School TIBAG HIGH SCHOOL Grade Level GRADE 11

Teacher BLESSIE MARIE F. VALETE Learning Area BREAD AND PASTRY PRODUCTION

Teaching Dates SEPTEMBER 12-15, 2022 Quarter FIRST QUARTER-WEEK 3

DAILY LESSON LOG (DLL)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

√ 6:30 – 7:30 11 - Careme 8:30 – 11:45 Careme 7:30 – 11:45 Careme

Day 1 Day 2 Day 3

I. OBJECTIVES

A. Content Standard The learners demonstrate competencies of the core concepts and theories in bread and Pastry production

B. Performance Standard The learners independently demonstrate core competencies in preparing and producing bakery products.

C. Learning Competency and Objectives MELC: Select, measure and weigh required ingredients MELC: Select, measure and weigh required ingredients MELC: Select, measure and weigh required
according to recipe or production requirements. according to recipe or production requirements. ingredients according to recipe or production
requirements.

Objectives Objectives
Objectives
The learners: The learners:
The learners:
1. Select and identify ingredients in baking bakery 1. Identify the abbreviation of the unit of measurements
1. Familiarize and select standard table of weights
products. frequently used in measuring ingredients. and
2. Discuss the function of the basic baking ingredients. 2. Discuss the equivalents of the different ingredients. 2. Discuss the equivalents of the different
 3. Appreciate the importance of each baking tools and 3. Develop awareness on correct measurements. ingredients.
ingredients.
3. measure dry and liquid ingredients

II. CONTENT

A. Subject/Topic/Title
Identifying and Selecting Required Baking Ingredients Standard Table of Equivalent of Weights and Conversion and Substitution of baking ingredients
and
Measurements and Abbreviations
Functions according to recipe or production
requirements.

B. Code TLE-HEBP9-12BP-Ia-f-1 TLE-HEBP9-12BP-Ia-f-1 TLE-HEBP9-12BP-Ia-f-1

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages CG page 9 CG page 9 CG page 9

2. Learner’s Material CG, Printed Materials, Worksheets CG, Printed Materials, Worksheets CG, Printed Materials, Worksheets

B. Other Learning Resource laptop, Monitor laptop, Monitor laptop, Monitor

IV. PROCEDURES

A. Reviewing previous lesson or presenting the
new lesson
 The teacher will present activity “ Classify Me”
 Group activity
 The teacher will provide 2 diagrams one is major
another is minor word are at the center.
 Pictures of different ingredients are provided and ask
the students to paste the picture to its corresponding
diagram.
The teacher will present the /post the tarpaulin and answer The teacher will present the /post the tarpaulin and
answer
orally the equivalent ingredient using the tarpaulin / table
orally the equivalent ingredient using the tarpaulin /
presented. table presented.
-Process the answer of the students and provide
feedback
leading to the correct answer.

B. Establishing a purpose for the lesson -The teacher will show a video of a chocolate cake Not needed Not needed

C. Presenting examples/Instances of the new
lesson
D. Discussing new concepts and practicing new
skills # 1
recipe.
- The teacher will say “ as the video is shown you
are tasked to identify the all ingredients used by the
baker and List them down using an activity sheet
provided and get ready for a presentation of the
output, 5 minutes after the show.
- Ask the learner to discuss what is the role or function
of the ingredient to the cake product? why? How?
- (Flour, sugar, evaporated milk, egg)
- Call 3-4 students to answer.
-Group Activity:
- (Use the same groupings)
-Identifying and classifying baking ingredients.
-(Video show of the following recipes
1. Dinner roll recipe 2. Chocolate Cake )
-Use the activity sheet provided
Present situation for the students to answer. How many Activity:
grams in a kilogram? why? How many meters in one
kilometer? why? The teacher presents a tarpaulin showing the
Standard Table
of Weights and Measurement. (See the attachment)
-The teacher shall present a situation
-If Joy has a problem/question on how many cups
is 1 pint?
Will this standard table of weights and measure
help her?
Distribute fact sheets to the students (by group) • Standard Follow me in order to find the correct equivalent of
Table of Weights and Measure and abbreviations 2 pints to a cup using the standard
table of weights and measure.
2 pints = ____?___ cup where: 1 pint = 2 cups
So,
2 pints X 2 cups = 4 cups
1 pint
Therefore 2 pints = 4 cups
 • The teacher will present more exercises:

1. 5 cups = _______tbsp.

2. 5 tbsp. = _______tsp.

3. 3 gal = _______quarts

E. Discussing new concepts and practicing new Not needed Not needed The teacher will say:
skills # 2
This time we will do it together on the board.

Exercise #1

1. 10 cups = ______ tbsp..

2. 9 tbsp. = ______ tsp

3. 5 gal. = ______quart

F. Developing mastery
(leads to Formative Assessment)
- Group Activity: Asking the students simple questions that requires simple Ask the student to practice more exercises, using
analogy. their activity notebook
-(Use the same groupings)
Give some exercises 1. 4cups = _________Tbsp
- Identifying and classifying baking ingredients.
2. 8 cups = _________quarts
• (Video show of the following recipes
2. 8 cups = _________quarts
Chocolate Cake )
3. 3 kilo = _________ lbs.
-Use the activity sheet provided
4. ½ c = _________ tablespoon

5. 5cups = _________ pints

G. Finding practical application of concepts and
skills in daily living
-Ask the learners what ingredient in baking that they What measuring tool are you using at home? What Not needed
have at ingredient measured? Example: 1 tablespoon = how many
teaspoons? 3
home? Why? What is the purpose? What specific
recipe if
 there is any?

H. Making generalizations and abstractions -Give the summary of the topic on the identifying and Ask the students to summarized their acquired knowledge. Not needed
about the lesson 1 T = 3 t 1 gal = 4 quarts 1 quart = 2 pints etc
classifying baking ingredients according recipe or
standard

production requirements

I. Evaluating learning Quiz Seatwork/Boardwork Hands-On/Practicum

Project/Portfolio Examination Research Work

J. Additional activities for application Homework/Assignment Project/Portfolio Remedial Activities

V. REMARKS

Task Complete Task Complete Task Complete

Task Incomplete Task Incomplete Task Incomplete

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation 100% of learners 99-50 % of learners below 50 % of the learners

B. No. of learners who require additional activities for 30% of learners 29-15 % of learners below 15 %of learners
remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have Yes, the remediation works 30 % of learners below 15 %of learners
caught up with the lesson
No, the remediation doesn’t work 29-15 % of the learners below 15 %of learners

D. No. of learners who continue to require remediation 30% of learners 29-15 % of learners below 15 %of learners

E. Which of my teaching strategies worked well? Why did this Journals/Narrative/Self-Study Lecture/Discussion Game-Brain-Based Learning
work?
Experiential Learning / Experimentation Computer-Aided Instruction

Cooperative Learning /Demonstration

 Integrative Approach/ Inquiry-Based Learning/ Community Integration
Constructivist Approach
Reflective Approach

F. What difficulties did I encounter which my principal or Lack of Tools/Equipment Individual Differences/Behavior Classroom Environment
supervisor can help me solve?
Lack of Time/Time Constraints Failure of Students' Attendance Class Interruption

G. What innovation or localized materials did I use/discover Audio-Visual Materials Learning Modules Community Resources
which I wish to share with other teachers?
Internet and Other Web sources Computer-Aided Materials New Strategies/Techniques

Prepared by: Checked and Reviewed by: Noted:

BLESSIE MARIE F. VALETE BENJAMIN S. GASPAR JUVELYN L. ESTEBAN EdD

Teacher II Head Teacher I Principal IV