Detailed Lesson Plan (DLP) Format: Ist Batch

DETAILED LESSON PLAN (DLP) FORMAT
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:July 1-2, 2019 Quarter: 2 Duration: 120 mins.
Time: 10:15-12:15
Monday-Tuesday
Learning Competency/ies: Present egg dishes Code: TLE_HECK9-12ED-Id
Key Concepts/ Understandings to Prepare and present Egg Dishes
be developed
Learning Objectives 1. Perform Mise en Place
2. Measure the right amount of ingredients and follow the recipe in cooking egg dishes.
3. Present creatively the egg dishes prepared.
4. Display interest in doing the performance.
Content Suggested projects:Variuos vegg dishes
Learning Resources LM, TG (Cookery) , Recipe,ingredients,tools and equipment
Procedures
1. Introductory Activity • Prayer/Greetings
(10 minutes) • Checking of Attendance
• Review of the previous discussion
2. Activity Ist Batch:
(15 minutes) They will Cook 2 egg dishes but you are only to prepare 1 today. Next dish
will be the 2nd batch.
Let the learners go to their original group for the preparation of egg dish.Let each group will going Perform Mise
en Place.After preparing,each group will going to demonstrate in front of the class.
3. Analysis
What is the recipe you are going to cook?
(10 minutes)
What type of Cooking method of the egg dish you prepared?
How would you encourage your classmate to perform the dish you are going to prepare?
4. Abstraction Group Performance:

( 35 minutes) 1.Basted
2.Omelet
3.Poached egg
4.Sunny side up
5. Application Each group should help one another in preparing the egg dishes. Follow the recommended recipe given. Apply the
(30 minutes) proper way of cooking egg dish.
Assessment Your performance will be rated using the rubrics below:

( 15 minutes)
Criteria Very Satisfactory 3 Satisfactory 2 Unsatisfactory 1

Mise en Place / Wear cooking outfit, Wear cooking outfit, Wear cooking outfit,
Workmanship always maintain sometimes maintain seldom maintain
cleanliness in the cleanliness in the cleanliness in the
working area working area working area
General Characteristics of Characteristics of Characteristics of
Appearance egg dishes are egg dishes are egg dishes are
evident partly evident slightly evident
Taste /Flavor Original taste of egg Original taste of egg Original taste of egg
is present is partly present poorly retained
Speed Finished less than Finished within the Finished more than
the allotted time allotted time the allotted time
Assignment Next meeting another round of cooking and this time you are going to sell your product. Prepare all the necessary
(10 minutes) materials need.
Concluding Activity (Optional) Helpful tips: Food presentation is the art of modifying, processing ,arranging or decoration food to enhance its
aesthetic appeal.
Remarks
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 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?
Prepared By: LELANI S. PACAÑA
Teacher Noted by: JUSTINA A. DINOPOL
SCHOOL HEAD

DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:July 1-2, 2019 Quarter: 1st Duration: 120 mins.
Time: 10:15-12:15 Sem
Monday-Tuesday
Learning Competency/ies: Prepare Egg dishes Code: TLE_HECK9-12CM-a-1
Key Concepts/ Understandings to Learners will understand that cleanliness is vital needs in preparing foods in the kitchen.
be developed
Learning Objectives
Knowledge Determine the freshness of eggs.
Skills Conduct Summative Test of the egg dishes
Attitude Comply to instructions with promptness and willingness to learn
Values Display interest by participating in the lesson discussion.

Content
Prepare Egg dishes
Learning Resources LM, TG (Cookery),Projector,Laptop,Test paper
Procedures
1. Introductory Activity Preliminary routine
(10 minutes)  Review the parts of the egg
Motivation:
Ask the learners of the f.questions:
1.What is your favourite/common breakfast?
2. Activity Group activity:Group each learners according to the level of understanding.

(15 minutes) Present a picture on the screen and let the learners identify and describe each picture. 1.Fresh
Egg 2.Frozen Egg 3.Dried Egg
3. Analysis Based on the picture presented:

(10 minutes) 1.What are those eggs all about?(Market Forms of Egg)
2.What are the different kinds of eggs we can buy in the market?( Hen’s egg,Brown which is
organic,native egg, quail egg)
3.How will you determine if the eggs are fresh?
 Clean ,uniform in size and sound shelled
 Plain,free form stain,odor and feces
 Should be rough,chalky and well center yolk
4.Why do we need to eat eggs?(Functional and Designer foods)
4. Abstraction Let the learners understand the lesson through powerpoint presentation.
( 35 minutes)  Nutritive Value
Eech egg contain approximately 80 calories. How
many calories our body need daily?
 Methods of determining fresh eggs
1.Candling
2.Gross examination of the egg
3.Clicking together
4.Water test
5.Breaking
5. Application How the market forms of eggs differ from one another? How
(35 minutes) will you determine if the eggs are fresh?
Assessment For another 1hour.

( 15 minutes) Conduct Summative Test for egg dishes.
Assignment Bring 2 pcs whole eggs.for our performance.

(5 minutes)
Concluding Activity (Optional)
Remarks
Reflections
H. No. of learners who
earned 80% in the
evaluation.
I. No. of learners who
require additional
activities for
remediation.
J. Did the remedial
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my strategies
these work?
M. What difficulties did I
encounter which my
can help me solve?
N. What Innovation or
use/discover which I
wish to share with other
teachers?
Prepared By: LELANI S. PACAÑA Noted by: JUSTINA A. DINOPOL
Teacher SCHOOL HEAD

DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:June 21, 2019 Quarter: 1st Duration: 60 mins.
Time: 10:15-12:15 Friday Sem
Key Concepts/ Understandings Learners will understand that cleanliness is vital needs in preparing foods in the kitchen.
to be developed
Learning Objectives
Knowledge Identify the market forms of egg.
Skills Explain the characteristics of fresh eggs.

Content
Tools and equipment
Learning Resources LM, TG (Cookery),Projector,Laptop
Procedures
Motivation:

(15 minutes) Present a picture on the screen and let the learners identify and describe each picture. 1.Fresh
Egg 2.Frozen Egg 3.Dried Egg

1.Candling
3.Clicking together
4.Water test
5.Breaking
5. Application Group activity:Let the learners perform a short demonstration on how to determine fresh eggs. 1.Candling
(35 minutes) 2.Gross examination of the egg 3.Clicking
together
4.Water test
Assessment Rubrics for the short demonstration:

( 15 minutes) Properly demonstrated the 4 ways of determining fresh eggs – 20 Properly
demonstrated the 3 ways of determining fresh eggs – 15
Properly demonstrated the 2 ways of determining fresh eggs - 10
Assignment Study pages 55-60.Reporter prepare for your report.
(5 minutes)
Remarks
Reflections
O. No. of learners who
earned 80% in the
evaluation.
P. No. of learners who
require additional
activities for
remediation.
Q. Did the remedial
learners who have
caught up with the
lesson.
R. No. of learners who
continue to require
remediation.
S. Which of my strategies
these work?
T. What difficulties did I
encounter which my
can help me solve?
U. What Innovation or
to share with other
teachers?
Teacher SCHOOL HEAD

DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:June 19, 2019 Quarter: 1st Duration: 60 mins.
Time: 10:15-11:15Thursday Sem
to be developed
Learning Objectives
Knowledge Identify the market forms of egg.
Skills Explain the characteristics of fresh eggs.

Content
Tools and equipment
Procedures
Motivation:

(15 minutes) Present a picture on the screen and let the learners identify and describe each picture.
1.Fresh Egg 2.Frozen Egg 3.Dried Egg

1.Candling
3.Clicking together
4.Water test
5.Breaking
5. Application Group activity:Let the learners perform a short demonstration on how to determine fresh eggs. 1.Candling
(35 minutes) 2.Gross examination of the egg 3.Clicking
together
4.Water test
Assessment Rubrics for the short demonstration:

( 15 minutes) Properly demonstrated the 4 ways of determining fresh eggs – 20 Properly
demonstrated the 3 ways of determining fresh eggs – 15
Properly demonstrated the 2 ways of determining fresh eggs - 10
Assignment Study pages 55-60.Reporter prepare for your report.
(5 minutes)
Remarks
Reflections
V. No. of learners who
earned 80% in the
evaluation.
W. No. of learners who require
additional activities for
remediation.
X. Did the remedial

learners who have
caught up with the
lesson.
Y. No. of learners who
continue to require
remediation.
Z. Which of my strategies
these work?
AA. What difficulties did I
encounter which my
can help me solve?
BB. What Innovation or
to share with other
teachers?
Teacher SCHOOL HEAD

DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:June 19, 2019 Time: Quarter: 1st Duration: 120 mins.
10:15-11:Thursday Sem
Learning Competency/ies: Code: TLE_HECK9-12CM-a-1
to be developed
Learning Objectives
Knowledge Identify the different kitchen tools and equipment.
Skills Explain the uses of eggs in culinary
Values Display interest in using the right tools to be productive in cooking activity.
Content
Tools and equipment
Procedures
(10 minutes) Motivation:
2. Activity Group activity:Jumbled letter

(15 minutes) Direction: Let the learners arrange the jumble letter to make it the right word. 1.STOOL
2.PENMEQUTI
3.SILSUTNE
4. INEKS
5.LANDECOR
3. Analysis Are you familiar with those words? What

(10 minutes) are those words all about?
Can you name the different tools and that I have?
Why do we need to use the right tools in cooking?
4. Abstraction For you as a student how it is important to know the different tools and equipment in meta preparation in our daily
( 35 minutes) life?
Different tools and equipment.
Physical Structure and Composition of Eggs:

5. Application The class will be divided into 4 groups.Each group will prepare a short demonstration about the proper use of tools
(35 minutes) and equipment uses in food preparation. Share it to the class in three minutes.
Assessment Let the learners answer the ff. questios:

( 15 minutes) 1.List at least 10 tools and equipment.
2.What are the diff.sizes and market forms of eggs.
Assignment Picturial report.
(5 minutes) Make a pictorial report with illustration showing the qualities of a fresh eggs in terms of egg size and grading.
aesthetic appeal.
Remarks
Reflections
CC. No. of learners who
earned 80% in the
evaluation.
DD. No. of learners who
require additional
activities for
remediation.
EE. Did the remedial lessons
work? No. of learners
who have caught up
with the
lesson.
FF. No. of learners who
continue to require
remediation.
GG. Which of my strategies
these work?
HH. What difficulties did I
encounter which my
can help me solve?
II. What Innovation or
to share with other
teachers?
Teacher SCHOOL HEAD

DLP NO.: Learning Area: TVL- Grade Level: Date: Quarter: Duration: 120 mins.
Time: 1
Learning Competency/ies: Personal Entrepreneurial Competencies Code: TLE_

Key Concepts/ Understandings Identify the good traits that should be practice,
to be developed
Learning Objectives 1. Explain the principles that applies to PECs
2. Demonstrate an understanding of PECs in daily task.
3. Recognize the strength and weakness of a person.
4. Practice correct response with faith in God in every instances encounter.
Content Personal Entrepreneurial Competencies
Learning Resources LM, TG
Procedures
(10 minutes) Motivation: What day is today?
What are the activities that you need to perform?
Conduct orientation for the first day of class Rules
and regulation
Requirements
2. Activity Group the learners into 5 groups and talk about the activities during summer. What makes
(15 minutes) them proud of, successful task or other related activities?
What are their skills to be develop? Share it
with the group.
3. Analysis What are the things that need to take out from me? How to
(10 minutes) develop my skills?
How can I improve it?
4. Abstraction Sharing of good values and right attitudes of a person.
( 35 minutes) Characteristics of a successful entrepreneur:
5. Application What do you think what will happen to a person if he fail to do the task?
(30 minutes) What can you advice to your friend if you found he is practicing a bad practice?
Assessment List down all the negative and positive attitudes and what attitudes that you should corrected.
( 15 minutes)
Assignment Identify for a successful entrepreneur and study their life why they become successful.
(10 minutes)
Remarks
Reflections
JJ. No. of learners who earned
80% in the evaluation.
KK. No. of learners who

require additional
activities for
remediation.
LL. Did the remedial lessons
who have caught up
with the lesson.
MM. No. of learners who

continue to require
remediation.
NN. Which of my strategies
these work?
OO. What difficulties did I
encounter which my
can help me solve?
PP. What Innovation or
to share with other
teachers?
Bibliography
Bibliography http://www.realfoodkosher.com,
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
SCHOOL HEAD

DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:March 6-7,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Wednesday 4
&Thursday
Learning Competency/ies: Prepare Soup Dishes Code: TLE_HECK9-12
Key Concepts/ Understandings to Prepare and present soup dish
be developed
Learning Objectives 5. Follow direction in giving the test.
6. Conduct Semi-final test
7. Evaluate the result of the semi-final and record the score
Content Conduct Semi-final Test

Learning Resources LM, TG (Cookery)
Procedures
2. Activity Instruction given to the class for semi-final test. Review

(15 minutes) first the coverage of the test.
3. Analysis What is your goal for this semi-final test?

(11 minutes)
What preparation you made for this examination?
4. Abstraction Conduct Semi-Final examination. Distribution
( 35 minutes) of test paper.
5. Application Checking of the paper.

(30 minutes)
Assessment
( 15 minutes) Record their score.
Group the class into 6 for the final performance. Prepare
the ingredients.Wear the PPE.
Assignment 1st Batch Tuesday - Perform the 7 dishes. 2nd

(10 minutes) Batch Thursday -
Remarks
Reflections
QQ. No. of learners who earned
RR. No. of learners who require

remediation.
SS. Did the remedial lessons

who have caught up
with the lesson.
TT. No. of learners who

continue to require
remediation.
UU. Which of my strategies
worked well? Why did these
work?
VV. What difficulties did I
encounter which my
can help me solve?
WW. What Innovation or
to share with other
teachers?
Bibliography

9. Answer Key …
10. Handouts …
12. Others
SCHOOL HEAD

DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:February 20-21,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Wednesday & 4
Thursday
Learning Competency/ies: Prepare Meat Dishes Code: TLE_HECK9-12
Key Concepts/ Understandings to Describe the diff.cuts of meat.
be developed
Learning Objectives 1.Identify the different kinds of pork meat.. 2.Describe
the diff. cuts of pork meat.
3.Observe proper way of choosing a quality and pork.
Content Perform and present meat dishes

Learning Resources LM, TG (Cookery),PPT
Procedures
2. Activity
(10 minutes)
3. Analysis How do you characterize a good quality pork?

(12 minutes)
4. Abstraction Discuss the kinds of meat

( 10 minutes) Beef is the culinary name of meat for bovines,especially domestic cattle. Pork –
is a meat of domestic pig or swine.
Characteristic of Pork and Beef. Market
forms of meat
1.Fresh Meat
2.Grilled Meat
3.Frozen Meat
4.Cured Meat
5.Processed Meat
6. Dried Meat
5. Application
(55 minutes) How do you characterize a good quality beef and good quality pork?
Assessment
( 15 minutes) Name the part of the beef.
Assignment Search in the internet other recipe for beef and write in the bond paper with picture observe margin. Be creative in
(10 minutes) this activity.
Remarks
Reflections
XX. No. of learners who earned
YY. No. of learners who require

remediation.
ZZ. Did the remedial lessons

who have caught up
with the lesson.
AAA. No. of learners who
continue to require
remediation.
BBB. Which of my strategies
these work?
CCC. What
difficulties did I
encounter which my
can help me solve?
DDD. What
Innovation or localized
materials did I
to share with other
teachers?
Bibliography

15. Answer Key …
16. Handouts …
18. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:March 4&5,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Monday 4
&Tuesday
Learning Competency/ies: Prepare Soup Dishes Code: TLE_HECK9-12
Key Concepts/ Understandings Prepare and present soup dish
to be developed
Learning Objectives 8. Identify the different ingredients in preparing soup.
9. Apply the procedure in preparing soup
10. Evaluate the prepared soup.
Content Prepare and present soup

Procedures
2. Activity Let the learners go to their original group and prepare the materials use for preparing soup. Each
(15 minutes) group should Perfom Mise en place.
3. Analysis What are the ingredients in your soup presentation? What

(13 inutes) classification of soup it belongs?
What are the procedure in making the soup?
4. Abstraction Let each group start preparing the soup according to their choice.
( 35 minutes)
5. Application Let each group present the soup. How

(30 minutes) are soup classified?
Assessment Rubrics in preparing Soup

( 15 minutes)
Item Very Satisfactory Satisfactory Needs Total
(8-10) (5-7) Improvement(1-
4)
Consistency `Thick soup has Thick soup Thick soup is
heavier has less watery
consistency consistency
Thin soup is clear Thin soup is Thin soup is
,no impurities and little cloudy cloud and
not thickened and has coarse
minimal
impurities
Flavor Well blend flavor, Quite Too spicy, salty
Use of seasoning flavorful or too bland
contributes to the
soup’s maximum
flavor
Garnishes Edible and Edible but Not edible and
desirable not eye not appealing
garnishing, eye appealing
appealing
Accompaniment Appropriate Less Inappropriate
accompaniments appealing accompaniment s
and appealing
Assignment Next meeting we are going to prepare Pork Chop Ala Pobre.
(10 minutes)
Remarks
Reflections
EEE. No. of learners who
earned 80% in the
evaluation.
FFF. No. of learners who
require additional
activities for
remediation.
GGG. Did the
remedial lessons work?
No. of learners who have
caught up with the
lesson.
HHH. No. of
learners who continue to
require remediation.
III. Which of my strategies
these work?
JJJ. What difficulties did I
encounter which my
can help me solve?
KKK. What Innovation or
to share with other
teachers?
Bibliography

21. Answer Key …
22. Handouts …
24. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:February 26,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Tuesday 3
Learning Competency/ies: Prepare meat dishes Code: TLE_HECK9-12

Key Concepts/ Understandings Identify the methods of cooking
to be developed
Learning Objectives 11. Identify in preparing meat for cooking.
12. Determine the ways of cooking meat.
13. Recognize the value of preserving the nutrients of meat.
Content Cook Meats and Cuts

Procedures
2. Activity
(15 minutes) HOUR PPT presentation of the topic.Review 2nd
1st
HOUR SUMMATIVE TEST
3. Analysis Identify the method of cooking.

(14 inutes) What are the causes of food spoilage?
4. Abstraction Present the PPP about meat.

( 35 minutes) Meat cuts and Store.
5. Application Conduct Summative after the presentation of the topic as a sort review.
(30 minutes)
Assessment Checking of the test answer and record their score.

( 15 minutes)
Assignment Present a well-plated soup. Choose 1 soup in the recommended activity.
(10 minutes)
Remarks
Reflections
LLL. No. of learners who earned
MMM. No. of
learners who require
remediation.
NNN. Did the
caught up with the
lesson.
OOO. No. of
PPP. Which of my strategies
worked well? Why did these
work?
QQQ. What
difficulties did I
encounter which my
can help me solve?
RRR. What
materials did I
to share with other
teachers?
Bibliography

27. Answer Key …
28. Handouts …
30. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:February 18-19, 2019 Quarter: 2nd Duration: 120 mins.
Time:1:00-3:00 Monday Final
&Tuesday
Learning Competency/ies: Prepare Meat dishes Code: TLE_HECK9-12SD-IVb-f-16
Key Concepts/ Understandings Prepare and present braised pork.
to be developed
Learning Objectives 5. Identify the ingredients used for braised short ribs.
6. Demonstrate to the class on how to prepare braised short ribs.
7. Present meat dish attractively.
Content Perform and Cook Meat

Procedures
How was the performance last meeting? How
much is your profit?
Did you appreciate your recipe?
2. Activity Le the learners gather all the materials that they are going to use.
(15 minutes)  Oil
 Ribs
 Flour
 Spices
 carrots
3. Analysis
What are the ingredients that you are going to use?
(10 minutes)
What would be the procedure in making the braised short ribs? What
method of cooking it is?
4. Abstraction Braised Short Ribs

( 35 minutes)
Check your books on page 287.
3pcs. Short ribs
75ml oil
1pc. Carrots
1pcs. Onion
2pcs.garlic
Sugar
Tomato paste
Pepper
Procedure:
1.Tie the short ribs so the meat will stay on the bone during cooking.
2.Heat the oil in a heavy skillet until very hot.Brown the meat on all sides.
3.Prepare for stock.
4.Saute onion,garlic,carrots until light brown.Add the meat and cook until tender.
5. Application How do you find the preparation of the braised ribs? What are
(35 minutes) the ingredients we used?
Prepare the group demonstrator for the return demo.While the rest of the group will going to observe on how to
prepare carrot cake.
Assessment A. Product Very Good Good 3 Fair 2 Poor 1

( 15 minutes) 4
1.General Palatability
2.Palatability
3.Nutritive Value
B.Procedure
1.Use of Resources
2.Cleanliness & Sanitation
Assignment Prepare your project plan.Submit on Tuesday next week.
(5 minutes)
aesthetic appeal.
Remarks
Reflections
SSS. No. of learners who
earned 80% in the
evaluation.
TTT. No. of learners who
require additional
activities for
remediation.
UUU. Did the
No. of learners who
have caught up with the
lesson.
VVV. No. of learners who
continue to require
remediation.
WWW. Which of my
strategies worked well?
Why did these work?
XXX. What difficulties did I
encounter which my
can help me solve?
YYY. What Innovation or
to share with other
teachers?
Bibliography

33. Answer Key …
34. Handouts …
36. Others
Teacher SCHOOL HEAD

DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 30 &31,2019 Quarter: Duration: 120 mins.
Thursday
Key Concepts/ Understandings Describe the diff.cuts of meat.
to be developed
Learning Objectives 1.Identify the classes of beef. 2.Describe
the diff. cuts of meat.
3.Observe proper way of choosing a quality beef and pork.
Content Perform and present poultry dishes

Learning Resources LM, TG (Cookery),Project plan,
Procedures
2. Activity Guess the ff. picture:

(10 minutes) Cow,Steer,Heifer,Stag,Bulls
3. Analysis What do you called a young female bovine which has not borne calf? What is
(15 minutes)
bovines?
4. Abstraction Discuss the kinds of meat
( 10 minutes) Beef is the culinary name of meat for bovines,especially domestic cattle. Pork –
is a meat of domestic pig or swine.
Characteristic of Pork and Beef. Market
forms of meat
1.Fresh Meat
2.Grilled Meat
3.Frozen Meat
4.Cured Meat
5.Processed Meat
6. Dried Meat
5. Application
(55 minutes) How do you characterize a good quality beef and good quality pork?
Assessment
( 15 minutes) Name the part of the beef.
Assignment Search in the internet other recipe for beef and write in the bond paper with picture observe margin. Be creative in
(10 minutes) this activity.
Remarks
Reflections
ZZZ. No. of learners who
earned 80% in the
evaluation.
AAAA. No. of
remediation.
BBBB. Did the
caught up with the
lesson.
CCCC. No. of
DDDD. Which of my
Why did these work?
EEEE. What
difficulties did I
encounter which my
can help me solve?
FFFF. What
materials did I
teachers?
Bibliography

39. Answer Key …
40. Handouts …
42. Others

SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 28 &29,2019 Quarter: Duration: 120 mins.
Thursday
Key Concepts/ Understandings
to be developed
Learning Objectives 1.Recall the ways on how to cook the poultry dishes.
2.Compute the cost of production.
3.Validate computed cost of production

Procedures
2. Activity GO to their original group:

(10 minutes) Make a copy of a project plan.
Recall the ingredients,material used last food preparation.
3. Analysis What is the purpose of project plan?

(16 minutes)
Why we need to know the cost of the production?
4. Abstraction Let the learners write and make the project plan.
( 10 minutes) Compute for the total cost.
Compute for the profit.
5. Application How much is the recommended mark up price ? Which

(55 minutes) do you prefer Profit or Loss? Why
Assessment Evaluate and Check their project plan.

( 15 minutes)
Assignment Search in the internet other recipe for chicken and write in the bond paper with picture observe margin. Be
(10 minutes) creative in this activity.
Remarks
Reflections
GGGG. No. of
learners who earned
HHHH. No. of
remediation.
IIII. Did the remedial lessons
who have caught up
with the lesson.
JJJJ. No. of learners who

continue to require
remediation.
KKKK. Which of my
Why did these work?
LLLL. What
difficulties did I
encounter which my
can help me solve?
MMMM. What
materials did I
teachers?
Bibliography

45. Answer Key …
46. Handouts …
48. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 21-22,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Monday & 4
Tuesday
Learning Competency/ies: Prepare Poultry and game dishes Code: TLE_HECK9-12
Key Concepts/ Understandings to Food Costing
be developed
Learning Objectives 1.Recall the ways on how to cook the poultry dishes.
2.Compute the cost of production.
3.Validate computed cost of production

Procedures
2. Activity GO to their original group:

(10 minutes) Make a copy of a project plan.
Recall the ingredients,material used last food preparation.
3. Analysis What is the purpose of project plan?

(17 minutes)
Why we need to know the cost of the production?
4. Abstraction Let the learners write and make the project plan.
( 10 minutes) Compute for the total cost.
Compute for the profit.
5. Application How much is the recommended mark up price ? Which

(55 minutes) do you prefer Profit or Loss? Why
Assessment Evaluate and Check their project plan.

( 15 minutes)
Remarks
Reflections
NNNN. No. of
learners who earned
OOOO. No. of
remediation.
PPPP. Did the

No. of learners who
lesson.
QQQQ. No. of
RRRR. Which of my
Why did these work?
SSSS. What
difficulties did I
encounter which my
can help me solve?
TTTT. What
materials did I
to share with other
teachers?
Bibliography

51. Answer Key …
52. Handouts …
54. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 16&17,2019 Quarter: Duration: 120 mins.
Thursday
Key Concepts/ Understandings Cook poultry dishes
to be developed
Learning Objectives 14. Identify the methods of cooking chicken roll-up and spicy chicken
15. Perform chicken roll-up and spicy chicken .
16. Cooperate and be creative in garnishing the dish.

Learning Resources LM, TG (Cookery),Ingredients,tools and equipment
Procedures
2. Activity Let the learners perform mise en place. Tools

(10 minutes) and equipment for cooking.
Measure the Ingredients accurately.
3. Analysis Why we need to measure the ingredients correctly? What

(18 minutes)
methods of cooking?
4. Abstraction Group Activity:Identify
( 10 minutes) Group 1.Chicken Roll-up
Group 2. Spicy Chicken
Group 3.Spicy Chicken
Group 4. Chichen Roll-up
Group 5 Spicy Chicken
5. Application Perform and present the dishes attractively.
(55 minutes)
Assessment Evaluate their performance using the rubrics

( 15 minutes) B. Product Very Good Good 3 Fair 2 Poor 1
4
1.General Palatability
2.Palatability
3.Nutritive Value
B.Procedure
1.Use of Resources
2.Cleanliness & Sanitation
Remarks
Reflections
UUUU. No. of
learners who earned
VVVV. No. of
remediation.
WWWW. Did the
caught up with the
lesson.
XXXX. No. of
YYYY. Which of my
Why did these work?
ZZZZ. What
difficulties did I
encounter which my
can help me solve?
AAAAA. What
materials did I
to share with other
teachers?
Bibliography

57. Answer Key …
58. Handouts …
60. Others
SCHOOL HEAD
Time:1:00-3:00 Monday &Tue 3

Key Concepts/ Understandings Identify the kinds of poultry according to age.
to be developed
Learning Objectives 17. Identify in preparing poultry for cooking.
18. Determine the causes of food spoilage.
19. Choose one recipe to be prepared and discuss with the group the method of cooking.
Content Prepare Mise en place

Procedures
2. Activity 1ST I HOUR SUMMATIVE TEST

(15 minutes) 2ND HOUR Activity.
3. Analysis Identify the method of cooking.

(19 inutes) What are the causes of food spoilage? How do
you prepare poultry for cooking?
4. Abstraction Preparing poultry for cooking: 1.Slauhtering
( 35 minutes) 2.Scalding
3.Defeathering
4.Eviscerating
5.Deboning
Causes of Spoilage :
1.Bacterial spoilage
2.Mold Spoilage
3.Yeast Spoilage
4.Enzymes
5.Oxidation
5. Application What are the practices that help prevent cross-contamination.

(30 minutes) Choose 1 recipe for you to discuss that will accompanied with a sauce.
Assessment Evaluate each group about the discussion for choosing the recipe to be perform.
( 15 minutes)
Assignment Present a well-plated poultry recipe on Thursday.
(10 minutes)
Remarks
Reflections
BBBBB. No. of
learners who earned 80%
in the evaluation.
CCCCC. No. of
remediation.
DDDDD. Did the
caught up with the
lesson.
EEEEE. No. of
FFFFF. Which of my
Why did these work?
GGGGG. What
difficulties did I
encounter which my
can help me solve?
HHHHH. What
materials did I
to share with other
teachers?
Bibliography

63. Answer Key …
64. Handouts …
66. Others
SCHOOL HEAD

Key Concepts/ Understandings to Identify the kinds of poultry according to age.
be developed
Learning Objectives 20. Identify the kinds of poultry according to age.
21. Recognize the market forms and different cuts of poultry.
22. Show interest in preparing poultry dishes
Content Prepare Mise en place

Procedures
2. Activity Let the learners Identify the common kinds of poultry available in the market and community.
(15 minutes)
3. Analysis 1. What are the different kinds of poultry?

(10 minutes) 2. How do you compare broiler from the broiler fowl?
3. What are the different market forms and poultry cuts.
4. Abstraction Group the class into 4 and discuss each topic; Group1 –
( 35 minutes) Kinds of Poultry
Group2 – Characteristics of Quality Poultry Group3 –
Market Forms of Poultry
Group4 – Preparing Poultry for cooking
5. Application What are the different market forms and cuts of poultry? How
(30 minutes) do you describe a quality poultry?
Assessment Identify the ff.

( 15 minutes) 1.A baby chicken which is four to six weeks old. Pullet)
2.A surgically unsexed male chicken.(capon)
3.A male chicken with coarse skin. (stag) 4.Turkeys
under 15 months of age (yearlings)
5.A young goose weighing 4 to 10 pounds (goose)
Assignment Study coverage Stock,soup,sauces,Poultry.
(10 minutes)
Remarks
Reflections
IIIII. No. of learners who
earned 80% in the
evaluation.
JJJJJ. No. of
remediation.
KKKKK. Did the
caught up with the
lesson.
LLLLL. No. of
MMMMM. Which of my
Why did these work?
NNNNN. What
difficulties did I
encounter which my
can help me solve?
OOOOO. What
materials did I
to share with other
teachers?
Bibliography

69. Answer Key …
70. Handouts …
72. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 3, 2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Thursday 3
Learning Competency/ies: Prepare Stocks,Sauces and Soup Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Classification of Stocks and Soup
to be developed
Learning Objectives 23. Define Stock and Soup.
24. Determined and Classify the Ingredients used in preparing Stocks and Soup.
25. Appreciate the importance of Stock and Soup in Cooking.
Content Classification of Stock and Soup

Procedures
2. Activity Group the class into 5:

(15 minutes) Each group will be given a topic to discuss. Group 1
– Classification of Stock
Group 2 – Ingredients used for stock
Group3 – Classification of Soup Group 4
– Ingredients used for Soup
Group 5 – Choose 1 sample for Stock and Soup
3. Analysis What do you called the thin liquid flavored by soluble substances extracted from, meat,poultry and fish, and their
(10 minutes) bones ,and from vegetables and seasoning.
4. Abstraction Group discussion of the Classification of Stocks.

( 35 minutes) Chicken Stock
White Stock
Ingredients used in preparing stocks.
5. Application What is the purpose of the stocks?

(30 minutes) Why we need to prepare a stock before cooking?
Assessment Enumerate the diff.Ingredients in preparing Stocks.

( 15 minutes) 1.Bones
2. Mirepoix
3. Acid products
4. Scraps and left over
Assignment Choose 1 recipe in the book for stock preparation.
(10 minutes)
Remarks
Reflections
PPPPP. No. of
in the evaluation.
QQQQQ. No. of
remediation.
RRRRR. Did the
caught up with the
lesson.
SSSSS. No. of
TTTTT. Which of my
Why did these work?
UUUUU. What
difficulties did I
encounter which my
can help me solve?
VVVVV. What
materials did I
to share with other
teachers?
Bibliography

75. Answer Key …
76. Handouts …
78. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 29&30, 2018 Quarter: Duration: 120 mins.
Learning Competency/ies: Present the Guidelines and Rules and Regulations during the Code: TLE_HECK9-12VD-IIe-14
Immersion.
Key Concepts/ Understandings Give importance of On the Job Training.
to be developed
Learning Objectives 26. Identify and understand the essence of On the Job Training.
27. Prepare and Embrace to yourself the importance of immersion.
28. Develop and Anticipate the possible situation encountered during immersion and positive
response of the situation.
Content Rules and Regulation of Immersion
Learning Resources LM, TG (Cookery) ,Rules and Regulations.
Procedures
2. Activity Game:Form a big circle,bring a ballpen and a piece of bond paper. Put the
(15 minutes) paper at the back of the person next to you.
Write a positive outlook that you’ve seen to him/her.Write additional strength you want to him/her to have and bear.
3. Analysis What is he relation of our game to us? What is

(10 minutes)
the implication of this to our life?
4. Abstraction Discuss the Rules and Regulation and Training experience during the immersion.
( 35 minutes)
5. Application We have diff.Characteristics.

(30 minutes) One thing we have in common is to follow their Rules and Regulations. Why we
need to do that?
Assessment Let the learners Identify the diff. Rules to observed.
( 15 minutes)
Assignment Study pages 198-210
(10 minutes)
Remarks
Reflections
WWWWW. No. of
in the evaluation.
XXXXX. No. of
remediation.
YYYYY. Did the
caught up with the
lesson.
ZZZZZ. No. of
AAAAAA. Which of my
Why did these work?
BBBBBB. What
difficulties did I
encounter which my
can help me solve?
CCCCCC. What
materials did I
to share with other
teachers?
Bibliography

81. Answer Key …
82. Handouts …
84. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 10 &11, 2018 Quarter: Duration: 120 mins.
Time:8:00-10:00 Wed.and Thur 2
Learning Competency/ies: Present and Perform Fin Fish Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Prepare and present independently and creatively fish dish.
to be developed
Learning Objectives 29. Determine the type of fish and the possible fish dish.
30. Prepare and Present the fish dish.
31. Design and garnish the fish dish.
Content Prepare and present fish dish

Learning Resources LM, TG (Cookery) , fish and materials for cooking
Procedures
2. Activity Batch the class into 2:

(15 minutes) Last meeting it was the batch one who perform and present their fish dish.Batch 1 will be given an activity to do,
compilation of activity and writing their project plan.
Batch 2 will demonstrate fish dish.
Let the learners identify the different fish they brought.
1.Name of the fish,
2.Classification of the fish
3. Market form of the fish
3. Analysis What type of fish is that?
(10 minutes) Do they have a scale?
How are we going to eviscerate the fish?
Why we need to eviscerate them?
4. Abstraction Let each group perform the ff.:
( 35 minutes) 1.Scaling,
2.Filleting fish
3.Skinning
4. Deboning.
5. Application After they perform the activity in preparing the fish, they will going to cook the fish and present with garnish.
(30 minutes) 1.Escabetse
2.Fish Fillet
Assessment Rubrics for the Preparation:

( 15 minutes) 4 – Can perform the skills without supervision and with initiative and adaptability to problem situations.
3- Can perform the skill satisfaction without assistance or supervision
2 – Can perform the skills satisfactorily but requires some assistance and/or supervision
1 – Can perform part of the skill satisfactorily, but requires considerable assistance and or supervision.
Assignment Study for the Summative test and review for the final examination
(10 minutes)
Remarks
Reflections
DDDDDD. No. of
in the evaluation.
EEEEEE. No. of
remediation.
FFFFFF. Did the
caught up with the
lesson.
GGGGGG. No. of
HHHHHH. Which of my
Why did these work?
IIIIII. What difficulties did I
encounter which my
can help me solve?
JJJJJJ. What
materials did I
to share with other
teachers?
Bibliography

87. Answer Key …
88. Handouts …
90. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Present and Perform Fin Fish Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Prepare and present independently and creatively fish dish.
to be developed
Learning Objectives 32. Determine the type of fish and the possible fish dish.
33. Prepare and Present the fish dish.
34. Design and garnish the fish dish.
Content Prepare and present fish dish

Learning Resources LM, TG (Cookery) , fish and materials for cooking
Procedures
2. Activity Batch the class into 2:

(15 minutes) Batch one will be the first to perform while the next batch will perform next meeting:
At the same time, the batch 2 will be given an activity to do, compilation of activity and writing their project
plan.
Let the learners identify the different fish they brought.
1.Name of the fish,
2.Classification of the fish
3. Market form of the fish
3. Analysis What type of fish is that?
(10 minutes) Do they have a scale?
How are we going to eviscerate the fish?
Why we need to eviscerate them?
4. Abstraction Let each group perform the ff.:
( 35 minutes) 1.Scaling,
2.Filleting fish
3.Skinning
4. Deboning.
5. Application After they perform the activity in preparing the fish, they will going to cook the fish and present with garnish.
(30 minutes) 1.Escabetse
2.Fish Fillet
Assessment Rubrics for the Preparation:

( 15 minutes) 4 – Can perform the skills without supervision and with initiative and adaptability to problem situations.
3- Can perform the skill satisfaction without assistance or supervision
2 – Can perform the skills satisfactorily but requires some assistance and/or supervision
1 – Can perform part of the skill satisfactorily, but requires considerable assistance and or supervision.
Assignment Batch 2 you are the next to perform so bring all the necessary materials needed for the presentation.
(10 minutes)
Remarks
Reflections
KKKKKK. No. of
in the evaluation.
LLLLLL. No. of
remediation.
MMMMMM. Did the
caught up with the
lesson.
NNNNNN. No. of
OOOOOO. Which of my
Why did these work?
PPPPPP. What
difficulties did I
encounter which my
can help me solve?
QQQQQQ. What
materials did I
to share with other
teachers?
Bibliography

93. Answer Key …
94. Handouts …
96. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 17&18,2018 Quarter: Duration: 120 mins.
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Conduct final Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings to To determine the learners knowledge of the lesson.
be developed
Learning Objectives 1. Determined the learners understanding of the lesson by giving a Summative test.
2. Conduct and measure learners understanding of the coverage of the final examination.
3. Develop and appreciate that their labor in not in vain.
Content Summative test

Learning Resources LM, TG (Cookery) , picture
Procedures

(20 minutes) Each group will be given 15 minutes to a topic to
 Summarize,
 Create questions from the topic.
3. Analysis
(10 minutes) Sharing of Ideas and Art of Questioning to the class.
4. Abstraction Conduct Review of the ff.topic:

( 40 minutes) Vegetable dishes
Seafoods dishes
Method of Cooking
5. Application Since this is the last sem for this quarter,Another sem,and the last fight for you in SHS. Identify your
(20 minutes) priorities,How are you going to achieve your priorities?
Assessment Create a flowchart of your priorities?

( 10 minutes)
Assignment Study and Prepare for the final Examination tomorrow.
(10 minutes)
Remarks
Reflections
RRRRRR. No. of
in the evaluation.
SSSSSS. No. of
remediation.
TTTTTT. Did the
caught up with the
lesson.
UUUUUU. No. of
VVVVVV. Which of my
Why did these work?
WWWWWW. What
difficulties did I
encounter which my
can help me solve?
XXXXXX. What
materials did I
to share with other
teachers?
Bibliography

99. Answer Key …
100. Handouts …
102. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Conduct Review of the Lesson Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Understand the result of learning.
to be developed
Learning Objectives 35. Idenfity the coverage for the final exam.
36. Conduct lesson Review
3.Develop the characteristics of Valuing the Priorities.
Content Review
Procedures

(20 minutes) Each group will be given 15 minutes to a topic to
 Summarize,
 Create questions from the topic.
3. Analysis
(10 minutes) Sharing of Ideas and Art of Questioning to the class.
4. Abstraction Conduct Review of the ff.topic:

( 40 minutes) Vegetable dishes
Seafoods dishes
Method of Cooking
5. Application Since this is the last sem for this quarter,Another sem,and the last fight for you in SHS. Identify your
(20 minutes) priorities,How are you going to achieve your priorities?
Assessment Create a flowchart of your priorities?

( 10 minutes)
Assignment Study and Prepare for the final Examination tomorrow.
(10 minutes)
Remarks
Reflections
YYYYYY. No. of
in the evaluation.
ZZZZZZ. No. of
remediation.
AAAAAAA. Did the
caught up with the
lesson.
BBBBBBB. No. of
CCCCCCC. Which of my
Why did these work?
DDDDDDD. What
difficulties did I
encounter which my
can help me solve?
EEEEEEE. What
materials did I
to share with other
teachers?
Bibliography

105. Answer Key …
106. Handouts …
108. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Identify the type,varieties,market forms,nutritive value and Code: TLE_HECK9-12VD-IIe-14
composistion of fish and seafoods.
Key Concepts/ Understandings Learn the types of seafoods,variety anf market form of fish and seafoods.
to be developed
Learning Objectives 37. Identify the steps in preparing the fish for cooking.
38. Determined the ways of thawing frozen fish.
39. Recognize safety practices of OHS
Content Types of Seafood,Variety of Fish,Market form of Fish.

Procedures
2. Activity Pre-test:
(15 minutes) Write C if the Statement is Correct and change the word or group of words if the statement is incorrect 1.Lean fish
contain less fat/
2.White fish contain more fat.
3.The whole fish only the entrails removed is a dressed fish.
3. Analysis How are fish bought in the market?
(10 minutes) Why do you consider the market forms and cut of fish in preparing fish dishes. DO you
think seafoods are part of the diet?Why?
4. Abstraction Preparing Fish for Cooking:
( 35 minutes) 1.Scaling
2.Cutting of Tails and Fins
3.Eviscerating 4.Cleansing
Methods of Thawing Frozen Fish Occupational
Health and Safety Procedure.
5. Application How are fish prepared for cooking?How about shellfish?

(30 minutes) Define OHS?
Assessment Answer the ff.question:

( 15 minutes) 1.What would you do if your workplace is hazardous to your health.
Assignment Bring any fish next meeting.
(10 minutes)
Remarks
Reflections
FFFFFFF. No. of
in the evaluation.
GGGGGGG. No. of
remediation.
HHHHHHH. Did the
caught up with the
lesson.
IIIIIII. No. of learners who
continue to require
remediation.
JJJJJJJ. Which of my strategies
these work?
KKKKKKK. What
difficulties did I
encounter which my
can help me solve?
LLLLLLL. What
materials did I
to share with other
teachers?
Bibliography

111. Answer Key …
112. Handouts …
114. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 10-11, 2018 Quarter: Duration: 120 mins.
Time:8:00-10:00Mon.&Tue. 2
Key Concepts/ Understandings Learn the types of seafoods,variety anf market form of fish and seafoods.
to be developed
Learning Objectives 40. Identify the steps in processing fish
41. Describe the market forms of fish and shellfish.
42. Recognize the characteristics of fish and shellfish.

Procedures
2. Activity Unlocking of words:

(15 minutes) 1.Bivalve – mollusk with two halved shell covering.
3.Stale – not fresh
4.Crustaceans – are animals with segmented shells and jointed legs 5.Drawn –
viscera removed.
3. Analysis In balance diet, What sources of food that are rich in natural iodine, protein, calcium, phosphorus and omega 3?
(10 minutes) What do you called the food that comes from the sea? DO you
4. Abstraction Classification of Seafoods:

( 35 minutes) 1.Fin fish – fish with fins and internal skeleton
 Saltwater
 Freshwater
2.Shellfish – fish with external fish but no internal bone structure. They have hard outer shells. Most of shellfish
are lean and contain little fat.
 Mollusk
 Crustaceans
Market forms of fish:
 Whole or round
 Drawn
 Dressed
 Steak
 Fillet
 Butterflied fillet
 Stick or tranches
5. Application How are crustaceans different from mollusks? How
(30 minutes) are shellfish bought in the marker?
What are the characteristics of the fresh shellfish?
Assessment Let the learners answer the ff. questions: 1.How are
( 15 minutes) fish classified? Give example.
2. How do you describe a fresh fish?
(10 minutes)
Remarks
Reflections
MMMMMMM. No. of
in the evaluation.
NNNNNNN. No. of
remediation.
OOOOOOO. Did the
caught up with the
lesson.
PPPPPPP. No. of
QQQQQQQ. Which of my
Why did these work?
RRRRRRR. What
difficulties did I
encounter which my
can help me solve?
SSSSSSS. What
materials did I
to share with other
teachers?
Bibliography

117. Answer Key …
118. Handouts …
120. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
Key Concepts/ Understandings to Learn the types of seafoods,variety anf market form of fish and seafoods.
be developed
Learning Objectives 1.Identify the types of seafoods
2. Describe the market forms of fish and shellfish.
3. Recognize the characteristics of fish and shellfish.

Procedures
2. Activity Unlocking of words:

(15 minutes) 1.Bivalve – mollusk with two halved shell covering.
3.Stale – not fresh
4.Crustaceans – are animals with segmented shells and jointed legs 5.Drawn –
viscera removed.
3. Analysis In balance diet, What sources of food that are rich in natural iodine, protein, calcium, phosphorus and omega 3?
(10 minutes) What do you called the food that comes from the sea? DO you
4. Abstraction Classification of Seafoods:

( 35 minutes) 1.Fin fish – fish with fins and internal skeleton
 Saltwater
 Freshwater
2.Shellfish – fish with external fish but no internal bone structure. They have hard outer shells. Most of shellfish
are lean and contain little fat.
 Mollusk
 Crustaceans
Market forms of fish:
 Whole or round
 Drawn
 Dressed
 Steak
 Fillet
 Butterflied fillet
 Stick or tranches
5. Application How are crustaceans different from mollusks? How
(30 minutes) are shellfish bought in the marker?
What are the characteristics of the fresh shellfish?
Assessment Let the learners answer the ff. questions: 1.How are
( 15 minutes) fish classified? Give example.
2. How do you describe a fresh fish?
(10 minutes)
Remarks
Reflections
TTTTTTT. No. of
in the evaluation.
UUUUUUU. No. of
remediation.
VVVVVVV. Did the
caught up with the
lesson.
WWWWWWW. No. of
XXXXXXX. Which of my
Why did these work?
YYYYYYY. What
difficulties did I
encounter which my
can help me solve?
ZZZZZZZ. What
materials did I
to share with other
teachers?
Bibliography

123. Answer Key …
124. Handouts …
126. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:September 12-13, 2018 Quarter: Duration: 120 mins.
Time:8:00-10:00 WED. &THU. 2
Learning Competency/ies: Prepare suitable Sauces and accompaniment in serving vegetable Code: TLE_HECK9-12VD-IId-11
dishes.
Key Concepts/ Understandings Determine the sauce appropriate with the dish presented.
to be developed
Learning Objectives 1.Determined the diff. sauces appropriate with the dish.
2.Create your own sauce for a deep fry vegetables.
3.Display creatively the prepare sauce with vegetables.
Content Preparation of sauces and accompaniment for serving vegetables.

Learning Resources LM, TG (Cookery) , Recipe, ingredients, tools and equipment
Procedures
• Review of the previous
discussion Define plating.
2. Activity What are the common ways of cooking vegetables?

(15 minutes)  Blanching
 Sauteing Vegetables
 Boiled vegetables
What is the accompaniment of vegetables?
3. Analysis Why it is need to cook the green leafy vegetable uncover? What is a
(10 minutes)
common sauce for the deep fry vegetables?
4. Abstraction Vegetables can be eaten raw or cooked but it much more appreciated if it is cooked and with sauce.
( 35 minutes)
5. Application Prepare a sample sauce:

(30 minutes) Sweet and Sour Sauce
Basic Sauce for deep fry.
Ginger Sauce
Assessment In pickled vegetable what use appropriate for this menu. How
( 15 minutes) to prepare the ginger sauce.
Assignment Read the nest topic about sea foods on page 157-160.
(10 minutes)
Remarks
Reflections
AAAAAAAA. No. of
in the evaluation.
BBBBBBBB. No. of
remediation.
CCCCCCCC. Did the remedial
learners who have caught
up with the lesson.
DDDDDDDD. No. of
EEEEEEEE. Which of my
Why did these work?
FFFFFFFF. What
difficulties did I
encounter which my
can help me solve?
GGGGGGGG. What
materials did I
to share with other
teachers?
Bibliography

129. Answer Key …
130. Handouts …
132. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:September, 2018 Time:8:00- Quarter: Duration: 120 mins.
10:00 WED. &THU. 2
Learning Competency/ies: Present vegetable dishes Code: TLE_HECK9-12VD-IId-11

Key Concepts/ Understandings to Prepare and present vegetable Dishes
be developed
Learning Objectives 1.Identify the ingredients and measure using the tools and equipment. 2.Prepare
and present their vegetable dish.
3.Describe the feelings of earning income through their hard work.
Content Prepare Suggested projects:Variuos vegetable dishes

Procedures
2. Activity Go to their original group and prepare the ingredients using the tools and equipment. Group 1 and
(15 minutes) 2 – Pinakbet
Group 3 – Lumpia
Group 4 – Mongo with egg
3. Analysis How much is the total cost of your menu?
(10 minutes)
How to get the mark up price in your project plan?
4. Abstraction The teacher observe each group in preparing their menu and guide them as they prepare it.
( 35 minutes)
5. Application Observe the group if they cooperate in cooking their dish.

(30 minutes)

( 15 minutes)

Appearance Vegetable dishes Vegetable dishes Vegetable dishes are
are evident are partly evident slightly evident
Profit More that 25% Lower than 25% of No profit
Mark up price. the mark up price
Assignment Read the nest topic about seafoods on page 157-160.

(10 minutes)
Remarks
Reflections
HHHHHHHH. No. of
in the evaluation.
IIIIIIII. No. of
remediation.
JJJJJJJJ. Did the
caught up with the
lesson.
KKKKKKKK. No. of
LLLLLLLL. Which of my
Why did these work?
MMMMMMMM. What
difficulties did I
encounter which my
can help me solve?
NNNNNNNN. What
materials did I
to share with other
teachers?
Bibliography

135. Answer Key …
136. Handouts …
138. Others
SCHOOL HEAD
Time:8:00-10:00 WED. &THU. 2

Key Concepts/ Understandings Prepare and present vegetable Dishes
to be developed
Learning Objectives 1.Identify the ingredients and measure using the tools and equipment. 2.Prepare and
present their vegetable dish.
3.Describe the feelings of earning income through their hard work.
Content Prepare Suggested projects:Variuos vegetable dishes

Procedures
2. Activity Go to their original group and prepare the ingredients using the tools and equipment. Group 1 and
(15 minutes) 2 – Pinakbet
Group 3 – Lumpia
Group 4 – Mongo with egg
3. Analysis How much is the total cost of your menu?

(10 minutes)
How to get the mark up price in your project plan?
4. Abstraction The teacher observe each group in preparing their menu and guide them as they prepare it.
( 35 minutes)
5. Application Observe the group if they cooperate in cooking their dish.

(30 minutes)

( 15 minutes)

General Appearance Characteristics of Characteristics of Characteristics of
Vegetable dishes Vegetable dishes Vegetable dishes
are evident are partly evident are slightly evident
Profit More that 25% Lower than 25% of No profit
Mark up price. the mark up price
Assignment Read the nest topic about seafoods on page 157-160.
(10 minutes)
Remarks
Reflections
OOOOOOOO. No. of
in the evaluation.
PPPPPPPP. No. of
remediation.
QQQQQQQQ. Did the remedial
up with the lesson.
RRRRRRRR. No. of
SSSSSSSS. Which of my
Why did these work?
TTTTTTTT. What
difficulties did I
encounter which my
can help me solve?
UUUUUUUU. What
materials did I
to share with other
teachers?
Bibliography

141. Answer Key …
142. Handouts …
144. Others
SCHOOL HEAD
Time:8:00-10:00 Mon. & Tue. 2

Key Concepts/ Understandings to Prepare and present vegetable Dishes
be developed
9. Perform the suggested Vegetable dish Cucumber Pineapple Salad.
10. Appreciate the simple refreshing Side dish.
Content Suggested projects:Variuos vegetable dishes

Procedures
2. Activity Ask the learners about the different Appetizer they know.
(15 minutes) The teacher will going to demonstrate on hoe to perform the cucumber pineapple salad.
3. Analysis After the activity let the learners answer the ff. question:
(10 minutes) 1.What is appetizer?
2.Why we need appetizer in our meal?
4. Abstraction Group Activity:

( 35 minutes) Each group will prepare all the ingredients they have and each group will prepare their Salad as appetizer.
5. Application Each group should help one another in preparing the vegetable dish. Follow the recommended recipe given. Apply
(30 minutes) the proper way of cooking vegetable dish. Present creatively with garnish.
( 15 minutes)

Appearance Vegetable dishes Vegetable dishes Vegetable dishes
Taste /Flavor Original taste of Original taste of Original taste of
vegetable is present vegetable is partly vegetable poorly
present retained
aesthetic appeal.
Remarks
Reflections
VVVVVVVV. No. of
learners who earned
WWWWWWWW. N
o. of learners who require
remediation.
XXXXXXXX. Did the

caught up with the
lesson.
YYYYYYYY. No. of
ZZZZZZZZ. Which of my
Why did these work?
AAAAAAAAA. What
difficulties did I
encounter which my
can help me solve?
BBBBBBBBB. What
materials did I
to share with other
teachers?
Bibliography

147. Answer Key …
148. Handouts …
150. Others
SCHOOL HEAD
Time:8:00-10:00 Wed.& Thur. 2

to be developed
12. Measure the right amount of ingredients and follow the recipe in cooking vegetable dishes.
13. Present creatively the vegetable dishes prepared.
Procedures
2. Activity 2nd Batch of Cooking: The learners will going to prepare 2 dishes
(15 minutes)
Let the learners go to their original group for the preparation of vegetable dish. Let each group will going
Perform Mise en Place. After preparing, each group will going to demonstrate in front of the class the first dish for
the group.
3. Analysis Name the Cooking method of Vegetable dishes. What
(10 minutes)
is lacking of your ingredients?
( 35 minutes) Group1 -Braised Celery Group
2 - Sauteed Mushroom Group 3-
Vegetable Tagliatelle
Group 4-Lumpiang Ubod with Egg wrapper Group 5-
Glazed sweet potato
(30 minutes) the proper way of cooking vegetable dish. Present creatively with garnish.

( 15 minutes)

present retained
aesthetic appeal.
Remarks
Reflections
CCCCCCCCC. No. of
in the evaluation.
DDDDDDDDD. No. of
remediation.
EEEEEEEEE. Did the remedial
up with the
lesson.
FFFFFFFFF. No. of
GGGGGGGGG.Which of my
Why did these work?
HHHHHHHHH. What
difficulties did I
encounter which my
can help me solve?
IIIIIIIII. What
materials did I
to share with other
teachers?
Bibliography

153. Answer Key …
154. Handouts …
156. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:September 17-18 Quarter: 2 Duration: 120 mins.
2018
to be developed
15. Measure the right amount of ingredients and follow the recipe in cooking vegetable dishes.
16. Present creatively the vegetable dishes prepared.

Procedures
2. Activity Ist Batch:
(15 minutes) They will Cook 2 vegetable dishes but you are only to prepare 1 today. Next dish
will be the 2nd batch.
Let the learners go to their original group for the preparation of vegetable dish.Let each group will going Perform
Mise en Place.After preparing,each group will going to demonstrate in front of the class.
3. Analysis
What is the recipe you are going to cook?
(10 minutes)
What type of Cooking method of the vegetable dish you prepare?
How would you encourage your classmate to perform the dish you are going to prepare?

( 35 minutes) Group – Glazed Sweet Potato Group 2-
Vegetable Tagliatelle
Group 3- Lumpiang Ubod with Egg wrapper
Group4- Sauteed Mushroom
Group 5 - Braised Celery
(30 minutes) the proper way of cooking vegetable dish.
( 15 minutes)

present retained
aesthetic appeal.
Remarks
Reflections
JJJJJJJJJ. No. of
in the evaluation.
KKKKKKKKK. No. of
remediation.
LLLLLLLLL. Did the
caught up with the
lesson.
MMMMMMMMM. N
o. of learners who
continue to require
remediation.
NNNNNNNNN. Which of my
Why did these work?
OOOOOOOOO.What
difficulties did I
encounter which my
can help me solve?
PPPPPPPPP. What
materials did I
to share with other
teachers?
Bibliography

159. Answer Key …
160. Handouts …
162. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date: July 2, 2018 Quarter: 1 Duration: 120 mins.
Learning Competency/ies: Perform Mise en place Code: TLE_
to be developed
Learning Objectives 17. Determined the diff. sources of starch and cereals
18. Differentiate the sources of Starch and Cereals from one another
19. Value of cooking Pasta
Content
Learning Resources LM, TG (Cookery) , Pictures
Procedures
2. Activity Unlocking of Words: Write the correct spelling of the ff. words. 1.Pericarp –
(15 minutes) the ripened and variously modified walls of plant ovary 2.Metabolization –
process of changing food
3.Glucose – type of sugar that found in plants and fruits 4.Kernel –
small soft part inside the seeds or nut
5.Maize- known as corn
6-10 true or false
3. Analysis
(10 minutes) After doing the activity, they will be asked to answer the following questions:
1.What are the sources of Starch and Cereals? 2.Why do
we need to include cereals in our meal?
4. Abstraction Kinds of flour:

( 35 minutes) 1.White flour – contains 70-72% of whole grain. Ex. APF
2. Wholemeal flour – 100% of the wholegrain
3.Wheatmeal flour – 90% of whole grain 4.Self-
rising flour with cream of tartar/soda Sources of
Starch and Cereals:
Wheat,oats,barley,maize,rice, tapioca,sago and arrowroot Method of
Cooking Starch and Cereals;
1.Boiling
2.Toasting
Cooking Methods:
Al dente – to the tooth, exact cooking.
5. Application Group Activity: Starch and Cereals talk.

(30 minutes) Mechanics: Each group has a representative to talk about their stand based on the ff. question. 1.What is your
favourite delicacy/snacks/menu of foods you prefer?Why
2. Methods of cooking? Dry heat/Moist Heat
3. Rice or Corn?
4. Al dente
Assessment Rubrics of the Starch and Cereals talk.5

( 15 minutes) Thoughts – 10points
Deliberation -10 points
Compose – 10 points
Assignment Draw by lot of the recipe to be perform next meeting as their performance. Group meeting about the necessary
(10 minutes) materials to bring.
Remarks
Reflections
QQQQQQQQQ.No. of
in the evaluation.
RRRRRRRRR. No. of
remediation.
SSSSSSSSS. Did the remedial
learners who
lesson.
TTTTTTTTT. No. of
UUUUUUUUU. Which of my
Why did these work?
VVVVVVVVV. What
difficulties did I
encounter which my
can help me solve?
WWWWWWWWW. W
hat Innovation or
to share with other
teachers?
Bibliography

165. Answer Key …
166. Handouts …
168. Others
SCHOOL HEAD
to be developed
Content
Procedures
3.Glucose – type of sugar that found in plants and fruits
4.Kernel – small soft part inside the seeds or nut 5.Maize-
known as corn
6-10 true or false
3. Analysis

Starch and Cereals:
1.Boiling
2.Toasting
Cooking Methods:

3. Rice or Corn?
4. Al dente

Remarks
Reflections
XXXXXXXXX. No. of
in the evaluation.
YYYYYYYYY. No. of
remediation.
ZZZZZZZZZ. Did the
caught up with the
lesson.
AAAAAAAAAA. No. of
BBBBBBBBBB. Which of my
Why did these work?
CCCCCCCCCC. W
hat difficulties did I
encounter which my
can help me solve?
DDDDDDDDDD. W
hat Innovation or
to share with other
teachers?
Bibliography

171. Answer Key …
172. Handouts …
174. Others

SCHOOL HEAD
Key Concepts/ Understandings to
be developed
Content
Procedures
3.Glucose – type of sugar that found in plants and fruits
4.Kernel – small soft part inside the seeds or nut 5.Maize-
known as corn
6-10 true or false
3. Analysis

Starch and Cereals:
1.Boiling
2.Toasting
Cooking Methods:

3. Rice or Corn?
4. Al dente

Remarks
Reflections
EEEEEEEEEE. No. of
in the evaluation.
FFFFFFFFFF. No. of
remediation.
GGGGGGGGGG. Di
d the remedial lessons
who have caught up with
the lesson.
HHHHHHHHHH. N
o. of learners who
continue to require
remediation.
IIIIIIIIII. Which of my
Why did these work?
JJJJJJJJJJ. What
difficulties did I
encounter which my
can help me solve?
KKKKKKKKKK. What
materials did I
to share with other
teachers?
Bibliography

177. Answer Key …
178. Handouts …
180. Others
SCHOOL HEAD

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4. Abstraction Group Performance:

Assessment Your performance will be rated using the rubrics below:

Criteria Very Satisfactory 3 Satisfactory 2 Unsatisfactory 1

Prepared By: LELANI S. PACAÑA

Teacher Noted by: JUSTINA A. DINOPOL