GAD-based iC CEBU

Lesson Exemplar

Grade Level: 10 Learning Area: TLE (Household Services) Quarter: IV Duration: 1 hr & 30 min
Date: May 25, 2022
Learning Area/s Integrated: English, ESP, A.P., Science, Health
Integration Approach Used: (Please tick.)
Multidisciplinary √ Interdisciplinary Transdisciplinary

I. 21st Century Skills to be developed (Please tick.)

√ Communication √ Learning and Innovation √ Problem Solving
√ Critical Thinking Information Media and Technology √ Life and Career

I. Focused Learning Competency

TLE_HEHS10HC-IVij-12 observe table manners and etiquette
III. Focused GAD-based Principle to be Integrated: Both men and women should know the basic
table manners and etiquette because it shows to people who you are eating with that you are
polite and you respect each other’s presence.
IV. Intended Learning Outcomes
Knowledge define table manners and etiquette
Skills explain the importance of table manners and etiquette (Readiness to
act)
Attitudes collaborate with one another to attain learning tasks (Organization)
Values recognize table manners and etiquette observed at home
V. Learning Content/s Table Manners and Etiquette

Etiquette is a set of rules or customs that control

acceptable behavior in particular social groups or social
Concept
situations. Table etiquettes are rules, manners of
acceptable conduct while eating. They are employed
during an event of eating to avoid embarrassment or
discomfort of guest or host. They are seen to uphold
integrity. On the other hand, manners are behaviors that
reflect a person’s attitude. Table manners refer to the
way you behave when you are eating a meal at a table. It
may also include the appropriate use of utensils.
Different cultures observe different rules for table
 manners. Each family or group sets its own standards for
how strictly these rules are to be enforced.
Both etiquette and manners play a significant role in
social interactions.

Themes Discipline

Learning Materials module in Household Services 10 Quarter 4-Module 6,

power point presentation, television, laptop, cartolina,
pentel pen, PPT presentation, infographic, audio
material, videos
DRRM Concepts Learn basic first aid when a person chokes while eating

References Text Resources: Household Services 10 Quarter 4-

Module 6 pp. 5-9

E-resources and references:

https://harappa.education/harappa-diaries/etiquette-
nners
https://thewhoot.com
Youtube.com

VI. Learning Experiences (5 Es)

1. Engage A. CONDITION SETTING
(10 minutes) 1. The teacher will remind the students with the rules and regulations
during the classroom discussion using the acronym COUPLE.
Clean, Organize, Understand, Participate, Learn and Enjoy

B. Review of previous lesson

1. The teacher will prepare a box containing questions about the
previous lesson. As the teacher plays a song, the students will pass the
box and when the music stops, the learner holding the box will pick a
question for him/her to answer.
a. What is used to facilitate service?
Answer: Tray
b. It means to clean the table between customers.
Answer: bussing
c. What are the 3’s standard procedure in clearing the table?
Answer: segregate, scrape, stack
d. On what side of the guest should you begin with when clearing the
tables?
Answer: right side of the guests
e. What is the international symbol when the guest had finished
his/her meal?
Answer: the fork and knife are positioned diagonally or vertically
on the plate
 C. READ ME ALOUD!
1. The teacher will let the students read the poem aloud.

Guide Questions:
1. What are the words that rhyme in the poem?
Answer: guests and feasts, rise and suffice, please and sneeze, me and
way, right and polite
2. What is a rhyme?
Answer: similarity of sound between words or the endings of words
3. What is the common word that you can spot within the two poem?
Answer: manners
2. Explore DIFFERENTIATED ACTIVITY
(20 minutes) 1. The learners will be divided into four (5) groups. The teacher should
have prepared task cards for each group. Each group’s representative
will pick a task card from the box and complete the task within the given
time.

GROUP A (Visual A)
This group shall be given a copy of an infographic wherein the learners
will have to read and analyze. Afterwards, they will be given ample time
to answer the guide questions that would further develop their
understanding of the concept of table manners and etiquette.
Guide Questions:
1. Give at least 5 information that you have gathered from the
infographic.
3. What would you have added or removed from the infographic in
order for it to be better understood?
 GROUP B (Visual B)
This group will watch a video of people dining and they will jot down
table manners and etiquette observed in the video.
Guide Questions:
1. What are the table manners that you observed from the video?
2. Do you think table manners are important especially in public
gatherings? Why or why not?

GROUP C (Kinesthetic/Tactile)
This group shall list down at least 5 table manners observed at home
within their families. Thereafter, they are going to “act-it-out” in front of
the class and the rest of the group will guess what their action means.
Each group who can give the correct answer shall receive a token with
corresponding points.
Guide Questions:
1. What are the table manners that you and your family have been
doing for years now?
2. How do these table manners affect your dining experience with your
family in and out of your home?

GROUP D (Auditory)
This group shall listen to a nursery song which contains key points of the
topic to be discussed. After listening to the song, they will answer the
guide questions.
Guide Questions:
1. What are the table manners mentioned in the nursery song?
2. Why is it important to teach children table manners as early as
possible?

2. For learners who are unable to attend the class during this face-to-
face delivery of the lesson due to varying circumstance, the teacher has
prepared interventions that would facilitate learning the lesson. The
intervention included the following:
-audio recording of the concept of table manners and etiquette
-links to supplementary learning material and video lessons used in the
classroom discussion

3. Each representative will be given 2 minutes to share their output and

it will be rated using the criteria below:
Accuracy and correctness of data – 20 pts
Correct spelling and pronunciation – 20 pts
Voice modulation - - 10 pts
Time-bound - 5 pts
Neatness and penmanship - 5 pts
Total-------------------------------------------50 pts
3. Explain INTERACTIVE AND COLLABORATIVE DISCUSSION
(20 minutes) 1. The teacher will use the students’ gathered data from the
 differentiated activity and will involve the students in processing their
answers into the discussion.

2. The teacher will ask the following questions to facilitate the

discussion:
a. What are table manners and etiquette?
Table etiquettes are rules, manners of acceptable conduct while
eating. Table manners refer to the way you behave when you are
eating a meal at a table. It may also include the appropriate use of
utensils.
b. Who introduced to us the concept of table manners and
etiquette?
The Spanish introduced Filipinos, who previously ate with their hands
and banana leaves, to cutlery.
c. What are the basic table manners that we need to keep in mind?
The teacher will discuss basic table manners and etiquette that learners
did not mention during the differentiated activity.
d. Why is it important to chew food with mouth closed?
Chewing food with your mouth closed is more satisfying and much
easier to enjoy. You can also potentially eat less when you chew with
your mouth open, because you enjoy your food more and are more
satisfied when your mouth is closed. It can also reduce the tendency of
choking.
e. As seen in the video, slouching and placing elbows of the table
must be avoided. How does slouching affect a person when eating?
Slouched posture after a meal can trigger heartburn caused by acid
reflux (when stomach acid squirts back up into the
esophagus). "Slouching puts pressure on the abdomen, which can force
stomach acid in the wrong direction," explains Dr. Kyle Staller, a
gastroenterologist.
f. Why should table manners and dining etiquette be taught to
children early on?
Learning good manners is something he/she will practice over the
course of time, and so make sure to teach the basic skills and let
him/her improve on them. Good manners at the table and elsewhere
will certainly make your child become confident in handling social
situations when he/she gets older.
g. The teacher will ask the learners to share their dining experience
outside of their home.
Answers may vary (Teacher should encourage learners with unique
experiences to recall these experiences to the class to give diversity to
the pool of answers.)
4. Elaborate Short Quiz Bowl
(15 minutes) With the same group, the learners will answer a TRUE or FALSE
question. They will be provided with pentel pen and strips of paper
for their answers. One correct answer corresponds to 5 points.
 1. Instead of reaching across the table for something, ask for it to be
passed to you. Do not engage yourself in the dinner conversation
a. First Statement is True, and the Second Statement is False
b. First Statement is False and the Second Statement is True
c. Both Statements are True
d. Both Statements are False
2. Slouch and place your elbows on the table while eating. Pace yourself
with fellow diners, cut only one piece of food at a time.
a. First Statement is True, and the Second Statement is False
b. First Statement is False and the Second Statement is True
c. Both Statements are True
d. Both Statements are False
3. You can use everyone’s napkin. Sip or swallow a drink while chewing.
a. First Statement is True and the Second Statement is False
b. First Statement is False and the Second Statement is True
c. Both Statements are True
d. Both Statements are False
4. Chew with your mouth closed. Hold utensils correctly, don’t use your
fork or spoon like a shovel or stab your food.
a. First Statement is True, and the Second Statement is False
b. First Statement is False, and the Second Statement is True
c. Both Statements are True
d. Both Statements are False
5. Keep your smartphone on the table and do not set to silent or
vibrate. Wash up and come to the table clean, don’t groom or attend to
hygiene at the table.
a. First Statement is True and the Second Statement is False
b. First Statement is False and the Second Statement is True
c. Both Statements are True
d. Both Statements are False
5. Evaluate DIFFERENTIATED ASSESSMENT TASK
(20 minutes) Goal: To create varied outputs/performances showcasing the
learners understanding of the concept of table manners and
etiquette and how their understanding affects their daily living.
Instructions: The learners may work individually, by pair or as a
group. The task is to create an output that would summarize their
understanding of the concept of table manners and etiquette.

You can be an Artist (illustration, poster, slogan)

You can be a Poet (poem)
You can be a Singer/performer (jingle)
You can be an Essayist (Essay)
 RUBRICS FOR THE DIFFERENTIATED ACTIVITY

VII. Learning Enablement Wrap-up the class discussion with the following quote:
(5 minutes)
Manners are a sensitive awareness of the feelings of others. If you have
that awareness, you have good manners, no matter what fork you use.”
~Emily Post

Reflection (DepED Order No. 42, s. 2016)

A. No. of learners who earned 80% in the evaluation

30 out of 30 students
B. No. of learners who require additional activities for remediation
None
C. Did the remedial lessons work?
No remedial lessons had been done since all of the learners got 80% and above in
the evaluation.
D. No. of learners who have caught up with the lesson
30 out of 30 students
E. No. of learners who continue to require remediation
None
F. Which of my learning strategies worked well? Why did these work?
 This lesson plan is anchored on the principle of constructivism. In this approach,
learners communicate with each other, and share their understandings, feelings,
knowledge, and experience, to come up with new knowledge. I became the
facilitator, and the learners are encouraged to interact, exchange views and
experience and construct meaning and knowledge that is based on their needs
but still with the scaffolding of the teacher. This approach worked in my class
because it centers on the students. It enables the learners to start where they are
at the moment and what previous knowledge they have in their sub-conscious
mind regarding the lesson at hand. From then on, they brainstorm ideas to be
able to understand each other’s point of view and these school of thoughts add
up together to form new knowledge. The learner themselves discover their own
learning and they learn by doing.

G. What difficulties did I encounter which my principal or supervisor can help me solve?
A technical glitch was encountered during the preparation phase. However, I
managed to solve such challenges and was able to successfully carry out all the
activities as planned. My observer was also kind enough to wait for me as I figured
out the technical glitch.

Prepared by:

AUBREY LYNN JOYOHOY

Teacher I
Santander National High School

Checked by:

BERNARDITA F. ARIAS
Principal I
Santander National High School
Part I. Objectives

The teacher has used bloom’s
taxonomy in writing learning
objectives. Based on the
Cognitive Process Dimensions
adapted from Anderson &
Krathwohl (2001), it provides
a scheme for classifying
educational goals, objectives,
and standards. It also defines a
broad range of cognitive
processes from basic to comp