Detailed Lesson Plan (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

DLP No.: 3 Learning Area: TLE Grade Level: 9 Quarter: 1 Duration: 2hour
Learning Competency/ies: Assess Personal Entrepreneurial Competencies Code:
(Taken from the Curriculum Guide) TLE_PECS9-00-1
Key Concepts / The three clusters of PECs (achievement, planning, and power clusters) will be identified.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 1. Objectives
8, s. 2015)
Knowledge Identify the dimensions/clusters of PECs and the different characteristic traits per cluster.

Skills Classify characteristics traits per cluster.

Attitude Evaluate one’s PECs with honesty.

2. Content Dimensions of Personal Entrepreneurial Competencies (PECs)

3. Learning Resources Curriculum guide, Learning Module, Internet sources
4. Procedures
4.1 Introductory Activity The teacher will show pictures of the different businesses and entrepreneurs.
What are observations on the pictures being shown? Do you know them?

4.2 Activity The teacher will divides the class into four, each group will be given 10 minutes to classify
the three clusters of PECs. Each group will choose a representative to present their work and
share their experience and challenges met in accomplishing the task.

4.3 Analysis How was the activity given? What have you learned from the activity? Do you have some
realizations from the activity? Then, what are they?
4.4 Abstraction The teacher will introduce the dimensions of personal entrepreneurial competencies
through power point presentation.

4.5 Application Differentiate entrepreneurship from entrepreneurs.

What are the dimensions of PECs?
As a student, is it necessary for you to know the different character traits of an effective
entrepreneur? Why?

5. Assessment/Evaluation A. Identify the following questions:

1. Entrepreneurs know how to use the right strategies to influence or persuade other
people. Persuasion and networking
2. Entrepreneurs knows how to set SMART goals. Goal setting
3. Entrepreneurs do their best to satisfy customers and to deliver what is promised.
Commitment to Work Contract
4. Entrepreneurs are known for taking calculated risks and doing tasks that are
moderately challenging. Risk-taking
5. Entrepreneurs have a strong belief in themselves and their own abilities.
Self-Confidence

B. Classify the following character traits according to cluster.

Information Seeking Self-Confidence Persistence
Opportunity Seeking Goal Setting Risk-taking
Commitment to work Contract Persuasion and Networking
Systematic Planning and Monitoring Demand for Efficiency and Quality

6. Assignment:
Assess your Personal Entrepreneurial Competencies by answering PECs Self-rating
Questionnaire.
 Detailed Lesson Plan in TLE 9 - Cookery
DLP No.: 1 Date: June 7, 2018 Quarter: 1 Time: 1:15-3:15 pm
Learning Area: TLE Duration: 120 minutes
Grade Level: 9
Learning Competency/ies: Assess personal entrepreneurial competencies.
Code: TLE_PECS9-00-1
Key Concepts:
Personal entrepreneurial competencies are assessed whether or not found among entrepreneurs/students.

I. Objectives
A. Hypothesize on the results of assessing personal entrepreneurial competencies found among entrepreneurs/students.
B. Assess oneself/personal entrepreneurial competencies.
C. Answer honestly the personal entrepreneurial competencies self-rating questionnaire.

II. Content
Assess Personal Entrepreneurial Competencies
 Personal Entrepreneurial Competencies

III. Learning Resources

Learning Module in Cookery 9, LED TV, Laptop, Power point Presentation, PEC’s Self-rating Questionnaire, PEC’s Scoring
Sheet, The PEC’s Scoring Sheet with Correction Factor, PEC’s Profile

IV. Procedures
1. Introductory Activity (10minutes)
A. Set
Show pictures of different businesses and its owners/entrepreneurs.
a. Businesses owned by middle class entrepreneurs.
b. Business owned by role model and big entrepreneurs.

B. Perception
* What have you observed in the pictures being shown?
* Who can differentiate the pictures being shown?

C. Remembering
* Can you identify the people in the pictures?
*Who can define entrepreneur?
*What is the definition for entrepreneurship?
*What is entrepreneurship all about?
*Who are some entrepreneurs?
*What are the main benefits of entrepreneurship?
*What is the importance of entrepreneurship?
*What are the disadvantages of becoming an entrepreneur?
*What are the risks of being an entrepreneur?
*What skills are needed to be a successful entrepreneur?
*What are the characteristics of a good entrepreneur?
*Why do people decide to become an entrepreneur?

2. Activity/Strategy (35minutes)
Mechanism

Let the learners:

 Answer the PEC’s Self-rating Questionnaire
 Determine their score on the PEC’s Self-rating Questionnaire using the scoring sheet.

3. Analysis (5minutes)
Ask:
o Can you share your feelings with the result of your personal entrepreneurial competencies self-rating right now? Why?
o Who can describe an effective entrepreneur?
o Do you know the different personal entrepreneurial competencies that an effective entrepreneur should have?

4. Abstraction (35minutes)
Present through power point on the different personal entrepreneurial competencies.

Let the learners:

o Hypothesize on the results of their PEC’s Self-rating using the PEC’s Profile.

5. Application(15minutes)
Let the learners:
o Assess oneself/personal entrepreneurial competencies using the PEC’s Self-rating Questionnaire.
o Share the results of their PEC’s Self-rating to the class.
 6. Assessment
Identification:
1. Entrepreneurs are known for taking calculated risks and doing tasks that are moderately challenging. Risk-taking
2. Entrepreneurs do not easily give up in the face of obstacles. Persistence
3. They have strong belief in themselves and their own abilities. Self-confidence
4. They accept full responsibility for problems when completing a job for costumers. Commitment to work contract
5. Entrepreneurs update themselves with new information. Information seeking

7. Assignment
Preparing for the new lesson.
Research about business environment and market.

8. Wrap-up/Concluding Activity
“The price of success is hard work, dedication to the job at hand, and determination that whether we win or lose, we have applied
the best of ourselves to the task at hand.”-Vince Lombardi, head coach of the Green Bay Packers (1959-1967)

V. Remarks
__________________________________________________
__________________________________________________

VI. Reflections
a. No. of learners who earned 80% in the evaluation.
b. No. of learners who require additional activities for
remediation.
c. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
d. No. of learners who continue to require remediation
e. Which of my learning strategies worked well? Why did these
work?
f. What difficulties did I encounter which my principal or
supervisor can help me solve?
g. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

DLP No.: 7 Learning Area: TLE Grade Level: 9 Quarter: 1 Duration: 2hour
Learning Competency/ies: Clean, Sanitize and Store Kitchen Tools and Equipment Code:
(Taken from the Curriculum Guide) TLE_HECK10ED-Ia-1
Key Concepts / In the preparation of different dishes, identification of needed tools and equipment and how
Understandings to be to clean and sanitize them after each use is the first consideration.
Developed
1. Objectives
Knowledge Identify kitchen tools.
Skills Classify the different kitchen tools by its cooking materials used.
Attitude Assist one another in doing the given activity.

2. Content Cooking Materials, Kitchen Tools

Learning Resources Curriculum guide, Learning Module, Internet sources, Kitchen Utensil and Equipment
3. Procedures
Introductory Activity The teacher will show pictures of different kitchen utensils made of different cooking
materials.
What are observation on the pictures being shown? Do you have them at home? Have you
experience using them? Are they important in our daily lives? Why?
Activity Think-Pair-Paste-Share
The class will be divided into five and each group will help each other in accomplishing the
task. Each group will identify and classify the given kitchen tools, utensils and equipment.
Then think and pair each kitchen utensils, tools and equipment with their corresponding
uses, then paste in a manila paper and share to the class.
Analysis How was the activity? Were you able to get a passing score in the activity? What problem
did you encounter in classifying kitchen tool, utensils and equipment?
Abstraction The teacher will introduce the kitchen tools and the cooking materials used in making such
kitchen tools through power point presentation.
Application With the same group, each group will identify the different kitchen tools, utensils and
equipment. After the question will be read, the group will answer for three seconds by
writing their answer in ½ sheet of paper, after three seconds the bell will ring, the will raise
their answers. Each correct of the group is equivalent to two points.

4.Assessment/Evaluation A. Identify the following kitchen tools:

1. Used for mashing cooked potatoes, carrots or soft cooked vegetables. Potato masher
2. Used to level off ingredients when measuring and to spread frostings and sandwich
fillings. Spatula
3. A rubber or silicone tool used to blend or scrape the food from the bowl. Scraper
4. Used to measure heat intensity. Temperature scales
5. Used to blend, chop, mix, grate and liquefy all kinds of food. Blender
B. Classify the following kitchen tools by the cooking material used.

Measuring spoons Slotted spoon Graters Cutting Board

Scraper Mixing Bowl Colander Funnel Spatula Whisks

Aluminum Plastic Glass Stainless Steel

5. Assignment: Directions: in your lecture notebook, answer the following questions:

1. How will take care of your kitchen tools and equipment at home?
2. Differentiate cleaning from sanitizing.
3. What are the factors that influence the cleaning process?
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016
)
DLP No.: 8 Learning Area: TLE Grade Level: 9 Quarter: 1 Duration: 2hour
Learning Competency/ies: Clean, Sanitize and Store Kitchen Tools and Equipment Code:
(Taken from the Curriculum Guide) TLE_HECK10ED-Ia-1
Key Concepts / In the preparation of different dishes, identification of needed tools and equipment and how
Understandings to be to clean and sanitize them after each use is the first consideration.
Developed
1. Objectives
Knowledge Identify the types of chemicals used in cleaning and sanitizing kitchen tools and equipment.
Skills Demonstrate the proper way of dishwashing.
Attitude Assist one another in doing the given activity.

2. Content Types of Chemical used Cleaning and Sanitizing, Proper Dishwashing Techniques
Learning Resources Curriculum guide, Learning Module, Internet sources, Kitchen Utensil
3. Procedures
Introductory Activity The teacher will show pictures of different kitchen tools and utensils. Have you experience
cleaning this kitchen tools and utensils? Sanitizing? What are common cleaning compound
you have use? How did you clean you dishes, glassware, pot and pans at home?
Activity The class will be divided into five and each group will help each other in accomplishing the
task. Each group will be ask to write in a manila paper the common cleaning compound that
they are using at home in cleaning their kitchen tools, utensils and equipment. They will be
ask also to write their tips in washing their kitchen tools and equipment at home. Then each
group will choose a representative to share their output to the class.
Analysis How was the activity? What are the cleaning compound that you are using in washing
dishes at home? How did you effectively clean glassware, dishes, flatware, pot and pans at
home?
Abstraction The teacher will introduce the topic to the class through power point presentation.
Application With the same group, each group will choose a representative to demonstrate on how to
clean dishes following the fundamental cleaning procedures. Each group will be rated
through the given rubric below.

RUBRIC
4 Follows correctly the procedures in washing dishes and performs the skill without
supervision and with initiative and adaptability to problem situations.
3 Follows correctly the procedures in washing dishes and performs the skill
satisfactorily without assistance or supervision.
2 Follows the procedures in washing dishes with minor errors and performs the skill
satisfactorily with some assistance and/or supervision.
1 Was not able to follow the procedures in washing dishes and performs the skill
unsatisfactorily.

4.Assessment/Evaluation A. IDENTIFICATION:
1. Used periodically in removing mineral deposits and other soils that detergents
cannot eliminate. Acid cleaners
2. Cleaning agents, solvents or any substance used to wash tablewares, surfaces, and
equipment. Detergents
3. Generally used to remove heavy accumulations of soil that are difficult to remove
with detergents, solvents and acids. Abrasives
4. Used to increase mechanical force, aiding in soil removal. High Pressure
5. It is utilized to clean the interior surfaces of tanks and pipelines of liquid process
equipment. Clean In Place (CIP)
B. Demonstrate the fundamental cleaning procedure in washing dishes. (Note: the students
are evaluated based on their performance in the group activity during application that will
be rated using the given rubric.)
5. Assignment: In your lecture notebook write the equipment sanitation procedures of the following:
1. Range 3. Slicers 5. Sink and Drains
2. Dishwashing machine 4. Refrigerator
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Date:_____________________________
DLP No.: Learning Area: TLE Grade Level: 9 Quarter: 1 Duration: 2hour
Learning Competency/ies: Clean, Sanitize and Store Kitchen Tools and Equipment Code:
(Taken from the Curriculum Guide) TLE_HECK10ED-Ia-1
Key Concepts / In the preparation of different dishes, identification of needed tools and equipment and how
Understandings to be to clean and sanitize them after each use is the first consideration.
Developed
1. Objectives
Knowledge Identify kitchen tools.
Skills Classify the different kitchen tools by its cooking materials used.
Attitude Assist one another in doing the given activity.

2. Content Cooking Materials, Kitchen Tools

Learning Resources Curriculum guide, Learning Module, Internet sources, Kitchen Utensil and Equipment
3. Procedures
Introductory Activity The teacher will show pictures of different kitchen utensils made of different cooking
materials.
What are observation on the pictures being shown? Do you have them at home? Have you
experience using them? Are they important in our daily lives? Why?
Activity Think-Pair-Paste-Share
The class will be divided into five and each group will help each other in accomplishing the
task. Each group will identify and classify the given kitchen tools, utensils and equipment.
Then think and pair each kitchen utensils, tools and equipment with their corresponding
uses, then paste in a manila paper and share to the class.
Analysis How was the activity? Were you able to get a passing score in the activity? What problem
did you encounter in classifying kitchen tool, utensils and equipment?
Abstraction The teacher will introduce the kitchen tools and the cooking materials used in making such
kitchen tools through power point presentation.
Application With the same group, each group will identify the different kitchen tools, utensils and
equipment. After the question will be read, the group will answer for three seconds by
writing their answer in ½ sheet of paper, after three seconds the bell will ring, the will raise
their answers. Each correct of the group is equivalent to two points.

4.Assessment/Evaluation A. Identify the following kitchen tools:

1. Used for mashing cooked potatoes, carrots or soft cooked vegetables. Potato masher
2. Used to level off ingredients when measuring and to spread frostings and sandwich fillings. Spatula
3. A rubber or silicone tool used to blend or scrape the food from the bowl. Scraper
4. Used to measure heat intensity. Temperature scales
5. Used to blend, chop, mix, grate and liquefy all kinds of food. Blender
B. Classify the following kitchen tools by the cooking material used.
Measuring spoons Slotted spoon Graters Cutting Board
Scraper Mixing Bowl Colander Funnel Spatula Whisks

Aluminum Plastic Glass Stainless Steel

5. Assignment: Directions: in your lecture notebook, answer the following questions:

1. How will take care of your kitchen tools and equipment at home?
2. Differentiate cleaning from sanitizing.
3. What are the factors that influence the cleaning process?

Name: School:
Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: Email address:
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Date:_______________________________
DLP No.: Learning Area: TLE Grade Level: 9 Quarter: 1 Duration: 2hour
Learning Competency/ies: Clean, Sanitize and Store Kitchen Tools and Equipment Code:
(Taken from the Curriculum Guide) TLE_HECK10ED-Ia-1
Key Concepts / In the preparation of different dishes, identification of needed tools and equipment and how
Understandings to be to clean and sanitize them after each use is the first consideration.
Developed
1. Objectives
Knowledge Identify the types of chemicals used in cleaning and sanitizing kitchen tools and equipment.
Skills Demonstrate the proper way of dishwashing.
Attitude Assist one another in doing the given activity.

2. Content Types of Chemical used Cleaning and Sanitizing, Proper Dishwashing Techniques
Learning Resources Curriculum guide, Learning Module, Internet sources, Kitchen Utensil
3. Procedures
Introductory Activity The teacher will show pictures of different kitchen tools and utensils. Have you experience
cleaning this kitchen tools and utensils? Sanitizing? What are common cleaning compound
you have use? How did you clean you dishes, glassware, pot and pans at home?
Activity The class will be divided into five and each group will help each other in accomplishing the
task. Each group will be ask to write in a manila paper the common cleaning compound that
they are using at home in cleaning their kitchen tools, utensils and equipment. They will be
ask also to write their tips in washing their kitchen tools and equipment at home. Then each
group will choose a representative to share their output to the class.
Analysis How was the activity? What are the cleaning compound that you are using in washing
dishes at home? How did you effectively clean glassware, dishes, flatware, pot and pans at
home?
Abstraction The teacher will introduce the topic to the class through power point presentation.
Application With the same group, each group will choose a representative to demonstrate on how to
clean dishes following the fundamental cleaning procedures. Each group will be rated
through the given rubric below.
RUBRIC
4 Follows correctly the procedures in washing dishes and performs the skill without supervision
and with initiative and adaptability to problem situations.
3 Follows correctly the procedures in washing dishes and performs the skill satisfactorily
without assistance or supervision.
2 Follows the procedures in washing dishes with minor errors and performs the skill
satisfactorily with some assistance and/or supervision.
1 Was not able to follow the procedures in washing dishes and performs the skill
unsatisfactorily.

4.Assessment/Evaluation A. IDENTIFICATION:
1. Used periodically in removing mineral deposits and other soils that detergents cannot eliminate.
Acid cleaners
2. Cleaning agents, solvents or any substance used to wash tablewares, surfaces, and equipment.
Detergents
3. Generally used to remove heavy accumulations of soil that are difficult to remove with detergents,
solvents and acids. Abrasives
4. Used to increase mechanical force, aiding in soil removal. High Pressure
5. It is utilized to clean the interior surfaces of tanks and pipelines of liquid process equipment. Clean In
Place (CIP)
B. Demonstrate the fundamental cleaning procedure in washing dishes. (Note: the students are evaluated
based on their performance in the group activity during application that will be rated using the given rubric.)
5. Assignment: In your lecture notebook write the equipment sanitation procedures of the following:
1. Range 3. Slicers 5. Sink and Drains
2. Dishwashing machine 4. Refrigerator

Name: School:
Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: Email address:
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Date:
DLP No.: 11 Learning Area: TLE Grade Level: 9 Quarter: 1 Duration: 2hour
Learning Competency/ies: Clean, Sanitize and Store Kitchen Tools and Equipment Code:
(Taken from the Curriculum Guide) TLE_HECK10ED-Ia-1
Key Concepts / In the preparation of different dishes, knowing how to clean and sanitize them after each use
Understandings to be is an important consideration.
Developed
1. Objectives
Knowledge Determine the fundamental cleaning procedure.
Skills Demonstrate the proper way of dishwashing following the fundamental cleaning procedure.
Attitude Assist one another in doing the given activity.

2. Content Steps in Washing Dishes, Fundamental Cleaning Procedures

Learning Resources Curriculum guide, Learning Module, Internet sources, Kitchen Utensil
3. Procedures
Introductory Activity The teacher will show pictures of different kitchen tools and utensils. Have you experience
cleaning this kitchen tools and utensils? Sanitizing? What are common cleaning compound
you have use? How did you clean you dishes, glassware, pot and pans at home?
Activity The class will be divided into five and each group will help each other in accomplishing the
task. Each group will be ask to write in a manila paper the common cleaning compound that
they are using at home in cleaning their kitchen tools, utensils and equipment. They will
arrange the fundamental cleaning procedures in chronological order and paste it in a
manila paper. They will be ask also to write their tips in washing their kitchen tools and
equipment at home. Then each group will choose a representative to share their output to
the class.
Analysis How was the activity? What are the cleaning compound that you are using in washing
dishes at home? How did you effectively clean glassware, dishes, flatware, pot and pans at
home?
Abstraction The teacher will introduce the topic to the class through power point presentation.
Application With the same group, each group will choose a representative to demonstrate on how to
clean dishes following the fundamental cleaning procedures. Each group will be rated
through the given rubric below.
RUBRIC
4 Follows correctly the procedures in washing dishes and performs the skill without supervision
and with initiative and adaptability to problem situations.
3 Follows correctly the procedures in washing dishes and performs the skill satisfactorily
without assistance or supervision.
2 Follows the procedures in washing dishes with minor errors and performs the skill
satisfactorily with some assistance and/or supervision.
1 Was not able to follow the procedures in washing dishes and performs the skill
unsatisfactorily.

4.Assessment/Evaluation A. Arrange the fundamental cleaning procedure in chronological order by writing 1 as the first procedure, 2 for
the second and so on.
_____1. Rinse
_____2. Scrape and Pre-rinse
_____3. Acid Rinse
_____4. Sanitize
_____5. Cleaning cycle
B. Demonstrate the fundamental cleaning procedure in washing dishes. (Note: the students are evaluated
based on their performance in the group activity during application that will be rated using the given rubric.)
5. Assignment: In your lecture notebook write the equipment sanitation procedures of the following:
1. Range 3. Slicers 5. Sink and Drains
2. Dishwashing machine 4. Refrigerator

Name: School:
Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: Email address:
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Date:
DLP No.: 12 Learning Area: TLE Grade Level: 9 Quarter: 1 Duration: 2hour
Learning Competency/ies: Clean and Sanitize and Kitchen Premises Code:
(Taken from the Curriculum Guide) TLE_HECK9KP-Ib-2
Key Concepts / In the preparation of different dishes, knowing how to clean and sanitize them after each use
Understandings to be is an important consideration.
Developed
1. Objectives
Knowledge Recognize kitchen premises to be cleaned and sanitized.
Skills Classify and describe the uses of cleaning agents.
Attitude Use cleaning agents in sanitizing kitchen premises safely.

2. Content Clean and Sanitize Kitchen Premises

Learning Resources Curriculum guide, Learning Module, Realia (cleaning agents, kitchen premises)
3. Procedures
Introductory Activity The teacher will show a video on cleaning and sanitizing kitchen premises. Then, the students
will be ask to share on their observations on the video being viewed.
Activity The class will be divided into five and each group will help each other in accomplishing the
task. Each group will be ask to classify different sanitizers and disinfectant according to its
types and then describe each. Then each group will choose a representative to share their
output to the class.
Analysis How was the activity? What are the different sanitizers and disinfectants that you are using
cleaning and sanitizing kitchen premises? How did you effectively clean and sanitize
kitchen premises at home?
Abstraction The teacher will introduce the topic to the class through power point presentation.
Application With the same group, each group will cleaning and sanitizing kitchen premises after
preparation and cooking of food. Your performance will be rated using the following rubric:
RUBRIC
4 Follows correctly the procedures in cleaning and sanitizing kitchen premises using and
performs the skill without supervision and with initiative and adaptability to problem
situations.
3 Follows correctly the procedures in cleaning and sanitizing kitchen premises and performs the
skill satisfactorily without assistance or supervision.
2 Follows the procedures in cleaning and sanitizing kitchen premises with minor errors and
performs the skill satisfactorily with some assistance and/or supervision.
1 Was not able to follow the procedures in cleaning and sanitizing kitchen premises and
performs the skill unsatisfactorily.

4.Assessment/Evaluation A. Classify and describe the uses of different cleaning agents/sanitizers (Chemical and Heat Sanitizer)
Hot water Soap Chlorine Steam Detergents
Dry heat UV light Alcohol Dishwashing liquid Filtration

Chemical Description Heat Description

Soap a substance used with water for washing and
cleaning, made of a compound of natural oils
or fats with sodium hydroxide or another
strong alkali
Alcohol It evaporates at a similar rate and destroys
bacterial and viral cells by the same
mechanism
Chlorine Use a sanitizing solution of 1 teaspoon of
liquid chlorine bleach to one gallon of warm
water (at least 75°F) (200 ppm solution) with
clean wiping cloth. (Note: solution should be
changed often)
Sanitizer
Hot Water used in the third compartment of a three-
compartment sink, it must be at least 171oF
(77oC)
Steam water has to be heated to 175 degrees for it
to effectively sanitize
heat water in excess of 212 degrees which is
the temperature needed to create
steam that kills bacteria, germs, and dust
mites in just one second
Dry heat sterilization process takes a long long time
and is done at a high temperature (2 hours
at 160°C)
 Detergents removes dirt grease debris and many germs
by scrubbing with soap and water
Dishwashing sanitize your wares, leaving them sparkling
while also reducing the chance of a
liquid foodborne illness outbreak
UV light is an environmentally friendly method of
killing bacteria, mold, fungi, and viruses
without the use of harmful chemicals and
does not produce corrosive materials or
disinfection by-products
Filtration It's a good idea to do complete the
sanitization process during filter changes
since most filters are replaced every 12
months

B. Demonstrate the fundamental cleaning procedure in cleaning and sanitizing kitchen premises. (Note: the
students are evaluated based on their performance in the group activity during application that will be rated
using the given rubric.)
5. Assignment: Make a slogan on proper cleaning and sanitizing kitchen tools, utensils, equipment and
working premises using long bond paper, coloring materials, pencil, pentel pen, and ruler.

Your slogan will be rated using the scoring rubric below.

Score CRITERIA
5 Creatively and neatly done showing much relevance to the given topic.
4 Creatively done and neat enough with relevance to the given topic.
3 Creatively done and neat enough but no relevance to the given topic.
2 Simply done and neat enough but not so relevant to the given topic.
1 Poorly done with erasures and irrelevant to the given topic.
Name: School:
Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: Email address:
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Date: Learning Area: TLE Grade Level: 9 Quarter: 1 Time:

Learning Competency/ies: Clean, Sanitize and Store Kitchen Tools and Equipment Code:
(Taken from the Curriculum Guide) TLE_HECK10ED-Ia-1
Key Concepts / In the preparation of different dishes, knowing how to clean and sanitize them after each use
Understandings to be is an important consideration.
Developed
1. Objectives
Knowledge Determine the factors that influence the cleaning process.
Skills Demonstrate the proper way of sanitizing range, sink and drains.
Attitude Assist one another in doing the given activity.

2. Content Factors that influence the cleaning process

Equipment Sanitation Procedure
Learning Resources Curriculum guide, Learning Module, Internet sources, Kitchen Utensil
3. Procedures
Activity The class will be divided into five and each group will help each other in accomplishing the
task. Each group will be given 10minutes to prepare a creative presentation on the topic
assigned to them. Afterwards, they will it to the class.
Analysis How was the activity? What are the factors that influence the cleaning process? What is the
proper way of sanitizing range? Dishwashing machine? Slicers? Refrigerator? Sink and
Drains? Have you tried to sanitize this equipment at home? How did you sanitize this
equipment at home?
Abstraction The teacher will introduce the topic to the class through power point presentation.
Application With the same group, each group will demonstrate on how to sanitize range. Each group will
be rated through the given rubric below.
RUBRIC
4 Follows correctly the procedures in sanitizing range and performs the skill without supervision
and with initiative and adaptability to problem situations.
3 Follows correctly the procedures in sanitizing range and performs the skill satisfactorily
without assistance or supervision.
2 Follows the procedures in sanitizing range with minor errors and performs the skill
satisfactorily with some assistance and/or supervision.
1 Was not able to follow the procedures in sanitizing range and performs the skill
unsatisfactorily.

4.Assessment/Evaluation
A. Arrange the steps in sanitizing range in chronological order by writing 1 as the first procedure, 2 for the
second and so on.
_____1. Remove all burnt sediments and wipe grease from top of range after each use.
_____2. Before replacing, rub with oil-damped cloth.
_____3. Keep burners clean.
_____4. Scrape grease from curbs and openings hinges.
_____5. When cool, wash top of range
_____6. Clean oven by removing grates, scraping off food deposits, washing and drying.

B. Enumeration
1-6 What are the factors that influence the cleaning process?
5. Assignment: In your lecture notebook write the equipment sanitation procedures of the following:
1. Range 3. Slicers 5. Sink and Drains
2. Dishwashing machine 4. Refrigerator

Name: School:
Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: Email address:
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Date: Learning Area: TLE Grade Level: 9 Quarter: 1 Time:

Learning Competency/ies: Perform mise en place. Code:
(Taken from the Curriculum Guide) TLE_HECK9PA-Ic-3
Key Concepts / Tools and equipment used in preparing appetizer are identified.
Understandings to be
Developed
1. Objectives
Knowledge Identify tools and equipment needed in preparation of appetizers.
Skills Classify appetizers according to ingredients.
Attitude Show enthusiasm in doing the activity.

2. Content Perform Mise’en Place

Learning Resources Curriculum guide, Learning Module, IM’s (TV, Laptop)
3. Procedures
Introductory Activity
The teacher shows a video clip on how to make an appetizer (canapé).
Then the students will be ask on their observations on the video that will be shown.

Activity
The teacher divides the class into five, each group will think-pair-and paste the given
pictures, names and functions of the needed tools and equipment in preparing appetizers.

Analysis

How was the activity given? Did you get the correct answers? What are the challenges met
in doing the activity? What have you learned from the given activity?

Abstraction
The teacher will introduce the topic through power point presentation.

Application
Is knowing the right tool to a right task important? Why? Why is it necessary for you to
acquaint the different tools and equipment before preparing appetizers?

4. Assessment /Evaluation
Identify the following tools and equipment used in preparing appetizers.
1. It is used for keeping cold foods chilled for service. Chiller
2. Used to remove zest or citrus peels in thin strips. Zester
3. Designed to press potato and cooked vegetables. Potato Masher
4. Used to measure dry ingredients. Measuring cups
5. Used to scrape off contents of bowls.
Classify appetizers according to ingredients.
1. Pineapple juice =Cocktail
2. Potato chips=Chips and Dips
3. Pickled raw julienne carrots=Relishes/Crudités
4. Seasoned canapés, olives, stuffed celery, fish=Hors D’ Oeuvres
5. Fruits = Fresh Fruits and Vegetables

5. Assignment
What are the guidelines for assembling canapés?

Name: School:
Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: Email address:
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Date: Learning Area: TLE Grade Level: 9 Quarter: 1 Time:

Learning Competency/ies: Perform mise en place. Code:
(Taken from the Curriculum Guide) TLE_HECK9PA-Ic-3
Key Concepts / Parts of canapés are determined.
Understandings to be Ingredients used in preparing canapés are classified.
Developed
1. Objectives
Knowledge Classify the ingredients of canapés according to its part.
Skills Prepare and present canapés.
Attitude State the importance of knowing the parts of canapés before preparing one.

2. Content Canapés
Learning Resources Curriculum guide, Learning Module, IM’s (TV, Laptop)
3. Procedures
Introductory Activity
The teacher shows a video clip on how to make an appetizer (canapé).
Then the students will ask on their observations on the video that will be shown.

Activity
The teacher divides the class into five, each group will classify the ingredients of canapés
according to its parts, then paste it in a manila paper.

Analysis
How was the activity given? What have you learned from the given activity? What are the
parts of canapé appetizers? How are ingredients in canapé appetizers classified? Why is it
necessary for you to acquaint with the different ingredients before preparing appetizers?

Abstraction
The teacher will introduce the topic through power point presentation.

Application The teacher will let each student to prepare and present canapés.
Rubric.
4 Performs the skill very satisfactorily without supervision and with initiative and
adaptability to problem situations.
3 Performs the skill satisfactorily without assistance or supervision.
2 Performs the skill less satisfactorily with some assistance and/or supervision.
1 Was not able to perform the skill.
4. Assessment /Evaluation
A. Classify the following ingredients listed below according to the parts of canapés. Write each
ingredient in the box provided for.

Radish slices Toast cutouts Asparagus tips

Bread cutouts Crackers Tomatoes
Butter Polenta cutouts Cucumber slices
Fish Cheese Miniature pancakes
Tiny biscuits Pickled onions Meat

Canapé s base Canapé spread Canapé s garnish

5. Assignment
What are the guidelines for assembling canapés?
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Date: Learning Area: TLE Grade Level: 9 Quarter: 1 Time:

Learning Competency/ies: Perform mise en place. Code:
(Taken from the Curriculum Guide) TLE_HECK9PA-Ic-3
Key Concepts / Types of hors d ‘oeuvres are identified..
Understandings to be
Developed
1. Objectives
Knowledge Identify the types of hors d ‘oeuvres appetizer.
Skills Prepare and present hors d ‘oeuvres appetizer.
Attitude Show enthusiasm in preparing hors d ‘oeuvres.

2. Content Canapés
Learning Resources Curriculum guide, Learning Module, IM’s (TV, Laptop)
3. Procedures
Introductory Activity
The teacher shows a video clip on how to make an appetizer (hors d ‘oeuvres).
Then the students will be ask on their observations on the video that will be shown.

Activity
The teacher divides the class into four, each group will make a creative presentation on the
types of hors d ‘oeuvres appetizer.
Analysis
How was the activity given? What have you learned from the given activity? What are the
types of hors d ‘oeuvres appetizer? Why is it necessary for you to acquaint with the different
types of hors d ‘oeuvres before preparing appetizers?

Abstraction
The teacher will introduce the topic through power point presentation.

Application The teacher will let each student to prepare and present hors d ‘oeuvres.
Rubric.
4 Performs the skill very satisfactorily without supervision and with initiative and
adaptability to problem situations.
3 Performs the skill satisfactorily without assistance or supervision.
2 Performs the skill less satisfactorily with some assistance and/or supervision.
1 Was not able to perform the skill.
4. Assessment /Evaluation
Identify the following hors d ‘oeuvres appetizer.
1. A small food item intended to be eaten with wine or drinks. Tapas
2. Slice of Italian bread that is toasted, rubbed with brush garlic, and drizzled with olive
oil, served with toppings like canapés. Bruschetta
3. Salted roe or eggs of the sturgeon. Caviar
4. A tiny appetizer offered to guest seated at their tables either before or after they
have ordered from the menu. Amuse Bouche
5. It is an Italian appetizer which includes cured meats cheeses and seafood items.
Antipasto

5. Assignment
Write in your lecture notebook the recipe of “Salmon and Cucumber Bites”.
 Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Date: Learning Area: TLE Grade Level: 9 Quarter: 1

Learning Competency/ies: Prepare and Present Appetizer. Code:
(Taken from the Curriculum Guide) TLE_HECK
Key Concepts / Ingredients needed in preparing raw vegetable relish are identified.
Understandings to be
Developed
1. Objectives
Knowledge Identify the ingredients needed in preparing raw vegetable relish.
Skills Prepare and present raw vegetable relish.
Attitude Show enthusiasm in doing the activity.

2. Content Prepare and Present Raw Vegetable Relish

Learning Resources
3. Procedures
Introductory Activity
Giving of Instructions
Performance Test
Proper
Checking and
Recording of Scores
Curriculum Guide, Learning Module, Audio/Visual Presentation, Kitchen Tools and
Utensils, Ingrdients
Checking the needed tools, utensils and ingredients.
The teacher will discuss the DO’s and DON’T’s during the summative test proper and performance
test proper.
The students will prepare and present raw vegetable relish.
The teacher will evaluate the student’s product using the given rubric and feed backing will
follow.
Your performance will be rated using the scoring rubric below:

P E R F O R M A N C E L E V E L
Dimension

Excellent Very Satisfactory Satisfactory Needs Improvement No Attempt Points

(8 pts.) (6 pts.) (4 pts.) (2 pt.) (0 pt.) Earned

1. Use of Uses tools and equipment Uses tools and equipment Uses tools and equipment Uses tools and equipment No attempt
tools and correctly and confidently correctly and confidently most of correctly but less confidently incorrectly and less
equipment at all times the times sometimes confidently most of the time

2. Application Manifests very clear Manifests clear understanding of Manifests understanding of the Manifests less understanding No attempt
of understanding of the the step- by-step procedure step-by-step procedure but of the step- by-step
procedures step- by-step procedure sometimes seeks clarification procedure seeking
clarification most of the time

Works independently with
ease and confidence at all
times
3. Safety Observes safety
work habits precautions at all times
Works independently with ease
and confidence most of the time
Observes safety precautions
most of the time
Works independently with ease
and confidence sometimes
Observes safety precautions
sometimes
Works independently but with No attempt
assistance from others most
of the time
Not observing safety No attempt
precautions most of the time

4. Final Output is very Output is very presentable and Output is presentable and taste is Output is not so presentable No attempt
Output presentable and taste taste meets the standard. little below the standard. and taste is not within the
exceeds the standard. standard.

5. Time Work completed ahead of Work completed within allotted Work completed Work completed No attempt
management time time ___(mins./hours/days) beyond ___(mins./hours/days)
beyond

TOTAL POINTS

Interpretation of Scores:

38-48 = Excellent
27-37 = Very Good
16-26 = Fair
15 Below = Poor

4. Assessment /Evaluation The student’s will be evaluated based on their performance test results.
Note: Please see the attached performance test.

5. Assignment Study for the incoming first quarter assessment test.