Instructional Plan (iPlan) Template

(With inclusionof the provisions of DepEd Order No. 8, s. 2015)

Learning Area: COOKERY IX Grade Level: JZC,MM,&KMS-IX (M-F)

iPlan No.: 12 Quarter: First Quarter Duration: 50 minutess/ 07-19-17

Learning Code: TLE_HECK9-

PA-Ii –5
Competency/ies: Present a range of appetizers
(Taken from the
Curriculum Guide)

Key Concepts/ Identify the fundamentals of plating

Understanding to be Identify the accompaniments of appetizers.
Developed Present appetizers attractively.
Observe sanitary practices in presenting appetizers.
Learning Adaptable Cognitive Process Dimensions
Objectives Knowledge Remembering The learner can recall information Identify the correct plating of
The fact or and retrieve relevant knowledge
condition of from long-term memory; identify, appetizers following the principle of
retrieve, recognize, duplicate,
knowing something platter presentation.
with familiarity list, memorize, repeat, describe,
gained through reproduce.
experience or
association. Understanding The learner can construct
meaning from oral, written and
graphic messages: interpret,
exemplify, classify, summarize,
infer, compare, explain,
paraphrase, discuss.

Skills Applying The can use information to Prepare and present variety of
The ability and undertake a procedure in familiar
capacity acquired situations or in a new way: appetizers in appropriate conditions
execute, implement,
through deliberate, keeping its freshness quality and taste.
systematic, and demonstrate, dramatize,
sustained effort to interpret, solve, use, illustrate,
smoothly and convert, discover.
adoptively carryout
complex activities
or ... the ability,
Analyzing The learner can distinguish
coming from one’s
knowledge, between parts and determine
practice, aptitude, how they relate to one another,
etc., to do and to the overallstructure and
something. purpose: differentiate,
distinguish, compare, contrast,
organize, outline, attribute,
deconstruct.

Evaluating The learner can make

judgemments and justify
decisions: coordinate, measure,
detect, defend, judge, argue,
debate, describe, critique,
appraise, evaluate.

Creating The learner can put elements

together to form a functional
whole, create a new product or
point of view: generate,
hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, devise.

Attitude A settled way of thinking or feeling about someone or Observe sanitary practices in preparing
something, typically one that is reflected in a person’s
behaviour: and presenting range of appetizers.

Values (RA 8491)

 A learner’s principles or standards of Maka-Diyos
behaviour; one’s judgement of what is
important in life.
Maka-tao Develop the value of self- confidence,
skills oriented within the groupmates
in a workplace
  Go beyond learner’s life on earth, include
more than wealth and fame, and would
affect the eternal destiny of millions.
Resources Listing of all
resources needed
Needed
Introductory Activity
(____minutes)
This part introduces the lesson content. Although
at times optional, it is ussually included to serve as
a warm-up activity to give the learners best for the
incoming lesson and an idea about what is to
follow. One principle in learning occurs when it is
conducted in a pleasurable and comfortable
atmosphere.
Activity
(____minutes)
This an interactive strategy to elicit learner’s prior
learning experrience. It serves as a springboard for
new learning. It illustrates the principle that
learning starts where the leaners are. Carefully
structured activities such as individual or group
reflective exercises, group discussion, self-or
group assessment, dyadic or triadic interactions,
puzzles, simulations or role play, cybernetics
exercise, gallery walk and they like may be
created. Clear instructions should be consider in
this part of the lesson.
Analysis
(____minutes)
Essenntials questions are included to serve as a
guide for the teacher in clarifying key
understandings about the topic at hand. Critical
points are organized to structure the discussions
allowing the learners to maximize interactions and
sharing of ideas and options about expected
issues. Affective are included to elicit the fellings of
the learners about the activity or the topic. The
last questions or points taken should lead the
learners to understand the new concepts or skills
that are to be presented in the next part of the
lesson.
Abstraction
(____minutes)
This outlines the key concepts, important skills
that should be inhanced and proper attitude that
should be emphasized. This is organized as a
lecturette that summarizes the learning
emphasized from the activity, analysis and new
imouts in this part of the lesson.
Application
(____minutes)
This part is structured to ensure the commitment
of the learners to do something to apply their new
learning in their own environment.
Makalikasan Develop how to become a resourcefull
and know how to recycle unused
ingredients to reduce garbage in the
workplace.
Makabansa
LM/CG/TG/CBC/CBLM/Internet
Methodology
Daily routinize activities ( Prayer, greetings. Checking of attendance & assignments)
 Let students recapitulate the lesson and activities last meeting about the
performance of the group 1 and 2 about their appetizers.
 Have students get ready with their performance on preparing and
presenting appetizers attractively following the basic principle of platter
presentation. ( group 3,4, & 5 performer).
 Let each group prepare their outfit, ingredients and their group recipe and
proceed in the laboratory to prepare their appetizers.
 Remaing Group 1 &2 will stay in the classroom and do something about the
activity # 5. Please do not go outside and make your task accomplish and
pass to your group leader.
Students task: Student / group presentor will be given an instruction on what to be
aware of and prepare.
 Prepare appetizers following the recipe and present like a chef considerring
the principle of platter design of your appetizers.
 Observe silence in preparing your dish and apply sanitary practices while
working with your task .
 After you have prepared your appetizers, proceed to presentation.And
always remember you do have 40 minutes to prepare.
 Observe the principle “clean as you go”.
 After which be ready for the interview of your finished product for
evaluation.
Group 1&2 will have to answer the question given to them n their activity
notebook.
Students will able to perform the different preparation of appetizer mexican,
italian and french appetizers, They will also remember how important to know how
to prepare the correct presentation of each dish.
The teacher will facilitate the activity in the laboratory and ask question from one
of the presentor about their prepared dish.
Student will given enough time to prepare and present their appetizers.
Processing of ideas and clarifying of doubts and give suplemented informations in
the presentations of their appetizers.
 What is the important things to prepare in presenting dish.
 What is your bases in preparing appetizer dish.Explain your concept about
plating dish.
 Discuss the important of preparing the appetizers and safety practices in
preparing your dish with the required standards.
Students / Group members will have to prepare theirselves for the interview of the
dish.This is one bases of the score if they already know their dish.
 Tell something about your presentation.
 Spot the fundamentals food presentation in terms of balance, portion size
and garnish and cut of your ingredients.
 Identify the 3 Elements of buffet platters from your dish presented
 How would you rate your performance from 1-10? Explain.
 Assessment Students droup presentor will be assess through performance evaluation on how
(____minutes) they prepare and present their dish.The following criteria are the bases for their
For the Teacher to:
Assess whether learning objectives have been score.
meet for a specific duration.
Remediateand/or enrich with appropraite  Presentation/ organize Food Plating-------------10
strategies as needed.
 Perform Mise’ en Place-------------------------------5
 Follow correct sequence and order of preparing dish in the recipe—
5
 Palatability------------------------------------------------10
 Answer the follow-up questions-------------------10
 Sanitary / proper hygiene before and after cooking----10
--------------------------
50%

Evaluate whether learning intention and success

criteria have been met.

(Reminder: Formative assessment may be given

before, during, or after the lesson.)
Assignment Reinforcing/ As a cookery student, how would you apply the principle of plating in your
(____minutes) Strengthening everyday life situations.What are the different considerations in plating your
Note: Fill in any of the
four purposes. the days’s appetizers.Give your strong points the techniques on how would plate your dish in
lesson a chef manner.

Enriching/
inspiring the
day’s lesson
Enhancing/
improving the
day’s lesson

Preparing for Research about how to store your appetizersfollowing the correct storing methods.
the new lesson
Concluding Activity “By three methods we may learn wisdom: First, by reflection, which is noblest;
(____minutes) second, by imitation, which is easiest; and third by experience, which is the
This is usually a brief but effective closing activity
such as a strong qoutatio, a short song, an bitterest.”
anecdote, parable or a letter that inspires the - Confucius
learners to do something to pactice their new
learning.
Prepared by:
Name: BABY SHELA O. CABUCOS School: STA. ROSA NATIONAL HIGH SCHOOL
Position/Designation: T1 Division: LAPU-LAPU CITY
Contact Number: 09122252949 Email address: bbshela26@gmail.com
Power Point Presentation...