LESSON PLAN IN BASIC HAND TOOLS

Date: May 18, 2015

I. Lesson Objectives
At the end of this class, the students will be able to:
a. Identify utensils used in a formal places setting;
b. Perform set a formal table setting;
c. Appreciate the importance of utensils.

II. Subject Matter

a. TOPIC: How to Set a Table
b. References: wiki.how.com.ph
c. Materials: Hands out and Power point Presentation.

III. Procedure
Opening Prayer
Checking of Attendance
Presentation of Learning Objectives

A. Motivation
Asking Question
Have any of you been asked to set the table for your special guest and
weren’t sure what went where?

B. Lesson Proper
Distributing the Hands out
Discussion
Film showing
C. Generalization
Dinner plate is placed in the center of the person’s space one inch
from the edge of the table.
If a salad will be served from the table the salad plate is originally
placed on the dinner plate. If salad is served as part of the main
course the salad plate is placed to the left of the forks
The dinner fork has longer tines than the salad fork. The dinner fork
is placed to the left of the dinner plate and is also set one inch from
the edge of the table.
The salad fork has shorter tines than the dinner fork and is placed to
the left of the dinner fork. The salad fork is also placed one inch from
the edge of the plate
The knife is placed to the right of the dinner plate with the blade
toward the plate. The knife is also placed one inch from the edge of
the plate.
The dinner spoon is smaller than the soup spoon. The dinner spoon
should be placed to the right of the knife. The dinner spoon is also
placed one inch from the edge of the table.
The soup spoon has a larger bowl than the dinner spoon to
accommodate soup that is served with the meal. The soup spoon is
placed to the right of the dinner spoon
The water goblet is smaller than the ice tea glass. The water goblet is
placed above the knife
The ice tea glass is also known as the iced beverage glass. The ice tea
glass is placed to the right of the water goblet and above the spoon.
The bread plate is a small plate that is used to hold an individual’s
bread. This plate is placed above the forks.
 The butter knife is used to spread butter on an individual’s bread.
The butter knife should be placed on the top of the bread plate
parallel to the edge of the table.
The dessert fork and spoon are smaller than any of the other utensils.
They are placed above the dinner plate parallel to the edge of the
table.
If coffee or hot beverage is served during dinner the coffee cup and
saucer are placed to the right of the spoons.
Napkins are placed to the left of the forks or if creatively folded place
on the dinner plate or in the ice tea glass.

D. Application
Asking the students if they have any questions or clarifications.
Grouping Activities
 Divide the class into five.
Let the students experience table setting
 In the table are the things you need to place a formal table
setting. Each representative of the group should come here in
the table and get the utensils you need, take them to your
table and arrange them in the proper order.
E. Evaluation
Roam around the room offering help
Observe the students to their work
Evaluating the students work in table setting

Table set-up RUBRIC

Evaluation Outstanding (10 pts.) Very Satisfactory (7 pts.) Fair (5 pts.)

Students Output The table setting is The table setting is The table setting is
creatively constructed and creatively constructed creatively
excellently relevant to and fairly relevant to constructed and
lesson objectives lesson objectives poorly relevant to
lesson objectives
Students answer Can answer the 10 There are at least 7 There are at least 4
questions answer out of 10 answers out of 10
questions. questions
 F. Assignment
Let the students memorize all the utensils in table set up for oral
recitation.
 DIRECTION: Memorize all the utensils for oral recitation
tomorrow.

Prepared by: Mohammad L. Datumanong

Lesson Plan in Food and Beverage

Date: April 14, 2015

I. Chapter Objectives
After studying this chapter, the students will be able to:
a. State and differentiate the types of Food and Beverage operation;
b. Discuss critically the proper hygiene, roles and duties of waiter;
c. Appreciate the importance of the waiter.

II. Subject Matter

A. Topic: Hospitality and the waiter
B. References: Food and Beverage textbook pages 1-8
C. Materials: Hands out
III. Procedure
Opening Prayer
Checking of Attendance
Presentation of Learning Objectives
A. Motivation:
Asking Question
Why should waiters who work in coffee shops or serve counter meals in
pubs feel any less professional on their role than waiters who offer silver
service?
B. Lesson Proper
Distributing the Hands out
Discuss the subject matter
 C. Application
Group Activity
o Role Playing
o Divide the group into 5
o Each group must have 1 waiter and 1 Head Waiter, others will be the
customers
o Assuming that they are in the restaurant.

IV. Evaluation
Answer the following questions:
1. What are five important duties carried out by a waiter?
2. Name different sorts of establishments where food and
beverage service are required.
3. Who is responsible for personal hygiene? Why?
4. What is a commis waiter?
5. What forms of training allow you to acquire food and beverage
qualifications on the job?
V. Assignment
Study in advance about the Menu.

Prepared by: Mohammad L. Datumanong

 Lesson Plan in Physics

Date: April 18, 2013

Section: Demo Class

VI. Chapter Objectives

After studying this chapter, the students will be able to:
a. State and understand the Newton’s 3 Laws of Motion;
b. Visualize and differentiate the Newton’s 3 Laws of Motion;
c. Appreciate the importance of the Newton’s 3 Laws of Motion laws in the different real-
life situations.

VII. Topic: Newton’s Three Laws of Motion

Learning Phase: Deepen
Reference:
o http://www.clas.ufl.edu/users/ufhatch/NSF-PLANS/2-2_NEWTON.htm

Materials:
o Balloons
o Inclined Plane
o Rubric

VIII. Activities to be taken up:

Preliminaries:
o Opening Prayer
o Presentation of Learning Objectives

a. Motivation
 The Story of the Falling Apple!
- Share the popular story about Isaac Newton sitting under an apple tree when
apple fell on his head, and he suddenly thought of a brilliant idea. Ask the
following questions:
1. If you were Isaac Newton, what would be your brilliant idea?
2. If the force of gravity reaches to the top of the highest tree, might it
not all the way to the orbit of the Moon? (Show the picture!)

b. Learning tasks:
Task 1: Please Go, Please Stay!
- Let the students prepare the activity set-up.
- Let the students roll the balloon from one inclined plane (going down) to
the other inclined plane (going p).
- Ask the students what happen to the balloon as it goes down and goes up,
then let them think of a reasonable explanation.
- Explain to the students the Newton’s 1st Law and 2nd Law of Motion.

Task 2: Up, Up, and Away!

- Let the students untie the balloon’s knot and release it.
- Ask the students what happen to the balloon and let them think of a
reasonable explanation.
- Explain to the students the Newton’s 3rd Law of Motion.

Task 3: One, Two or Three!

- Let the students give different situations where the Newton’s Three Laws of
Motion is applicable
- Present to the class the rubric:

Newton’s Laws of Motion RUBRIC

ELEMENTS Outstanding (10 pts.) Very Satisfactory (7 pts.) Fair (4 pts.)

Quality The situations are The situations are The situations are
creatively constructed and creatively constructed creatively
excellently relevant to and fairly relevant to constructed and
each law. each law poorly relevant to
each law.
Quantity There are 5 or more There are at least 3 to 4 There are at least 1
situations on each law. situations on each law to 2 situations on
each law.

- Presentation of outputs
- Rating of outputs, and then give feedback

IX. Assessment (Informal Formative Assessment)

Raise your right hand and give 1, 2 or 3 fingers if the situation given is either
related to first, second or third law of motion.
1. When a cannon was fired, it recoiled back. (3rd)
 2. Big stones and small ones reaches the ground at the same time. (2nd)
3. A helicopter must have two sets of blades in order to fly with stability. (3rd)
4. If you were in an elevator and the cable broke, jumping up just before the
elevator hit the ground would not save you. (1st)
5. You usually jerk a paper towel from a roll in order to tear it instead of
pulling it smoothly. (1st)
6. You can jump higher on the Moon than on the Earth. (2nd)
7. The stronger, heavier team in a tug-of-war does not create a larger tension
in the rope than the weaker, lighter team. (3rd)
8. A book is at rest on top of a table. (1st)
9. A rocket releases burnt fuel when launching. (3rd)
10. The higher you go up, the higher you fall. (2nd)

X. Assignment
Draw the force-body diagram using arrows to the 10 situations given in the
assessment.

Prepared by: Arvel John M. Lozada