GRADES 1 School
TO 12
DAILY
LESSON LOG Teaching Dates and
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Grade Level
Grade 12
Learning
Teacher TVL – Food and Beverage Services
Area
Time Week 6 Semester/Quarter Second Semester/ First Quarter
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Objectives must be met over the week and connected to the curriculum strands. To meet the objectives necessary procedures must be followed and if needed, additional lessons exercises
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
The learner demonstrates The learner demonstrates
understanding of concepts understanding of concepts and
and principles in providing principles in providing food and
food and beverage services beverage services to guests in
to guests in various types of various types of dining venues
dining venues and diverse and diverse styles of service
styles of service
The learner demonstrates the The learner demonstrates the
skills in proper food and skills in proper food and
beverage selection in beverage selection in handling
handling guest with special guest with special needs
needs
TLE_HEFBS9- 12SG-IIId-5 TLE_HEFBS9- 12SG-IIId-5
Content is what the lesson is all about. It pertains to the subject matter that the learner aims to teach. In the CG content can be tackled in a week or two.
Assist the Diners Assist the Diners
List the materials to be used in different days. Varied sources of materials sustain children interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper based materials hands on learning promotes concepts development.
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FBS Manual, pg. 205-208 FBS Manual, pg. 205-208
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These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things. Practice their learning question their
learning process and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
THE 2C-2I-1R PEDAGOGICAL Integrative Approach Integrative Approach
APPROACH /Scaffold Strategy / 4A’s /Scaffold Strategy / 4A’s
(Regional Memorandum no. 11 s. Activity Activity
2015)
A. Reviewing previous Learners will recall the Learners will recall the previous
lesson or presenting the previous lesson lesson
new lesson
B. Establishing a purpose for The teacher will show
the lesson different pictures of different
kinds of customers -
Family
- Teenagers
- Children
- Senior Citizen
- Employees

C. Presenting examples Ask:

/instances of the new - Do you know the
lesson needs of those
customers?
- How are you going to
assist each
customer?
D. Discussing new concepts ASSIST THE DINERS
and practicing new skills
#1 ASSISTING GUESTS WITH
SPECIAL NEEDS
It is imperative that food
service establishments strive
to make all guests feel
welcome and comfortable.
Serving guests with special
needs such as children and
persons with disabilities is
just as important.

GUIDELINES WHEN
SERVING GUESTS WITH
SPECIAL NEEDS
 • Remember it is
primarily through
hearing and touch that
blind people maintain
awareness of what is
happening around
them.
• Never overfill glasses,
cups or soup bowls
• Guests with limited
mobility should be
given considerations.
• Communication may
be difficult when a
guest is hearing
impaired.
• Children also require
special consideration
in order to ensure
their comfort and
safety.

CHANGING ASHTARYS

E. Discussing new concepts CUSTOMERS FALLING

and practicing new skills Sometimes there are
#2 unfortunate situations such as
customers getting ill while
being served in the restaurant.
If this occurs, servers and
persons in authority should
take immediate action.

• As soon as it is
noticed that a guest is
not feeling well while
in the restaurant, a
person in authority
either the captain
waiter or restaurant
manager should
immediately be
informed.
 • The person in
authority must inquire
if the guest needs
assistance.
• If the illness appears
to be of a serious
nature, immediately
call emergency
services for an
ambulance with a
doctor for primary
inspection before
taking the guest to the
hospital.
• If the illness is not
serious, and after a
short period of time
the guest recovers
and continues with
the meal, a fresh
cover should be laid
and the meal should
be returned from the
hot plate.
F. Developing mastery Group the class into 4 groups. Group the class into 4 groups.
(Leads to Formative Give each group will be given Give each group will be given
Assessment 3) different situations where they different situations where they
need to show how they are need to show how they are
going to assist the diners. going to assist the diners.

The learners performance will The learners performance will be

be graded using a rubric. graded using a rubric.

G. Finding practical Cite practical applications of Cite practical applications of this

applications of concepts this lessons in your life? lessons in your life?
and skills in daily living

H. Making generalizations What is importance of What is importance of

and abstractions about anticipating the needs of the anticipating the needs of the
the lesson customers and how to attend customers and how to attend to
to them? them?
 I. Evaluating learning TRUE or FALSE TRUE or FALSE
1. Seat hearing impaired
1. Seat hearing impaired customers away from
customers excessive noise.

away from excessive 2. Never overfill glasses,

noise. cups or soup bowls.
2. Never overfill glasses, 3. Guests with limited
cups or soup bowls. mobility should be place
3. Guests with limited within easy access of
mobility should be washrooms, exits and
place within easy fire exits.
access of 4. If the customer has
washrooms, exits and children, ask whether a
fire exits. booster seat or high
4. If the customer has chair is needed.
children, ask whether 5. After the guests depart,
a booster seat or high make sure that the area
chair is needed. beneath the table is
5. After the guests thoroughly swept.
depart, make sure
that the area beneath
the table is thoroughly
swept.

J. Additional activities for

application or remediation
V. REMARKS CLASS SUSPENDED DUE CLASS SUSPENDED DUE CONTINUATION OF THE
TO TYPHOON TISOY TO TYPHOON TISOY ACTIVITIES FROM SESSION
3

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
VI. REFLECTION
A. No. of learners who earned 80
80% in the evaluation
B. No. of learners who require 0
additional activities for
remediation
C. Did the remedial lessons work? 0
No. of learners who caught
up with the lesson.
D. No. of learners who continue to 0
require remediation.
E. Which of my teaching Direct Strategy
strategies worked well? Why
did these work?
F. What difficulties did I encounter Support on the computer
which my principal or maintenance and have additional
supervisor can help me computer units.
solve?
G. What innovation or localized The use of audio visual
material did I used/discover presentation.
which I wish to share with
other teachers?