A well-planned cleaning The kitchen is a place where
wood, vinyl, tile or other materials that can support the expected load. schedule allows you to finish you can express your culinary
2. Sink is a bowl-shaped plumbing fixture used for washing hands, dishwashing work systematically. It gives you creativity.
and other purposes. It is also known by other names including sinker, the feeling of satisfaction, when It's also a place where you can
washbowl, hand basin and wash basin. you get things done. You become be seriously hurt, if you're not
3. Kitchen stove is simply called a stove or a cooker. It is a kitchen appliance more organized in performing careful. There are various ways
designed for cooking food. It relies on the application of direct heat for the your daily task. Hence, you save by which you can prevent
cooking process. time, energy and resources when accidents at home. There is also
4. Garbage area is an area where you dispose of your garbage bin or trash. It can you plan tasks at home. Safety first aid treatment for a particular
be placed outside your kitchen, or it can also be built-in garbage. and health security are also your accident that you can practice at
5. Storage area- is an area where you put all the utensils, tools, equipment, priority, when you prepare and home, when someone meets an
kitchen appliances and cookware. follow a schedule. In case you accident.
6. Wall – is a structure that defines an area, carries a load; provides security, have unexpected visitors, you are
shelter, or soundproofing. It can be a brick wall, stone wall, wood wall or always ready to accommodate
bamboo. them, because your house is well
maintained, clean and sanitized.
7. Pantry- is an area for food storage. It is a space of good supply, such as
canned goods, beverages, sometimes dishes and other food supplies.
Schedule of Cleaning the
Kitchen based on Enterprise
Cleaning the Kitchen Area Hygienically
Procedures
The kitchen is one of the most popular rooms in a house, so it's important to
keep this room clean and safe for friends and family. The best way to keep your
kitchen clean is to make a habit of cleaning up as you work, and taking care of a
few chores each day so that messes don't pile up.
Hygiene - Hygiene in the kitchen includes washing vegetables and fruits to remove
harmful bacteria and germs from the surface of the foods. If you usually obtain
bargain food from the “a truck back” or regularly eat at establishments that are not
licensed, you could be courting trouble.

Kitchen hygiene - is the maintenance of high standards of cleanliness and

sanitation in the kitchen to prevent food contamination. It is important to have
hygiene in the kitchen so that it will prevent illnesses and food poisoning due to
food contamination.
Good personal hygiene must be observed at all times. Apart from that, having
 good kitchen hygiene can greatly minimize the possibility of pest infestations
brought about by moisture and food particles.

STEPS IN CLEANING THE KITCHEN

1. Put all of the dirty dishes in the dishwasher. Fill the sink with hot soapy water
and put the dishes that must be washed by hand.
2. Wipe off countertops and tables with hot soapy water.
3. Sweep the floor and shake throw rugs if needed.
4. Wash the dishes that have been soaked.
5. Wipe down the faucets and dry with a towel.
6. Put out a clean dishcloth and towel.
7. Take out the trash.

Tips for Good Kitchen Hygiene

1. Wash your hands.
2. Proper food storage.
3. Clean up and down.
4. Clean the kitchen sink.
5. Clear off countertops.

Cleaning your kitchen’s working premises regularly is important to keep it

look at its best and make it free from germs and bacteria that usually accumulate in
the kitchen area during food preparation. Surfaces around the kitchen such as walls,
floors, shelves and other surfaces must always be cleaned and sanitized using the
proper materials to reduce environmental problems.

Work surface is a flat surface usually in the kitchen. It should be easy to clean
or disinfect. The surface should be smooth, washable and made of non-toxic
materials. Kitchen surfaces provide an area to prepare food, keep essentials close to
hand and can also be used to create a bespoke design feature in a space.

F. Developing Mastery Name and Fix! Cleaning Schedule Role Play

(Leads to Formative Directions: Look at the different parts of the kitchen in the picture. Arrange the
Assessment) (activity after jumbled letters on the right side that correspond to the items shown in the picture. Directions: Make your daily, Directions: Form a group with 5-
the lesson) Write your answer on the space provided for each number. weekly and monthly schedule for 6 members. Each group will act
cleaning. on the different accidents in the
kitchen and they will show how to
treat it in a short role play. They
will the scene via a draw lot and
they will act it impromptu.
G. Finding Practical Why should it be hygienically aware in the kitchen? Is the schedule for cleaning Why is it important to have a
Applications of concepts and important? Why? basic knowledge about first aid?
skills in daily living
(application)
H. Making Generalizations
& Abstractions about the The teacher will summarize the topic and ask the learners questions that are related to the topic.
lessons
II. Evaluating Do the Sequence! Multiple Choice Rubric
Learning (assessment/test)
Directions: Arrange the following steps in cleaning the kitchen. Write what Directions: Read and analyze the Directions: The role play will be
number it should be first. given statements. Classify the rated based on the rubric.
given tasks whether it is for daily,
_____1. Wash the dishes that have been soaked. weekly or monthly task. Write the
_____2. Take out the trash. letter of the correct answer on the
_____3. Put all of the dirty dishes in the dishwasher. space provided for each number.
_____4. Wipe off countertops and tables with hot soapy water.
_____5. Sweep the floor and shake throw rugs if needed. a. Daily
_____6. Wipe down the faucets and dry with a towel. b. Weekly
____7. Put out a clean dishcloth and towel. c. Monthly
__1. Clean and store all dishes,
Answers: pots, pans and utensils after each
1. 4 meal and snack.
2. 7 __2. Remove and clean drain
3. 1 covers.
4. 2 __3. Wash dish cloths
5. 3 __4. Clean and sanitize all work
6. 5 counters after use.
7. 6 __5. Clean pantries, shelves and
food canisters
__6. Remove and clean drain
covers.
__7. Clean tray, window and
surrounding area after each use.
__8. Clean all freezers and
refrigerators, interior and exterior
 ___9. Sweep floors after meals
and mop
__10. Remove and clean drain
covers.

Answers:
1. A 6. C
2. C 7. A
3. A 8. B
4. A 9. A
5. B 10. C

J. Additional activities for Directions: Search what are the cleaning agents in sanitizing kitchen premises Directions: Answer the following Directions: Prepare for you First
application or remediation safely. Write your answer in your TLE Notebook. questions. Write your answers on Long Quiz
(assignment/homework) your TLE Notebook.

1. Is the schedule for cleaning

important? Why?
2. What is the importance of
having a daily, weekly and
monthly schedule for cleaning
at home?

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:

MAY O. PACHO AGUSTIN C. EULIN III LUISITO N. FRAGA

Subject Teacher HT - VI TVE Department Secondary School Principal IV

School: BBCMAIS Grade Level: 9

GRADES 9 Teacher: MAY O. PACHO Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: MONDAY-FRIDAY/9:30 - 11:30 am Quarter: 1-WEEK 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards The learners demonstrate an
understanding of the knowledge, skills, REMEDIAL DAY
and attitudes required in preparing
appetizers.
B. Performance Standards The learners independently prepare
appetizers.
C. Learning Competencies Quiz LESSON 2: PREPARE APPETIZERS

LO1: Perform Mise En Place

1.1 Identify tools and equipment needed
in the preparation of appetizers.
1.2 Classify appetizers according to
ingredients.
1.3 Identify Ingredients according to the
 given recipe.

D. Sub tasking (if needed) At the end of the session, students should At the end of this lesson, the learners are At the end of this lesson, the learners are
be able to attain at least 80% mastery able to; able to;
from the graded recitation/activity. a. Define Mise’ En Place a. Familiarized on the history of
b. Identify the different tools, and appetizer; and
equipment needed in preparing b. Value the importance of knowing the
appetizers. history of appetizers.
c. Value the importance of choosing
the correct tools and equipment in
preparing appetizers.

Write the LC code for each TLE_HECK9-12PA-Ic-3

II. CONTENT Long Quiz #1
✔ Mise ‘ En Place ✔ History of Appetizer
(Subject Matter)
✔ Kitchen Tools and Equipment Used
in Preparing Appetizer

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and
SHS Tech-Voc Track Home Economics-
Cookery page 9
2.Learner’s Materials Pages COOKERY MELCS page 415
`ADM COOKERY 9 Q1.WK3-M3/
DepEd Iligan City pages 5-31
3.Textbook Pages N/A
4. Additional Materials from Learning N/A
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV, pictures,
actual tools, chalk, eraser, masking tape,
speaker

IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous
discussion.
B. Establishing purpose for the Lesson HAVE A SHORT REVIEW NAME THAT THING! Video Watching!
(Motivation) Directions: Name the following tools and
equipment that will show on the screen.

C. Presenting examples /instances of Powerpoint presentation.

the new lessons (show pics, videos, ppt)
D. Discussing new concepts and The teacher will give an introduction to
practicing new skills #1. (Pre- the topic.
Discussion Activity)
E. Discussing new concepts & Mise ‘ En Place History of Appetizer
practicing and concern to new skills #2 LONG QUIZ NUMBER 1
Mise’ En Place is a French term Appetizers were originally introduced
which means “set in place” , that is, you by the Athenians as a buffet in the early
have everything ready to cook and in its third century B.C. They would serve sea
place. You should be able to identify and urchins, cockles, sturgeon, and garlic.
prepare all the needed tools and However, they were unpopular to start as
equipment as well as all the ingredients to these tiny meals weren't followed up with
make the preparation and cooking easy. a main course, leaving everyone hungry
and wanting more. It wasn't until the
Kitchen Tools and Equipment Used in nineteenth century that appetizers truly
Preparing Appetizer caught on, as meals evolved into more of
Kitchen Tools a structured ordeal.
Aperitifs came about by the Romans
1. Ball Cutter – sharp edged scoop for and were classified as a liquid appetizer
cutting out balls of fruits and that typically contained alcohol. In
vegetables. addition to inciting hunger like food
2. Rubber spatula – used to scrape off appetizers, the purpose for aperitifs were
also meant to help with the imminent
contents of bowls.
digestion process. These drinks would be
3. Channel knife – small hand tool in shared from a single glass and passed
making garnishes. around the table to all members of the
4. Spatula – used for manipulating eating party. Aperitifs are still utilized
foods like spreading. today, typically with the company of food
5. Wire Whip – used for mixing thinner appetizers.
liquids. The word itself, "appetizer," started
being used in the Americas and England
6. Zester – used to remove zest or citrus
in the1860s, though its only reason for
peels in thin strips. existence was to have a word with more
7. French knife – for chopping, slicing of a local flavor than "hors d'oeuvres."
and dicing. For a time, appetizers would be served
8. Paring knife – used for trimming and between the main course and dessert as a
paring fruits and vegetables refresher, but by the twentieth century
they had taken their place as a precursor
9. Butter curler – used for making butter
to the main course.
curls. On the other hand, it is said that
10. Cutting board – board for cutting appetizers are the dishes that can truly be
fruits and vegetables. considered Filipino because we are best
11. Kitchen shear – cutting device for known for using our hands to eat the
ingredients like scissors. small finger foods that come with the first
12. Potato Masher – designed to press course. Appetizers can include anything
from fish to meat, nuts and chips. They
potato and cooked vegetables.
are often served before dinner or at large
13. Mixing Spoons- They refer to an item
 used for mixing ingredients. family lunches.
14. Colander-a kitchen utensil used to
strain foods such as pasta or to rinse
vegetables
15. Tong- a type of tool used to grip and
lift objects instead of holding them
directly with hands.

Measuring Tools
1 Measuring Cups for Dry Ingredients-
A measuring cup is used for
measuring dry ingredients such as
flour, sugar, oats etc. ϖ It is made up
of plastic or metal and sets usually
include 1 cup, 1/2 cup, 1/3 cup and
1/4 cup. When using a dry measuring
cup, the capacity is measured to the
level top of the cup.
2 Measuring Cups for Liquid
Ingredients- This is used for
measuring liquid ingredients such as
water, fruit juice,milk and oil
3 Measuring Spoon- They are used for
measuring dry and liquid ingredients
in small quantities.
4 Weighing Scale- device used to
measure the weight of ingredients and
other food.

Kitchen Equipment
1. Kitchen Stove, often called simply a
stove or a cooker, is a kitchen
appliance designed for the purpose of
cooking food.
2. Oven- It is a thermally insulated item
used for heating, baking, or drying
food.
3. Refrigerator- It is colloquially called a
“fridge”, a large, cold storage
equipment, which helps us reduce the
 rate of food spoilage.

F. Developing Mastery (Leads to

Formative Assessment) (activity after
the lesson) CHECKING OF PAPERS Directions: Arrange the following event
based on the history of appetizers. Write
number one (1) if it happens first and so
on.

Directions: Tell whether the pictures that

being show is
TOOL or EQUIPMENT.

G. Finding Practical Applications of RECORDING OF SCORE Why is it important to choose the correct Why is it important to familiarize yourself
concepts and skills in daily living tools and equipment in preparing with the history of appetizers?
(application) appetizers?

H. Making Generalizations The teacher will summarize the topic and ask the learners questions that are related to the topic.
& Abstractions about the
lessons
III. Evaluating Learning DETERMINE IF THE CLASS GOT 80% MULTIPLE CHOICE MULTIPLE CHOICE
(assessment/test) IN THE EVALUATION. PREPARE Directions: Read the questions carefully. Directions: Choose the best answer for
FOR REMEDIAL IF IT’S BELOW 80%. Choose the letter of the correct answer the following questions. Write your
and write it on the space provided before answers in ¼ sheet of paper.
the number. Write your answer on a ¼
sheet of paper. 1.Who introduced the Aperitifs?
a. Athenians
______1. Mikayla wants to prepare a b. Romans
mashed, sweet potato for her daughter. c. Filipino
Which of the following tools should she 2. Who is the best for using our hands to
use? eat the small finger foods that come with
A. Grater C. French Knife the first course?
B. Spatula D. Potato masher a. Americans
______2. Yannah needs to reheat the b. Romans
leftover food last night. Which equipment c. Filipino
is she going to use? 3. Who first introduced Appetizers?
A. Bread toaster C. Microwave oven a. English
B. Baking oven D. Steam oven b. Romans
_____3. It refers to a French culinary c. Athenians
term which means “to set in place” or “to 4. The word itself “appetizer” starting
put everything in the right place”. being used in the year ___
A. Au Gratin C. Nouvelle a. 1860
Cuisine b. 1960
 B. Mise-en-place D. Mise-en-vast c. 1760
_____4. Aldrin organizes a thanksgiving
party for his daughter’s graduation. He
notices that there is a lot of leftover food
on the table. Which is the best storing
equipment to use?
A. Chiller C. Freezer
B. Crisper D. Refrigerator
___5. This is an essential tool which is
made up of a wooden or plastic board
used as a surface for cutting, slicing and
chopping fruits ,vegetables and meat .
A. Chopping Board C. Kitchen
shears
B. Colander D. Knife

Answers
1. D
2. C
3. B
4. D
5. A

J. Additional activities for application Directions: Prepare for your next lesson. Directions: Go to your own kitchen at Directions: Search for the Classifications
or remediation (assignment/homework) home. Name the tools and equipment of Appetizers. Write your answers in your
available in your kitchen and classify TLE Notebook.
them. Write your answer in 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 use/discover which I wish
to share with other teachers?

Prepared by: Checked by: Noted by:

MAY O. PACHO AGUSTIN C. EULIN III LUISITO N. FRAGA

Subject Teacher HT - VI TVE Department Secondary School Principal IV

School: BBCMAIS Grade Level: 9

GRADE 9 Teacher: MAY O. PACHO Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: MONDAY-FRIDAY/ 9:30 - 11:30 am Quarter: 1-WEEK 4
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learners demonstrate an understanding of the knowledge, skills, and attitudes required in preparing appetizers.
ASSESSMENT
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies LESSON 2: PREPARE APPETIZERS

LO1: Perform Mise En Place

1.1 Classify appetizers according to ingredients.
1.2 Identify Ingredients according to the given recipe.

D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, students should be able to;
are able to;
a. Classify appetizers a. Enumerate the types of garnishes; and
according to ingredients; b. Explain how important is garnishing in plating food.
and
b. Value the importance of
knowing the different
classification of appetizers
in preparation of a meal.

Write the LC code for each TLE_HECK9-12PA-Ic-3

II. CONTENT Classification of Appetizer Lists of Ingredients According to the Given Recipe -
(Subject Matter)

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 9
2.Learner’s Materials Pages COOKERY MELCS page 415
`ADM COOKERY 9 Q1.WK3-M3/ DepEd Iligan City pages 5-31
Quarter 1–Module3– New Normal Home Economics Cookery Grade 9-SDO MANILA
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for
the Lesson (Motivation) Directions: Find the missing words.

C. Presenting examples Powerpoint presentation.

/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts Classification of Appetizer Lists of Ingredients According to the Given Recipe
& practicing and concern to
new skills #2 Appetizer is a small serving or The following are examples of appetizers including the materials/ingredients on how to prepare them.
portions of highly seasoned food that
is meant to be eaten before the meal Canapés – bite-size open faced sandwiches consist of tiny portions of food presented on bases of bread, toast, or
or before the entree. It is a word pastry easily handled and eaten.
which literally means "something to
whet the appetite" or "something to Canapés Consists of Three Parts
appetize." Because of their attractive 1. Base – holds the spread and garnish. Crackers and toasts are firmer and give a pleasing texture and crispness to
appearance, aroma and appealing the canapé.
flavor, it helps to induce and stimulate Suggestions for canapés bases are:
one’s appetite. A good appetizer,
whether hot or cold should be light ● Bread cutouts
and served in small quantities. Fresh
vegetables, salads, fruits, meat or even ● Toast cutouts
fish can be made into appetizers.
● Crackers
1. Cocktails
● Melba cutouts
✔ These are made of seafood or fruit
usually served chilled with ● Tiny unsweetened pastry shells cups
flavorful sauce. This cocktail
consists of bite size pieces of ● Tortilla chips
seafood, meat and fruit. Cocktails
are typically served cold at the ● Tiny biscuits
beginning of a meal as an
appetizer. ● Polenta cutouts

✔ Shrimp served chilled with a ● Miniature pancake

flavorful sauce is an example of a
cocktail.
2. Hors D’ Oeuvres (pronounced as 2. Spread - placed on top of the base so the garnish sticks to it without falling off.
“OR Derv”). It is a combination
 of canapés, olives, stuffed celery,
pickled radishes, and fish. It is Three types of spreads
served on an individual plate
when guests are seated. a. Flavored butter – made from softened butters with flavorings.
Sometimes this is simply placed b. Flavored Cream Cheese-made from flavored butters, except cream cheese substituted for the butter. Mixture of
on a platter and passed around. cream and butter can be used.
c. Meat or Fish salad spreads – made from finely chopped meat or fish that are spreadable. Seasons should be
Hors d’oeuvres are served cold or
checked carefully to make the spread more stimulating to the appetite.
hot.
3. Canapé-These are made out of 3. Garnish – any food item or combination of items placed on top of the spread which usually gives color, design,
thin slices of bread in different and texture or flavor accent to the canapé.
shapes. The bread may be
toasted, sautéed in butter or Food items used to decorate canapés
dipped in a well-seasoned a. Vegetables, pickles and relishes
mixture of egg, cheese, fish, or ▪ Radish slices
meat then deep-fat fried. It is a
finger food usually consisting of ▪ Pickled onions
three parts:
a) base - which holds the spread ▪ Tomatoes
and garnish ▪ Olives
(b) spread - is placed on top of
the base so the garnish sticks to it ▪ Chutney
without falling off ▪ Parsley
(c) topping and garnish - are
made from finely chopped meat ▪ Pickles
or fish that are spreadable. They
▪ Asparagus tips
could be served hot or cold.
▪ Capers
The larger canapés are termed as
▪ Cucumber slices
“ZAKUSKIS” after the Chef
named Zakuski. ▪ Pimiento
4. Relishes/Crudités- These are b. Fish
pickled items which are raw,
crisp vegetables such as julienne ● Smoked oysters
carrots or celery sticks.
● Smoked Salmon
Relishes are generally placed
before the guest in a slightly, ● Shrimp
deep, boat shape dish.
● Caviar
Relishes include two categories:
● Tuna flakes
1. Raw vegetables with dips -
They are known as crudités ● Sardines
(croo-dee-tays). Cru in French
 means “raw”.
● Lobster chunks or slices
2. Pickled items - These include
variety of items like Cucumber c. Meats
pickles, olives, watermelon
pickles, pickled peppers, spiced ● Meat salami
beets, and other preserved fruits
and vegetables ● Roast beef
5. Petite Salad =-These are small
portions of appetizers and usually ● Chicken or turkey
display the characteristics found a. cheese
in most salad.
6. Chips and Dips - These are Guidelines for Assembling Canapés
popular accompaniments to
potato chips, crackers, and raw 1. Good mise en place is essential.
In making canapés especially for large functions, all bases, spreads and garnishes must be prepared ahead of
vegetables.
time so that final assembly may go quickly and smoothly.
Dips must not be so thick that 2. Assemble as close as possible to serving time.
it cannot be scooped up without Bases quickly become soggy, and spreads and garnishes dry out easily. After placing them in a tray, cover
breaking the chip or crackers, but them lightly with plastic and hold for a short time under refrigeration. Safe food handling and storage must be
it must be thick enough to stick to observed.
the items used as dippers. 3. Select harmonious flavor combinations in spreads and garnish such as:
7. Fresh Fruits and Vegetables
✔ Mustard and ham
These are considered as the
simplest appetizer. Fruits are ✔ Lemon butter and caviar
good appetizers because they
give an attractive appearance, ✔ Pimiento cream cheese and sardines.
fragrance, appealing taste and ✔ Tuna salad and capers
delicious flavor. Always
remember that appetizers should ✔ Anchovy butter, hard cooked eggs slice and olives
always be easy to pick up with 4. Make sure that at least one of the ingredients is spicy in flavor.
the fingers, so you need to avoid A bland canapé has little value as an appetizer.
certain fruits that are drippy or 5. Use high quality ingredients.
messy (for example, chunks of Leftovers can be used for canapés, but they must be carefully handled and stored to retain freshness.
avocado or watermelon). 6. Keep it simple.
8. .Anything, Smaller Appetizer- Simple meat arrangements are more attractive than extravagant ones. Be sure that canapés hold together
These are varieties of appetizers and do not fall apart in the customers hands.
wherein the only requirement is 7. Arrange canapés carefully and attractively on trays.
that you keep everything small Each tray should carry an assortment of flavor and textures, so there is something for every taste.
enough to be picked up with the
Cocktails
fingers and eaten with little mess.
Cocktail appetizers are made of seafood or fruit, usually with a tart or tangy sauce. These appetizers are always
served chilled, often on a bed of crushed ice.

Kinds of Cocktail Appetizers

 ● Oysters and clams on the half shell

● Shrimps

● Crab meat

● Lobster

● Fruits

● Firm flaked white fish

Relishes
Relishes are raw or pickled vegetables cut into attractive shapes served as appetizers. Relishes include two
categories:

1. Raw vegetables with dips

They are known as crudités (croo-dee-tays). Cru in French means “raw”. Common bite size, cut raw vegetables
served with dips are:

● Celery

● Radishes

● Green and Red pepper

● Zucchini

● Cucumber

● Cauliflower

● Broccoli florets

● Broccoli Stems

● Cherry Tomatoes

● Carrots Scallions

Dips – accompaniment to raw vegetables, and sometimes potato chips and crackers. Any mixture of spreads
can be used as dips. Proper consistency is important to any dip. It must not be so thick that it cannot be scooped up
without breaking the cracker. It must be thick enough to stick to the items used as dippers. Thin or soften them by
adding mayonnaise, cream or other appropriate liquid. Sauces and salad dressings can be used as dips.
 2. Pickled items. Includes a variety of items like cucumber pickles, olives, watermelon pickles, pickled peppers,
spiced beets, and other preserved fruits and vegetables.

Miscellaneous hors d ‘oeuvres

These are a variety of food both hot and cold served as appetizers. The serving is smaller in unit size or portion size
that can be eaten with forks from small plates or with fingers.
1. Antipasto - Italian Appetizer. This includes the following:
● Cured meats – Salami, prosciutto, bologna, boiled ham

● Seafood items-Canned items like sardines, anchovies, and tuna

● Cheeses – provolone, mozzarella

● Hard cooked egg and stuffed eggs

● Relishes – raw vegetables

● Mushrooms and other vegetables

2. Bruschetta - slice of Italian bread that is toasted, rubbed with brushed garlic, and drizzled with olive oil,
served with toppings like canapés.
3. Tapas - a small food item intended to be eaten with wine or other drinks usually in bars. They are served in
a small portion intended to be eaten immediately.
4. Caviar – salted roe, or eggs, of the sturgeon. Any product labeled caviar must come from sturgeon.Roe
from any other fish must be labeled as such (white fish caviar)
5. Amuse Bouche (ah-mews-boosh) – a tiny appetizer or hors d’ oeuvres offered to guests seated at their
tables either before or after they have ordered from the menu. It is an opportunity to showcase an aspect of
the chef’s cooking style and talent and to welcome the guest.

Anything that can be served in a tiny portion can be served as an amuse bouche like salads, soups, and little
portions of meat, fish or vegetables with the few drops of sauce and garnish. The chefs don’t use a separate
category of recipe for these items but just give a different presentation, garnish or sauce.

F. Developing Mastery
(Leads to Formative
Assessment) (activity after
the lesson)

G. Finding Practical How is it important to classify the Is it really important to buy quality ingredients in preparing an appetizer? Why?
Applications of concepts and appetizers?
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that are related to the topic.
& Abstractions about the
lessons
2 Evaluating Learning MULTIPLE CHOICE FACT OR BLUFF
(assessment/test) Directions: Read the questions Directions: Write FACT if the statement is correct, and BLUFF it’s not.
carefully. Choose the letter of the
correct answer and write it on ¼ sheet _________1. Good Mise En Place is not essential.
of paper. _________2. Assemble as close as possible to serving time.
_________3. Select harmonious flavor combinations in spreads and garnish
1. The best statement that describes an _________4. Make sure that at least one of the ingredients is sweet in flavor.
appetizer is? _________5. Use high quality ingredients.
A. Appetizers are attractive in _________6. Simple meat arrangements are more attractive than extravagant ones.
appearance, with good aroma and _________7. Arrange canapés unevenly and on trays.
contain appealing flavor. _________8. Each tray should carry only one flavor and textures, so there is something for every taste.
B. Appetizers are foods which _________9. Leftovers can be used for canapés, but they must be carefully handled and stored to retain freshness.
stimulate the appetite. _________10. Lemon butter and caviar are harmonious flavor in spread and garnish
C. Appetizer is a small piece or portion
of highly seasoned food, usually served Answers
before a meal.
D. All of the Above
2. The following are examples of
classification of appetizer except:
A. Buffet C. Hors D’Oeuvres
B. Canape D. Relishes
3. Which of the following ingredients
are needed in decorating canapes?
A. Baking soda, Essential oil, Lemon
juice and White sugar
B. Cheese, Salami, Steak and
Strawberry syrup
C. Lettuce, Shrimp, Smoked oysters
and Smoked Salmon
D. Olives, Pickled onions, Radish
slices and Tomatoes
4. These are kinds of appetizers that are
made up of seafood or fruit with sauce
and usually served chilled.
A. Canapes C. Hors D’Oeuvres
B. Cocktails D. Relishes
5. It refers to a thin slice of bread in
different shapes which is usually
served toasted or sautéed.
A. Canape C. Hors D’Oeuvres
B. Cocktails D. Relishes

Answers:
1. D
 2. A
3. D
4. B
5. A
J. Additional activities for Directions: Name one of each Directions: Search the following. Write your answer in your TLE Notebook.
application or remediation classification of appetizers and list the 1. Differentiate hot and cold appetizers.
(assignment/homework) ingredients used. Write your answers in 2. Give ten samples of each. (hot and cold appetizers)
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
use/discover which I wish to
share with other teachers?

Prepared by: Checked by: Noted by:

MAY O. PACHO AGUSTIN C. EULIN III LUISITO N. FRAGA

Subject Teacher HT - VI TVE Department Secondary School Principal IV

School: BBCMAIS Grade Level: 9

GRADE 9
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learners demonstrate an understanding of the knowledge, skills, and attitudes required in preparing appetizers.
ASSESSMENT
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies LO2: PREPARE A RANGE OF APPETIZERS

1. Differentiate hot and cold appetizers;

2. Prepare a variety of appetizers; and
3. Follow workplace safety procedures.
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the At the end of this lesson, the learners are able to;
are able to; learners are able to;
a. Explain the difference between a. Identify the workplace safety procedures;
hot and cold appetizer. a. Apply Mise En Place. b. Follow workplace safety procedures; and
b. Enumerate the different types of b. Demonstrate proper/ c. Value the importance of observing safety in the workplace.
cold hors d’ oeuvres correct procedure in .
preparing appetizer.

Write the LC code for each TLE_HECK9-12PA-Ic-3

II. CONTENT Hot and Cold Appetizers Prepare Variety of Appetizers
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
2.Learner’s Materials Pages COOKERY MELCS page 415
TLE COOKERY 9 Q1.M6/ DepEd Region-IX
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for HOT OR COLD? N/A Directions: Give one function of starch!
the Lesson (Motivation) Directions: Tell whether the
appetizer that will flashes on the
screen is HOT or COLD appetizers.
C. Presenting examples Power point presentation.
/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts
& practicing and concern to Hot and Cold Appetizers Performance Task Workplace Safety Procedure
new skills #2
Hors d’eouvres is often served Directions: Prepare your own The purpose of a safe work procedure is to reduce the risk to health and safety
preceding a meal, they are served appetizer using ingredients of in the workplace and reduce the likelihood of an injury through employees’
as the food at cocktail parties your choice. You will be given awareness on how to work safely when carrying out the tasks involved in their
involving alcoholic beverages. 30 minutes to perform the task. jobs.
a. Hot Hors d’oeuvres are served
between the soup and fish Your performance will be rated Procedure for disinfecting premises;
course. In today’s shortened based on the rubric below. A. Preliminary cleaning is required.
menus, they are often served B. Apply solution to hand, non-porous surface thoroughly wetting it with cloth,
instead of hot entrée. The size mop, and sponge. Treated surface must remain-wet for 10 minutes. Wife with
and richness depend upon the dry cloth.
composition of menu. Many C. Sponge on mop or allow to air dry.
hot hors d’oeuvres are suited
D. Use a spray device for spray application. Spray 6-8 inches from the surface, rub
for serving a small ala carte
with a brush, sponge or cloth. Avoid inhaling sprays.
dishes, and usually described as
hot dish. E. Rinse all surfaces that come in contact with food such as exterior of appliances,
b. Cold hors d’oeuvres should tables and stove top with potable water before rinse.
stimulate appetite, and
therefore should always be How to keep Your Kitchen Clean and Safe
served at the first course in the 1. Remove unnecessary clutter and tidy. Discard thing in the kitchen that you
menu. There are five types of don’t use any more.
cold hors d’oeuvres and they 2. Keep your refrigerator clean and tidy. Always clean your fridge to avoid
are served as follows: contamination of bacteria.
3. Use a rubbish bin with a lid to keep odors out that attract flies and other insects.
● Plate of Hors d’oeuvres may Empty your garbage bin every day. Wash and sanitize your garbage bin once a
consist of shrimps, smoked week
beef, poached egg, Spanish 4. Use separate chopping boards for different kinds of food.
sardines and lettuce, sauce can 5. Change the dishcloth you wipe surfaces with every day. Use proper towel for
be served at the side any mess that is particularly likely to cause contamination, such as raw meat or
● Grisson Platter may consist of eggs, and anything that has fallen on the floor.
6. Keep kitchen floors free from debris and grease by sweeping and washing
two kinds of cold meat, such as regularly.
ham, smoked beef, peppered
7. Don’t leave dirty cookery and pans to fester where they can attract harmful
ham. Sauce can be served at the
bacteria.
side.
8. Wash surfaces that get touched.
● Hors d’oeuvres Platter. A well- 9. Wash your hands before handling food and again when you sneeze or cough,
blow your nose, go to the bathroom, or touch high-use surfaces.
 presented platter with a limited
choice of simple or more Safety Handling of Knife and Another Sharp Tool in The Kitchen
expensive foods. The basic
rules is “small quantity, but big 1. Handle it with care to avoid accident.
in quality” and at the same time 2. Always sharpen your knives before using.
attractively served. It may 3. In slicing or chopping ingredients grasp the knife’s handle firmly and lay your
consists of shrimps with jelly, other hand on top of the knife to prevent any blade contact.
asparagus tip with mushrooms,
sardines with onion rings, Safety Measures when Cleaning
tomatoes stuffed with salad and
chicken loaf. 1. Ensure adequate ventilation in the kitchen.
● Assorted hors d’oeuvres can be 2. Have knowledge of basic first aid
3. Wear cotton clothing to cover your limbs and other parts of your body that
served in special portioned might be exposed to the cleaning agent.
platters with dishes or even 4. Wear suitable footwear
from a serving cart.
5. Wear rubber gloves
● Rich hors d’oeuvres - still a 6. Wear proactive eye and face wear.
classical form of presentation.
Lobster should always be Practices and Conditions for Maintaining Sanitation Standards
included. The hors d’oeuvres
dish system in conjunction with 1. Workers are free of disease. No unprotected boils or sores in the hands and
a silver platter can be used, but bodies of those engaged in preparing and handling food.
it is also possible to arrange the 2. Practice of good personal hygiene. Conveniently locate lavatories with plenty
center pieces on a silver platter of warm water, soap and individual towels.
covered with meat jelly and 3. Safe water and ample supply of hot water.
served with accompaniments in 4. Establishment is free from insects and rodents.
a small separate bowls or 5. Premises are clean and free of rubbish. Garbages are kept in covered metal
container. containers.
6. Plumbing installations made such that there is no chance of back siphonage or
contamination from overhead sewer lines; flush type toilets connected to an
approved sewerage system or toilets of a type approved by health officials.
7. Restrooms are well-lighted and ventilated.
8. Food supplies from approved sources and delivered in an approved manner.
9. Perishable foods are refrigerated.
10. All foods are protected from contamination by handling, coughing, sneezing,
sweeping, sewage, insects, and rodents. Poisons are labeled and stored away
from foods.
11. Necessary equipment for cleaning up and for cleansing and sanitizing of
utensils and equipment are available.
12. Trained workers who are familiar with their duties and who practice sanitary
methods.
F. Developing Mastery Venn Diagram Individual Work
(Leads to Formative Directions: Each student will Slogan/Poster Making
Assessment) (activity after Directions: Create a Venn diagram perform their task based on the
the lesson) that will show the difference and rubric.
likeness of cold and hot appetizers. Directions:
1. Draw/make slogan/poster on safety and hygiene practices in the
workplace.
2. Use 1/8 illustration board, with appropriate color medium and drawing
tools.
Note: Answers may vary.
3. Submit your output to your teacher for proper evaluation.

G. Finding Practical Why do we need to classify the hot What is the effect of hands on Why is it important to follow workplace safety procedures?
Applications of concepts and and cold appetizer? activity on learners’
skills in daily living performance?
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the
lessons
3 Evaluating Learning Enumeration The Rubric Scoring Rubric for Final Output
(assessment/test) Directions: Give the five types of
cold hors d’ oeuvres and give its
short specific qualities.
1.
2.
3.
4.
5.

Answers:
Note: Short specific quality may
differ depends on the answers of
learners.
1. Plate of Hors d’oeuvres
2.Grisson Platter
3. Hors d’oeuvres Platter
4.Assorted Hors D’ Oeuvres
5. Rich Hors D’ Oeuvres
J. Additional activities for Directions: Bring the following next Directions: Bring 1/8 Directions: Prepare for the next topic.
application or remediation meeting; illustration board and coloring
(assignment/homework) 1. Your choice of ingredients for materials next meeting.
appetizer.
2. Tools that you need to use. Scrap Book Making
3. PPE Project: Collect five(5) recipes
of each classifications of
appetizers and compiled it in
scrapbook.

The deadline will be on the last

week of this quarter.
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:

MAY O. PACHO AGUSTIN C. EULIN III LUISITO N. FRAGA

Subject Teacher HT - VI TVE Department Secondary School Principal IV

School: BBCMAIS Grade Level: 9

GRADE 9 Teacher: MAY O. PACHO Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Monday - Friday/9:30 - 11:30 am Quarter: 1-WEEK 6

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an
understanding of the knowledge, ASSESSMENT DAY
 skills, and attitudes required in
preparing appetizers.
B. Performance Standards The learners independently
prepare appetizers.
C. Learning Competencies
LO3: PRESENT RANGE OF
APPETIZERS

3.1 Identify the

fundamentals of
plating;
3.2 Identify the
accompaniments of
appetizers;
3.3 Present appetizers
attractively; and
3.4 Observe sanitary
practices in presenting
appetizers

D. Sub tasking (if needed) At the end of this lesson, the At the end of this lesson, the At the end of this lesson, the
learners are able to; learners are able to; learners are able to;
a. Identify the a. Determine the
fundamentals of plating; accompaniments of a. Identify the different
b. Apply the fundamentals appetizers; and sanitary practices in
of plating; and b. Explain the importance of presenting appetizers;
c. Value the importance of accompaniment in appetizer b. Perform the different
fundamentals of plating dishes. sanitary practices before
in presenting appetizers. presenting an appetizer; and
c.Value the importance of
sanitary practices in
presenting appetizers.

Write the LC code for each TLE_HECK9-12CD-Ii-5

II. CONTENT Sanitary Practices in
✔ Fundamental of ✔ Accompaniments for
(Subject Matter) Presenting Appetizers
Plating Appetizers
✔ Basic Principle of ✔ Sanitary Practices in
Platter Presentation Presenting Appetizers
✔ Designing in the
Platter
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A N/A N/A
2. Curriculum Guide K to 12 Basic Education JHS N/A N/A
TLE and SHS Tech-Voc Track
Home Economics- Cookery
page 10
2.Learner’s Materials Pages COOKERY 9 MELCs 415 N/A N/A
Cookery 10 Quarter 1-Module 9
SLM DepEd SOCCKSARGEN
3.Textbook Pages N/A N/A N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)

B. Other Learning Resources https://youtube.com/watch? https://youtube.com/watch? https://www.youtube.com/

v=1zrxJ5ySyok v=MItQBzKDxGI watch?
v=lyDKPpzuCNI&t=289s

IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous
discussion.
B. Establishing purpose for Video Watching.
the Lesson (Motivation) https://www.youtube.com/
watch?v=1zrxJ5ySyok&t=113s

C. Presenting examples Power point Presentation or

/instances of the new lessons Video Presentation
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an
and practicing new skills #1. introduction to the topic.
(Pre-Discussion Activity)
E. Discussing new concepts & Appetizers can be Accompaniments for Sanitary Practices in
practicing and concern to new more appreciated if presented Appetizers Presenting Appetizers
skills #2 attractively like the saying
goes “the eyes eat first”. Plate 1. Thoroughly wash all
✔ Accompaniment is
presentation is the process of ingredients before using.
something added to or 2. Have a separate chopping
offering the appetizer to
served with food or meal to
guests in a stylish and board for meat and fruits/
make it better or more
pleasing manner. It requires vegetables.
appealing.
skills, style and creativity. 3. Keep perishable ingredients
 refrigerated.
✔ It generally enhances the
Fundamentals of Plating 4. Keep cold appetizers well
1. Balance flavor, food and sauces chilled to keep them crisp
The rules of offered with specific main
and sanitary.
good menu balance dishes by providing a
also apply to plating. 5. Use gloves or utensils to
balance and contrast to
Select foods and prepare ready-to-eat food
taste.
garnishes that offer ingredients.
variety and contrast. Reasons why we need
accompaniment Serving and Plating
● Color. Two or more Appetizer in a Safe
colors on a plate are Manner
1. Accompaniment in every
usually more
dish is one of the most
interesting than one.
important factors in serving a 1. Use toothpicks or small
Garnish is also skewers to hold small
dish.
important. complementary pieces of
● Shapes. Plan for a 2. It can enhance the food, food together.
variety of shapes give an eye appeal and 2. Remember to decorate the
and forms. Cutting stimulate the appetite of the plate as well.
vegetables into dishes with satisfaction.
3. Safe food handling in
different shapes presenting appetizers must
gives you great
3. A good taste and be observed.
flexibility.
attractive appetizer dish can 4. Food sanitations must be
● Texture. Not strictly create an emotional observed at all times.
visual connection and provide visual
consideration, but stimulation which heightens
important in plating the enjoyment of many dishes.
in menu planning.
4. Great choice of
● Flavors. One of the accompaniments is highly
factors to consider needed to fit the types of
when balancing appetizers.
colors, shapes, and
texture on the plate.
2. Portion size. This is Accompaniments for
important for Appetizers
presentation as well as
for costing. 1. Sauce - flavor to
compliment the type of
● Match portion meat cooked.
sizes and plates.
Too small a plate Examples: oyster clams
makes an cocktails, meatballs.
overcrowded, 2. Vegetable and Fruits- the
jumbled, messy variety of preparations are
 appearance. Too endless; boiled, roasted,
large a plate hot and cold.
makes the portions Examples: vegetable
look skimpy. pickle, fruit salad,
● Balance the vegetable salad
3. Garnish- to decorate the
portion sizes of
dish, chop herbs to add
the various items
flavor and color to the
on the plate.
dish.
Apply logical
balance of Examples: chopped chives,
portions. parsley, grated cheese,
3. Arrangement on the drizzle of olive oil, wedge
plate of thin slice lemon
4. Dressings- a mixture of
substance which can be
Basic Principles of Platter vinegar based or
Presentation mayonnaise based.
1. The three elements of a Examples: French fries,
buffet platter. coleslaw, canape’, fried
● Centerpiece or Grosse calamares
piece (gross pyess). This
may be an uncut portion of Importance of
the main food item, such
Accompaniment for Appetizer
as a pate or a cold roast,
Dishes
decorated and displayed
1. To enhance the flavor
whole. It may be a separate
but related item, such as and appetite.
molded salmon mousse 2. To help improve the
color combination with
● The slices or serving the main dish.
portions should be 3. To make the dish
arranged artistically. attractive in
● The garnish should be appearance.
artistically done in
proportion to the cut slices.
2. The food should be easy to
handle and serve, so that
one portion can be
removed without ruining
the arrangement.
3. A simple design is best.
Simple arrangement is
easier to serve, more
appetizing, and still
 attractive when half
consumed by the guest.
4. Attractive platter
presentations may be made
on silver or other metals,
on mirrors, chinaware,
plastic ware, wood, or any
other materials provided
they are presentable and
suitable for food.
5. Once a piece of food has
touched the tray, do not
remove it. Shiny silver or
mirror trays are easily
smudged, and you’ll have
to wash the tray and start
over again. Good pre-
planning should be
considered.
6. Think of the platter as part
of the whole. It must be
attractive and appropriate
to the other presentation in
the table.

Designing the platter

1. Plan ahead. Make a sketch
by dividing the tray into
six or eight sections. This
will help you lay out a
balance and symmetrical
design. The sketch should
indicate the centerpiece,
slices of foods and
garnishes.
2. Get movement into your
design. Good design
makes your eyes move
across the platter following
the lines you have set up.
It could be arranged in
rows or lines.
3. Give the design a focal
point. Use a centerpiece to
emphasize and strengthen
the design by giving it
 direction and height. Note
that the centerpiece is not
always in the center.
4. Keep items in proportion.
5. Make the garnish count.
Use garnish to balance out
a plate by providing
additional elements. Two
items on a plate often look
unbalanced, but adding a
garnish completes the
picture. On the other hand
do not add unnecessary
garnishes.
6. Don’t drown every plate in
sauce or gravy. It may hide
colors and shapes. You
may cover a part of it or a
band of sauce across the
center.
7. Keep it simple. Simplicity
is more attractive than
complicated designs.
8. Let the guest see the best
side of everything. Angle
overlapping slices and
wedged-shaped pieces
toward the customer and
the best side of each slice
is face up.
F. Developing Mastery (Leads Enumeration
to Formative Assessment) Direction: Enumerate the
(activity after the lesson) following terms.
1-3 Fundamental of Plating
4-10 Give at least seven ways to
design the platter
G. Finding Practical Why is it important to follow the Why is accompaniment Why is it necessary to follow the
Applications of concepts and fundamentals of plating? considered as important factors sanitary practices in presenting
skills in daily living in presentation of appetizers? appetizer dishes?
(application)
H. Making Generalizations & The teacher will summarize the
Abstractions about the lessons topic through asking the learners
related to the topic.
4 Evaluating Learning TRUE OR FALSE FACT OR BLUFF
(assessment/test) Directions: Write TRUE if the
statement is correct and FALSE Directions: Enumerate the
if the statement is wrong. Write following.
your answer in your activity
sheet. 1-4 Accompaniments of
______ 1. The food should be appetizers.
easy to handle and serve, so that 5-7 Importance of
one portion can be removed Accompaniments for appetizer
without ruining the arrangement. dishes.
______ 2. Once a piece of food 8-10 Give different kinds of
has touched the tray, remove it. accompaniments for appetizer
______ 3. Keep items in dishes
proportion.
______ 4. Give the design a Answers
focal point. Use a centerpiece to 1. Garnish
emphasize and strengthen the 2. Fruits and vegetables
design by giving it direction and 3. Sauce
height. 4. Dressings
______ 5. A simple design is 5. To enhance the flavor and
best. Simple arrangement is appetite.
easier to serve, more appetizing, 6. To help improve the color
and still attractive when half combination with the main
consumed by the guest. dish.
7. To make the dish attractive
Answers in appearance.
1. TRUE 8-10 Answers may vary.
2. FALSE
3. FALSE
4. TRUE
5. TRUE

J. Additional activities for Directions: Prepare for the new topic. Directions: Prepare for the next lesson. Directions: Prepare for recitation at
application or remediation the next meeting.
(assignment/homework)

V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who require
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
use/discover which I wish to
share with other teachers?

Prepared by: Checked by: Noted by:

MAY O. PACHO AGUSTIN C. EULIN III LUISITO N. FRAGA

Subject Teacher HT - VI TVE Department Secondary School Principal IV

School: BBCMAIS Grade Level: 9

GRADE 9 Teacher: MAY O. PACHO Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Monday - Friday/9:30 - 11:30 am Quarter: 1-WEEK 7

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of the knowledge, skills, and attitudes required in preparing appetizers.
ASSESSMENT
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies .LO3: PRESENT RANGE OF APPETIZERS LO 4: STORE APPETIZER

4.1 Utilize quality trimmings;
3.1 Identify the fundamentals of plating;
 3.2 Identify the accompaniments of appetizers; 4.2 Select appropriate container for
3.3 Present appetizers attractively; and storing salads and appetizers; and
3.4 Observe sanitary practices in presenting appetizers 4.3 Keep appetizers in appropriate
conditions to maintain its freshness,
quality and taste;
Follow workplace safety procedures.

D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the At the end of this lesson, the At the end of this lesson, the learners are
are expected to; learners are able to; learners are able to; expected to;
a. Apply the information
they've learned in lecture a. Perform variety of appetizers; a. Write a reflective letter a. Utilize the quality trimmings of
and discussions. b. Apply the concepts being taught about the previous every ingredients; and
about appetizers; and performance task; and b. Value the importance of being
b. Value the importance of
c. Value the importance of hand on b. Value the importance of resourceful and creative in
recitation.
activity self-reflective activity. terms of trimming ingredients.

Write the LC code for each TLE_HECK9-12PA-Ij-6

II. CONTENT -
(Subject Matter) RECITATION Present Variety of Appetizers REFLECTION PAPER
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 10
2.Learner’s Materials Pages N/A Cookery 9 Quarter 1-Module 10 SLM
DepEd SDO- Iligan City
pages 1-9
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for RECITATION PERFROMANCE TASK REFLECTION PAPER ANSWER ME
the Lesson (Motivation)

C. Presenting examples -Preparing Power point Presentation or Video Presentation

/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts
and practicing new skills #1. The teacher will give an introduction about the topic.
(Pre-Discussion Activity)
E. Discussing new concepts RECITATION PERFROMANCE TASK REFLECTION There is a notion that those who
& practicing and concern to are blessed with culinary skills are those
new skills #2 Directions: There is a box in Directions: Each group will Directions: Write a reflective who can turn even the simplest
front of the class. The box present variety of appetizer based learning about the previous ingredients into a delightful dish. A
contains all the topics that on the classification of appetizer. performance task, “Presenting skilled artist and artisan would bring out
discussed for this quarter. Each The performance of the group will Varieties of Appetizers. Write your the best potential in whichever tools and
learner will go to the front and be rated based on the rubrics answers on a long bond paper materials they have, just as a chef can
they will pick a paper and explain below. create wonders with the raw material
what is the meaning of what is they are provided with. It is essential to
written on the paper. Each learner utilize every bit of all the ingredients to
will be given 30 seconds to maximize use and cut cost.
answer.
Utilize Quality Trimmings
In cooking, excess gradients or even
cut-outs are very normal in maintaining
quality food production.
Quality trimmings are the excess
cut-outs in the process of food
production. They are usually pieces of
food which do not go with your
standards and are too precious to throw
away.

In utilizing quality trimmings, one

must possess certain resourcefulness to
ensure the maximum potential use of
every ingredient. Every ingredient is
important and costs money, it would be a
total waste to just throw it away. For
instance the trimmings coming from the
greens from salads can be made as a
garnish for canapés, excess cut
vegetables from soups can be made as
side dish for the main course, bread
trimmings can be cooked into croutons or
into bread pudding. There is a world of
possibilities in cooking if you just put
your mind to it

F. Developing Mastery RECITATION PRESENT THE FINISH REFLECTION Name the Possibility!
(Leads to Formative PRODUCT
Assessment) (activity after Directions: Name one (1) appetizer
the lesson) recipe associated with the ingredient
 shown.

G. Finding Practical RECITATION PERFROMANCE TASK REFLECTION Why is it important to become creative
Applications of concepts and and resourceful when it comes to the
skills in daily living trimmings of ingredients?
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the
lessons
5 Evaluating Learning Points will be based on the The Rubric REFLECTION PAPER ESSAY WRITING
(assessment/test) equivalent scores.
Directions: Answer the following
Answer in 1-10 secs= 20 points questions. Write your answers in one
11-15 secs= 15 points whole sheet of paper.
16- 20 secs= 10 points
21- 30 secs= 5 points 1. Are all the trimmings from excess
Answered but wrong= 2 points ingredients worth keeping? Why
No answer at all = 0 point or why not?
2. What is the effect of excess cut
outs of ingredients in food
costing? Explain.

J. Additional activities for Note: Go to your assigned group Directions: Prepare for next Directions: Prepare for next lesson Directions: Search for the different
application or remediation for TLE Performance Task and lesson. container material used for storing
(assignment/homework) coordinate about your upcoming appetizers.
performance task “Prepare
Varieties of Appetizers” to be
performed at the next meeting.
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:

MAY O. PACHO AGUSTIN C. EULIN III LUISITO N. FRAGA

Subject Teacher HT - VI TVE Department Secondary School Principal IV

School: UNISAN INTEGRATED HIGH SCHOOL Grade Level: 9

GRADE 9 Teacher: GLENDARIZA P. NG Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 8

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
REMEDIAL
DAY
B. Performance Standards The learners independently prepare appetizers.
C. Learning Competencies LO 4: STORE APPETIZER
4.1 Utilize quality trimmings;
4.2 Select appropriate container for storing salads and appetizers; and
4.3 Keep appetizers in appropriate conditions to maintain its freshness, quality and taste;
4.4 Follow workplace safety procedures.

D. Sub tasking (if needed) At the end of this lesson, the learners are expected to; At the end of this lesson, the 80% of the
learners are expected to answer the
questions correctly.
Write the LC code for each TLE_HECK9-12CD-Ij-8
II. CONTENT Keep Appetizers in Appropriate Conditions to Maintain their LONG QUIZ #2 -
(Subject Matter) Freshness, Quality, and Taste

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 10
2.Learner’s Materials Pages Cookery 9 Quarter 1-Module 10 SLM DepEd SDO- Iligan City
pages 1-9
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker.
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for
the Lesson (Motivation)

C. Presenting examples TV, LAPTOP

/instances of the new lessons
(show pics, videos, ppt)

D. Discussing new concepts Conduct a recap of the previous discussion

and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts COMPLETION TIME
& practicing and concern to Keep Appetizers in Appropriate Conditions to Maintain their LONG QUIZ
new skills #2 Freshness, Quality, and Taste Time to comply all the missed
activities, quizzes and
Wasting should never be part of cooking. As we learned the importance performance task.
of utilizing quality trimmings, we now move to keeping our produce fresh,
high quality and tasty. It is a must to ensure our efforts not to go to waste
by storing or packaging our foods properly to prevent spoilage.

Storing salads and appetizers is one of the most important activities done
after preparing them to maintain freshness and avoid spoilage.

Tools and Equipment

1. Chillers
2. Refrigerator
3. Containers for salad and appetizers

Storing Techniques Storing foods could be done through the following

techniques:
1. Refrigerate – to keep food cold or cool.
2. Cold storage – the process of preserving food by means of refrigeration.
3. Chilling – to refrigerate to reduce the temperature of food

Common Materials Used for Packaging

1. Plastics

Plastics are organic polymeric materials that can be molded into the
desired shape. The lightness and versatility of these have been confirmed
over decades in the processing and packaging of food. Plastic containers
and packaging protect against the contamination of food and offer adequate
mechanical strength. Due to a lower cost and lower energy consumption
during manufacturing, plastics have replaced traditional packaging
materials. In addition, they are able to preserve and protect the food for
longer, minimizing the use of preservatives.

2. Aluminum

Aluminum is increasingly used for canning due to its lightness, low

cost and capacity to be recycled. It can be found in packaging, bottle
closures and wraps and laminates. It has the same barrier properties as steel
but with the advantage of being resistant to corrosion. Aluminum foil is
formed by layers of laminated aluminum. It is a highly flexible product that
allows to preserve or protect food in the domestic environment. However, it
is difficult to use in modern fast packaging equipment due to wrinkles, rips
 and marks.

3. Glass

Glass is an inert material that is impermeable to gases and vapors. It is

an excellent and completely neutral oxygen barrier when in contact with
food. However, it is a fragile, heavy material that requires a lot of energy to
be manufactured. Glass uses one of the most abundant raw materials on the
planet, silica, but it is not renewable. Despite this, it is a recyclable product,
since it can be used as a container repeatedly.

4. Wood, Cardboard and Papers

Products derived from wood are widely used in the packaging of food in
the form of paper and cardboard. Paper is a very cheap, lightweight product
with excellent printing capacity. Although it is very sensitive to moisture, it
can be corrected with a combination of paper and other materials such as
plastic or paraffin. Cardboard is a material made up of several superimposed
layers of paper, making it thicker, harder and more resistant than paper. Its
main use is for packaging and containers in the form of boxes.

F. Developing Mastery TELL ME!

(Leads to Formative
Assessment) (activity after Directions: Tell me what food packaging materials used in the following CHECKING OF PAPERS
the lesson) pictures.

G. Finding Practical Why do we need to follow the proper storage in each type of pasta? RECORDING OF SCORE
Applications of concepts and
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that
& Abstractions about the related to the topic.
lessons
5.Evaluating Learning ADVANTAGE AND DISADVANTAGES DETERMINE IF THE CLASS GOT 80%
(assessment/test) IN THE EVALUATION.
Directions: Enumerate the different food packaging. Give the advantage
and disadvantages of each.
PREPARE FOR REMEDIAL IF IT’S
BELOW 80%.

J. Additional activities for Direction: Prepare for long quiz #2 CONGRATULATIONS! CONGRATULATIONS!
application or remediation
(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:

GLENDARIZA P. NG GLORIA M. LICAS

Teacher III TLE COORDINATOR Principal III