A Semi – Detailed Lesson Plan

In
COOKERY -TLE – Grade 10
Date: January 14-15, 2020
Time: 7:30 – 8:30
Section: Charles Darwin

I – OBJECTIVES

Content Standard
The learner demonstrates an understanding of core concepts and theories in
cookery lessons.

Performance Standard
The learner independently demonstrates core competencies in cookery as
prescribed in the TESDA Training Regulation.
Code: TLE-HECK10PGD-III-25

Specific objectives
At the end of the lesson, the students must be able to;

a. Identify the market forms of poultry

b. Determine the poultry cuts in accordance with prescribed dish

II – CONTENT
MARKET FORMS OF POULTRY
III – LEARNING RESOURCES
Materials: Laptop, projector, video, pictures
References: LM Cookery grade 10 pp. 290-294

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

IV – PROCEDURES

Preliminary activities
 Prayer - Stand up and pray
 Checking of attendance
- Say present if your name is - Say present ma’am
called
A. Activity
Review/Motivation: - Possible responses
-
What can you say about the picture? - Picture shows about a different cut
of chicken.

- One picture shows about the live

poultry and the slaughtered.
 Motivation: Video Showing
(Note: Let the students discover the
new lesson.)

Divide the class into 3 groups, and let them watch

a short video and write down the different cuts
used. After watching the short video examine the
pictures, posted on the boards of different cuts of
poultry and let them match the words that are
appropriate in the pictures.

B. Analysis Discussion/Lesson Proper

Guide Question
1. What is the difference between
whole poultry and live poultry?
2. What are the market forms of
poultry?
3. Why is it important to choose
chickens that are healthy?
C. Abstraction
- The difference between the whole
poultry and live poultry is the
whole poultry is no longer alive.
- The market forms of poultry are
live poultry, whole poultry, dressed
poultry, ready to cook poultry.
- It is important to choose chickens
that are healthy so that the
nutrients that comes from the
chicken remains as constant.

Activity

I have here a “concept map worksheet”

with a topic as the keyword. What are you
going to do is to think and write the words
on the map that relate to the focal word? I
will call five students to write on every
cluster the things that they have learned.
 D. Application
“Now we will have another activity
divide your class into 2 groups. I
have a picture here of a whole
chicken and I want you to cut the
picture into 6 parts according to the - all the students participate well
poultry cuts and name it then
presents it to the class.

E. Assessment
In a ½ crosswise of paper answer the
following:
1. It is one of the market forms of
poultry which is the most
available form in the market.
2. Which of the following market
forms of poultry that are
chilled/frozen?
3. These market forms of poultry
that are usually available in the
groceries.
4. In selecting live poultry in
market what should be observed?

Answers key:
1. Dressed poultry
2. Drawn Poultry
3. Ready to cook
4. Healthy alert and well feathered

V. Remarks
VI. Reflection
 No. of learners who earned 80% in
the evaluation
 No of learners who require
additional activities for
remediation
 Did the remedial lesson work?
 No of learners who have caught up
with the lesson.
 No. of learners who continue
require remediation

Prepared by:

SHIELA MARIE S. DESPOY Checked by:

Subject Teacher

JOCELYN M. VOSOTROS
Head Teacher I