GAD-based iC CEBU Model

Lesson Exemplar Template

Grade Level: 10 Learning Area: TLE 10- COOKERY

Learning Area/s Integrated: Araling Panlipunan, MAPEH, English
Integration Approach Used:
Multidisciplinary Interdisciplinary / Transdisciplinary

I. 21st Century Skills to be developed

/ Communication skills / Learning and Innovation Problem Solving
/ Critical Thinking Information Media and Technology / Life and Career
Focused Learning Competencies (LC)
TLE_HECK10ED-IA-1 identify and prepare ingredients according to standardize recipes

II. Focused GAD principle/s to be integrated

displays awareness to gender equality that both sexes can create recipes.
III. Intended Learning Outcomes
Knowledge discuss the correct and proper parts and use of recipe
Skills create a sample recipe following the correct parts may standardize or locally
made.
Attitude develop creativity in following the recipe.
Values display responsible consumerism.
IV. Learning
Content/s Structure of a Recipe
Concept Standardize and quantify recipes. Cooking is great fun for many people. It can
foster relationships and improve family bonding. In order to cook great dishes,
you must make sure that you have followed the cooking recipe closely.
Reference/s Curriculum Guide and Learning Module in T.L.E 10-Cookery
https://www.sps186.org>basic
https://studylib.net/doc/5624064/the-5-parts-of-a-recipe

DRRE Observe safety measures when cooking from a recipe

IMs slide deck, meta cards, chalk or markers Manila paper
V. Learning Experiences (5 Es)

The teacher will have her daily routine for classroom management:
Engage -Prayer
-Seating Arrangement
15 minutes -Attendance checking

The teacher greets good morning/afternoon! How are you today?

Possible answers: good morning/afternoon too! Fine! ( this may vary)

The lesson proper will start into a group activity:

The class will be divided into 5 groups. Each group will receive 5 meta cards and a piece of
chalk or marker whichever is available. The group is tasked to guess the name of the food
that the teacher will show in the slides. ( The pictures are shown below.)
 1. 2. 3. 4. 5.

Mechanics:
a. The teacher will display the picture above one after another. (you can add if you want).
b. When the students hear the word “go”, they will start writing their answers on the meta
cards.
c. They will be given 25 seconds to think and write their answer.
d. When they hear the word “stop and raise your board”, they will raise their board.
e. In case of late response, the group’s answer will not be credited, but they may participate
again in the next item .
f. The highest pointer will be declared as winner.

The teacher then would ask each groups of following questions:

To integrate it, the teacher would the integrate it in AP by asking the student by this question
“Is food a necessity or wants?”
Possible answer: needs, it is necessary, we can’t live without food.
The teacher should add up that food is one of our basic need as a human being.

How did your group come up with their answers, anyway?

Possible answers: My mom cook it at home.
It is my favorite food.
I used to eat this when I was younger.
I buy that from a street vendor.

Do you know how to make/cook any of it? If yes, how did you learn?
Possible answers: My mom usually cook it at home so I learned from her.
I’ve seen how to cook it on Youtube or Facebook

As for the teacher to Integrate the topic in GAD she/he then will ask:
Is cooking for women alone? If no, then why not?
Possible answers: No, men can do what woman can do
It’s not true, men can cook a lot better

The teacher would reinforce reward by giving the winning group a big round of applause.

Explore The teacher will tell the students to be attentive as they watch a video on a vegetable recipe.
The teacher present a video in the class from:
5 minutes https://youtu.be/M9UE0wxLGI or http://panlasangpinoy.com/2012/12/03

A follow up question would then be given:

1. Have you eaten the dish presented?
Possible Answer: may vary according to students experience
2. Do you like the dish? Why?
Possible Answer: Yes/No. It is healthy. It is my favorite

After which, the teacher would give further instruction for another activity.
Explain
Group activity: With the same group, the teacher would give the group 5 minutes for a brain
10 minutes storming activity. On the board, the teacher post 5 terms of the parts of a recipe they then
should match the terms to the definition or picture that marks with arrow to which part it
focuses given in the next column.

As tha labeling is done, the teacher will ask:

What are the parts or components of a recipe?

Elaborate Another activity will be given with the same groupings.

Group activity: The teacher would provide 5 pieces of Manila paper and marker where
each group would create their own recipe in a creative way. The teacher the post the
rubric for the recipe writing.
15 minutes
Rubric for Recipe Writing

CATEGORY 4 3 2 1
Content Recipe contains 3 out of 4 criteria 2 out of the 4 1 out of the 4
/Organization the title of the needed for the criteria needed for criteria needed
recipe, a list of recipe are present. the recipe are for the recipe are
ingredients, a present. present OR none
paragraph of of the criteria
written directions, needed for the
and a picture that recipe are
correlates with the present.
recipe.

Transitions A variety of Transitions clearly Some transitions The transitions

(Organization) thoughtful show how to move work well; but between steps
transitions are from one step of the connections are unclear or
used. They clearly recipe to the next, between other nonexistent.
show how to move but there is little steps need
from one step of variety. clarification.
the recipe to the
next.
Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes
Spelling errors in grammar errors in grammar errors in grammar more than 4
(Conventions) or spelling that or spelling that or spelling that errors in
would cause the would cause the would cause the grammar or
reader to follow reader to follow the reader to follow spelling that
the recipe recipe incorrectly. the recipe would cause the
incorrectly . incorrectly . reader to follow
the recipe
incorrectly.
 Neatness Paper is neatly Paper is neatly The recipe is The recipe is
written or typed written or typed with generally hard to read and
with all areas of 1 or 2 areas of the readable, but the understand with
the recipe clearly recipe labeled reader may have no labels
labeled. incorrect or not a hard time present.
labeled at all. deciding where
one part of the
recipe ends and
another begins.

Evaluate After creating a recipe by group they are going to label the parts of the recipe they
have made earlier. the group will present it to the class.

10 In Presenting each of the member should share briefly about the parts of the recipe.

The group that best explain the parts and the most creative recipe wins.

VI. Learning The teacher would then flash in the Slide deck and ask the student to follow
Enablement directions in it.
Mechanics:
1. Student should follow direction for the recipe made by the group.
5 minutes

When they are done, other group would check the output of another The group who
has done the activity the shortest time and the highest number of correctly followed
label from the given instructions win the games.

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

Prepared by:

ANNIE MAY R. AÑABEZA

Teacher 1
Manduang Integrated School