Tle Semi Detailed LP

Republic of the Philippines
Department of Education
Region XI
Schools Division of Davao del Norte
TANGLAW NATIONAL HIGH SCHOOL

Brgy. Tanglaw, Braulio E. Dujali, Davao del Norte
Name: BLAZE R. QUIBAN Grade & Section: GRADE 8

Date & Time: MARCH 03, 2022
Learning Competencies: Demonstrates an understanding about the types and classifications

of sandwich. (TLE_HECK7/8UT-0a1)
I. Objectives:
At the end of the one-hour period (60-minute period), the student should be able
to:
1. Identify the types of tools, equipment and paraphernalia used in cookery.

2. Evaluate and classify the types of sandwiches.
3. Create an original sandwich recipe.
II. Subject Matter:
a. Topic: Tools, Equipment and Paraphernalia’s uses in Cookery

b. Reference/s: TLE 9 TG, TLE 9 LM, TLE MELCS with CG Codes
Internet Resources Site:
https://bit.ly/3tLefwo
https://bit.ly/3w0M5QU
(Indicator 3: selects, develops, organizes, and uses appropriate

teaching and learning resources, including ICT to address
learning goals).
c. Materials: PPT presentation, varieties of pictures, adhesive tapes, envelope
d. Values Integration: Creativity, Hardwork, Cooperation
e. Method: Differentiation strategy (Process, Content, Product)
Process: Address types of learning modalities and Multiple Intelligences of students

(Kinesthetic, Visual, Auditory) Using Multiple Differentiation Strategies
Activities That Are More Interesting & Engaging.
Content: Showcases the key concepts and skills on solving and understanding of the
key concepts of axiomatic figures and triangle congruence. Complexity of

thinking skills required.
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Product: Different ways to show understanding based on

ability and learning profile. The learners will be able to integrate
knowledge into perceived counting techniques and utilize the
available materials properly.
III. STRATEGIES/PROCEDURE
A. Preliminary Activities (2 Minutes)
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Motivation (3 minutes)
“WHERE AM I?” The teacher will paste varieties of picture on the board
and will let the students manipulate and arrange the picture according to its name and
category.
Guiding Questions:
1. What did you observe with the activity?
2. How tools and equipment use differ from baking?
3. How do you implement safety and sanitized tools and equipment?
6. Presentation of Objectives (1 Minute)
Identify the types of tools, equipment and paraphernalia used in cookery.
Evaluate and classify the types of sandwiches.
Create an original sandwich recipe.
B. ACTIVITY (5 Minutes)
Direction: The class will be divided into 4 groups. Each group will be given
a series of envelope containing the regional, national, and international types of
sandwiches. Along with its classifications, the students will also indicate its
ingredient and a little background of its cultural factor and origin. Each group will
only be given 5 minutes to arrange and brainstorm their outputs.
(Indicator 1: Applies knowledge of content across curriculum teaching area)
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See attachment 1
Processing Questions:
1. What are the similarities and differences of sandwiches in terms of their
geographical locations?
2. How did you classify your answers? Expound.
Essential Questions:
1. As a student, how can you relate the classifications of sandwiches to other
countries and nationalities?
2. Despite of the influence of other countries to our food and delicacies, how
can you apply the learnings that you have acquired in the activity to promote
local adaptation of ingredients?
C. ANALYSIS
Direction: The presentation of outputs. It will start from group 1, will be
followed by group 2, 3, 4. The teacher will reiterate the classroom rules and
regulations when it comes to class group reporting.
The teacher will present again the scoring rubrics for the group presentation.
See attachment 2
Presentation time 3 minutes each group.

(After 12 minutes)
(Indicator 1: Applies knowledge of content across curriculum teaching area)

Processing Questions:
1. How did you find the activity?
2. What is the importance of knowing such origins in terms making and
modifying the texture and palatability of a sandwich?
3. What have you learned today that you can apply when you go out in this
four-corner classroom?
1. How can you enhance your skills in making sandwich in today’s time
where usage of international ingredients are in rise?
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2. What real-life scenario you have experienced that you can share with us
today regarding the activity?
D. ABSTRACTION (5 Minutes)
FILL ME IN!
Direction: A Venn diagram will be presented by the teacher; the students are
randomly selected to fill in the necessary information that the Venn diagram needs.
The students will be answering depending on the sticker color that is placed
underneath their desks. If they pick blue they will answer the first circle diagram, if
they pick green they will answer the second circle, and if they picked the red sticker
they will remain on their chairs.
Fixing skills
After the activity, the teacher will process students’ output right after the
presentation to correct misconceptions of the students on the topic. The teacher will
add knowledge in order to enrich the lesson with some elaborative examples.
(Indicator 3: selects, develops, organizes, and uses appropriate teaching and

learning resources, including ICT to address learning goals)
See attachment 3
1. Why is good health important? Is there any significance of proper nutrition

when it comes to sandwich making and consumption?
2. What will you consider from now on when choosing the food to eat?
Why?
E. APPLICATION (10 minutes)

CAN YOU 8’ WITH ME?
Direction: Your peer group is composed of 8 people to whom you know since
you were in high school that started way back 2014. Your role is to assist the 8
regional chef’s from Cotabato City that will come to barangay Tanglaw this
coming March 18, 2022, for the “SKILLS and ENHANCEMENT
WORKSHOP of TVL Senior High School students” for the work immersion
preparation of Tanglaw National High School. As a chef’s assistant you were
tasked to make 8 original recipes of sandwiches including its procedure and
standards, to which can be used as a recipe for the immersion in cookery in the
field of Technology and Livelihood Education.
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Recipe Making. The students will craft their own original sandwich recipe
containing unique and localized ingredients that can be found on their homes
or in their barrio and locality. They will write it on a short size bond paper.
Answer the following questions:
1. List at least 5 tools and 3 equipment’s that can be used after making the
recipe sandwich.
2. To what type of sandwich did your recipe belong? Describe your recipe.
Write in a paragraph form.
3. What are the health benefits of your sandwich recipe?
4. Why did you choose this kind of recipe?
See Attachment 4
(Indicator 1: Applies knowledge of content across curriculum teaching
area)
IV. EVALUATION (5 Minutes)
1. An item of food consisting of two pieces of bread with meat, cheese, or other
filling between them, eaten as a light meal.
2. He is the person who first invented the word “sandwich”.
3-9. What are the 7 basic types of sandwiches?
10. The most famous type of sandwich is?
11-15. Enumerate at least 5 tools that can be found inside the kitchen laboratory.
16-20. Create tagline for your sandwich recipe.
See attachment 5
V. ASSIGNMENT
See attachment 6
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Prepared by:
BLAZE R. QUIBAN
Pre-Service Teacher
Noted by:
IAN C. BARTE
Teacher III
Checked by:
MIRALYN M. BOCOBO
Master Teacher I
Approved by:
JEROME L. MARIANO
Assistant School Principal II
Attachment No. 1
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Rubric For The

Presentation Of Outputs
Category Scoring Criteria Total Score
Points
The type of presentation is organized and classified all the 5
Organization categories of sandwiches.
(15 points) Information is presented in a logical sequence. 5
Presentation appropriately cites requisite number of 5
references.
Introduction is attention-getting, lays out the problem well, 5
and
establishes a framework for the rest of the presentation.
Content Technical terms are well-defined in language appropriate for 5
(45 points) the target audience.
Presentation contains accurate information. 10
Material included is relevant to the overall message/purpose. 10
The categories of sandwiches information were exemplary 10
classified.
There is an obvious conclusion summarizing the presentation. 5
Speaker maintains good eye contact with the audience and is 5
appropriately animated (e.g., gestures, moving around, etc.).
Presentation has a background of cultural factors and origin. 5
Presentation Delivery is smooth and understandable. 5
(40 points) Good language skills and pronunciation are used. 5
Arranged according to its type and origin. 5
Length of presentation is within the assigned time limits. 5
Group members has an active participation. 10
Score Total Points 100
Name of Group: __________________
Leader: __________________
Members: __________________
__________________
__________________
Prepared by: Checked and Inspected by:
BLAZE R. QUIBAN IAN C. BARTE

Pre-Service Teacher Cooperating Teacher- Teacher III
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Attachment No. 2
Category Scoring Criteria Total Score
Points
The type of presentation is organized and classified all the 5
Organization categories of sandwiches.
(15 points) Information is presented in a logical sequence. 5
Presentation appropriately cites requisite number of 5
references.
Introduction is attention-getting, lays out the problem well, 5
and
establishes a framework for the rest of the presentation.
Content Technical terms are well-defined in language appropriate for 5
(45 points) the target audience.
Presentation contains accurate information. 10
Material included is relevant to the overall message/purpose. 10
The categories of sandwiches information were exemplary 10
classified.
There is an obvious conclusion summarizing the presentation. 5
Speaker maintains good eye contact with the audience and is 5
appropriately animated (e.g., gestures, moving around, etc.).
Presentation has a background of cultural factors and origin. 5
Presentation Delivery is smooth and understandable. 5
(40 points) Good language skills and pronunciation are used. 5
Arranged according to its type and origin. 5
Length of presentation is within the assigned time limits. 5
Group members has an active participation. 10
100 Total Points:
Prepared by: Checked and Inspected by:
BLAZE R. QUIBAN IAN C. BARTE

Pre-Service Teacher Cooperating Teacher- Teacher III
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Attachment No. 3
 PowerPoint Presentation of the Lesson
 Instructional Materials
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Attachment No. 4
Recipe Making. The students will craft their own original sandwich recipe containing
unique and localized ingredients that can be found on their homes or in their barrio
and locality. They will write it on a short size bond paper.
Answer the following questions:
1. Describe your recipe. Write in a paragraph form.

2. What are the health benefits of your sandwich recipe?
3. Why did you choose this kind of recipe?
Rubric in Assessing Students’ Output

CATEGORY EXCELLENT GOOD FAIR POOR NEEDS
(20) (15) (10) (5) IMPROVEMENT
(3)
Originality The piece was There is Some of the Most of the Need
of Recipe written trace of ingredients recipe were Improvement.
originally. plagiarism were copied. copied.
of recipe.
Content of The content is The content Some of its Poorly Need a lot of
the Recipe exemplary. use is wisely content were organized. improvement
written. fairly towards content
written and use.
included.
Localization The use of 3-5 Only 3 Only 2 Only 1 local
of ingredients ingredients ingredients ingredients ingredient were
Ingredients was highly were were were locally used.
localized. localized. localized. used.
Usage of Explanation Grammar There are Many Need a lot of
grammar was usage has few grammatical improvement
and exemplarily minor grammatical errors are towards grammar
mechanics written. grammatical errors. traced. use.
errors.
Overall Complete and Partially Barely Completed There is poor
Recipe precisely completed completed some organization of
Construction written. the the necessary output. Needs
necessary necessary facts. more
facts. facts. improvement.
Total:
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Attachment No. 5
1. An item of food consisting of two pieces of bread with meat, cheese, or other filling
between them, eaten as a light meal.
2. He is the person who first invented the word “sandwich”.
3-6. What are the 7 basic types of sandwiches?
7-9. Write at least 3 types of famous sandwiches in regional western cuisine?
10. Create tagline for your sandwich recipe.
Answer key:
1. Sandwich
2. John Montagu
3. Regular Plain old sandwich
4. Open face
5. Wrap
6. Pinwheel
7. Grilled
8. Stacked double decker
9. Sandwiched
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TABLE OF SPECIFICATIONS
Average Difficult
Easy
Item Number
Answer Key
Understanding
Competency
Remembering
Evaluating
Analyzing
Creating
Competency
Code
1 (TLE_HECK7/8 Classification of Sandwiches

UT-0a1)
UT-0a1)
UT-0a1)
UT-0a1)
UT-0a1)
UT-0a1)
UT-0a1)
UT-0a1)
UT-0a1)
UT-0a1)
2 4 3 1
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Attachment No. 6
Assignment
In not less than 250 words. Compose a short essay about the
proper handling and preparation of food sandwich. Write your
essay on short size bond paper. Submit next meeting, March 17,
2022.
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Attachment No. 7
INDICATORS
INDICATOR 1: Applies knowledge of content  Motivation

across curriculum teaching area  Differentiated Activity
 Analysis and Presentation of
Outputs
 Application
INDICATOR 2: Plan and deliver teaching strategies  Activity

that are responsive to the special educational needs of  Differentiated Activity
learners in difficult circumstances including:

geographic isolation; chronic illness; displacement
due to armed conflict, urban resettlement or disasters;
child abuse ad child labor practices.
INDICATOR 3: selects, develops, organizes, and  Abstraction

uses appropriate teaching and learning resources,  Fixing Skills, Process and
students’ outputs
including ICT to address learning goals.  Usage of Instructional
Materials
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Republic of the Philippines

TANGLAW NATIONAL HIGH SCHOOL

Name: BLAZE R. QUIBAN Grade & Section: GRADE 8

Learning Competencies: Demonstrates an understanding about the types and classifications

1. Identify the types of tools, equipment and paraphernalia used in cookery.

II. Subject Matter:

a. Topic: Tools, Equipment and Paraphernalia’s uses in Cookery

(Indicator 3: selects, develops, organizes, and uses appropriate

Process: Address types of learning modalities and Multiple Intelligences of students

key concepts of axiomatic figures and triangle congruence. Complexity of

TANGLAW NATIONAL HIGH SCHOOL

Product: Different ways to show understanding based on

TANGLAW NATIONAL HIGH SCHOOL

Presentation time 3 minutes each group.

(Indicator 1: Applies knowledge of content across curriculum teaching area)

TANGLAW NATIONAL HIGH SCHOOL

(Indicator 3: selects, develops, organizes, and uses appropriate teaching and

1. Why is good health important? Is there any significance of proper nutrition

E. APPLICATION (10 minutes)

TANGLAW NATIONAL HIGH SCHOOL

Answer the following questions:

3-9. What are the 7 basic types of sandwiches?

10. The most famous type of sandwich is?

16-20. Create tagline for your sandwich recipe.

TANGLAW NATIONAL HIGH SCHOOL

TANGLAW NATIONAL HIGH SCHOOL

Rubric For The

Name of Group: __________________

Prepared by: Checked and Inspected by:

BLAZE R. QUIBAN IAN C. BARTE

TANGLAW NATIONAL HIGH SCHOOL

Prepared by: Checked and Inspected by:

BLAZE R. QUIBAN IAN C. BARTE

TANGLAW NATIONAL HIGH SCHOOL

TANGLAW NATIONAL HIGH SCHOOL

Answer the following questions:

1. Describe your recipe. Write in a paragraph form.

Rubric in Assessing Students’ Output

TANGLAW NATIONAL HIGH SCHOOL

3-6. What are the 7 basic types of sandwiches?

7-9. Write at least 3 types of famous sandwiches in regional western cuisine?

10. Create tagline for your sandwich recipe.

TANGLAW NATIONAL HIGH SCHOOL

1 (TLE_HECK7/8 Classification of Sandwiches

TANGLAW NATIONAL HIGH SCHOOL

TANGLAW NATIONAL HIGH SCHOOL

INDICATOR 1: Applies knowledge of content  Motivation

INDICATOR 2: Plan and deliver teaching strategies  Activity

learners in difficult circumstances including:

INDICATOR 3: selects, develops, organizes, and  Abstraction

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