A SEMI-DETAILED LESSON PLAN IN TLE 10 ( COOKERY )

Grade 10

I. Objectives/ Learning Competencies:

At the end of the lessons, the students should be able to:
 Identify the basic knife cuts.
 Appreciate and select various kinds of vegetables according to given menu.
 Prepare vegetables dishes.

II. Content:
Topic: Prepare vegetable dishes
Reference/s: book: LM TVL-HE Cookery Manual
Others: Internet Sources
Strategy: Cooperative Learning
Instructional Materials: Manila paper, Marker pen, Visual Aid, Hand outs, pictures, pentel
pen, cartolina, laptop

III. Procedure:
Teacher’s Activities Students’ Activities

A. Preparation
1. Routinary Activity
* Prayer -Everyone rises for the universal prayer.
Asking everybody to please rise for the prayer
* Checking of Class Attendance
Is there any absences for this morning? -Yes, Ma’am. One is absent.
 Review

B. Motivation/ Review of the Previous Lesson

Let us have a recall about the previous topic: The palatability factors are:
What are the palatability factors or eating qualities of a a. visual perception
food as judged by the human senses? b. odor detection
c. taste stimuli
Appreciate students and proceed to the lesson. d. tactile sensation
e. flavor
C. Presentation/ Discussion
CLASSIFICATION OF VEGETABLES:
Color Components:
1. Chlorophyll- a fat soluble compound responsible for Let the students participate…….by calling
the green color of plants. When combined with acid, it them randomly
forms pheophytin which produces an olive green color.
2. Carotenoids- the yellow, orange to red soluble
pigments found in plants.
- beta carotene from carrots and squash
- lycopene, from tomatoes
3. Flavonoids
 Anthoxanthin- responsibles for the yellow pigments
Anthocyanins- responsibles for the red and blue to
violet pigments (beets) tube, eggplants

Basic Knife Cuts: THROWING OF QUESTIONS TO THE

1. Chopping- done with a straight, downward cutting STUDENTS…….
motion
2. Chiffonade (shredding) – making very fine parallel
cuts
3. Dicing- producing cube shapes
4. Diamond ( lozenge)- thinly slicing and cutting into
strips of appropriate width
5. Mincing- producing very fine cut usually for onions
and garlic
6. Juliene and baton net- making long rectangular cut
7. Pays Anne ( Fermi ere)- making curved or uneven cuts
of the same thickness
8. Rondelle- making cylindrical cut
9. Bias-making diagonal cut
10. Oblique or roll cuts- making diagonal cut by rolling
the long cylindrical vegetables
D. Application
* Divide the learners into 2 groups.
Activity 1: Group 1
On your manila paper list down or identify the basic
knife cuts that you can use in preparing vegetables ACTIVITY PROPER……
dishes. Follow the format below.
PRESENTATIONS Of OUTPUT….
Basic Knife Cuts: Meaning:
1.
2.
3.
4.
5.
Activity 2: Group 2
On your manila paper list down or identify the color
components of a vegetables that you can use in preparing
vegetables dishes.
PRESENTATIONS Of OUTPUT….
Criteria: Each answer=10pts.

* Inform the learners that they will present their output in

class after 10 minutes.
* Have learners present their output. Appreciate them for
participating in the activity.
* Facilitate discussion by processing the answers of the
learners.
E. Generalization:
* Can you identify the different color components? What
are those? - Yes ma’am Chlorophyl, carotenoids, &
* Did you mention chlorophyll? Do you know this is flavonoids
responsible in the green color of leafy vegetables. - Yes ma’am, to make food .
* Have you already encounter this words?
* Why its important to understand those color - Yes ma’am, in our Science and TLE
subject.
components?
* How can you use this information/ knowledge in your
- For us to identify nutrient content of a
everyday life?
vegetables that we planted in our garden.
* Encourage and allow students/learners to share their
-By choosing appropriate/different color of
students to share their insights.
vegetables with the essential nutrients that
* Encourage learners to ask questions if there are any we can get.
clarifications on the lesson. -No, maam…….
IV. Evaluation
Multiple Choice: Read with comprehension and
choose& circle the letter of the correct answer.
1. Which color that is responsibles for the red and blue to KEY TO CORRECTION:
violet pigments (beets) tube, eggplants?
A. Anthocyanins B. Anthoxanthin C. None of these 1. B
2. Which color that is responsibles for responsibles for
the yellow pigments? 2. A
A. Anthocyanins B. Anthoxanthin C. All of these
3. The yellow, orange to red soluble pigments found in
plants.
3. A
A. carotenoids B. chlorophyll C. flavonoids
4. A fat soluble compound responsible for the green color 4. C
of plants. When combined with acid, it forms pheophytin
which produces an olive green color.
A. flavonoids B. carotenoids C. chlorophyll
5. What types of cut that is making very fine parallel
cuts?
A. chiffonade B. dicing C. diamond 5. A
6. What types of cut that producing cube shapes?
A. diamond B. chiffonade C. dicing
7. What types of cut that producing very fine cut usually
6. C
for onions and garlic?
A. diamond B. chiffonade C. mincing 7. C
8. Done with a straight, downward cutting motion
A. chiffonade B. chopping C. diamond
A. carotenoids B. chlorophyll C. flavonoids
9. Which is NOT a color component of a plant? 8. B
A. carotenoids B. chlorophyll C. isoprophyl
10. Done with making long rectangular cut 9. C
A. Juliene and baton net B. Pays Anne C. Rondelle
 10. A
V. Assignment:
Research on additional kitchen utensils that commonly
found in the kitchen. Bring at least 10 pictures of
different equipment found in the kitchen.
Good BYE Maam…..Your welcome Maam….
So that’s all for today, thanks for the cooperation,
Goodbye class!, see you tomorrow morning. God Bless.

It is important to know the different color components of a vegetables. Since this

will be the basis in looking for the nutrient content of a particular vegetables. Enabling us to
identify nutrient content of a vegetables that we planted in our garden. By choosing
various/different colors of a vegetables will help us to be oriented with the essential nutrients
that we can get and the healthy benefits of a particular vegetables.

BIO- INTENSIVE GARDENING

Is an organic agricultural system that focus on achieving maximum yields from a minimum area
of land, while simultaneously increasing biodiversity and sustaining the fertility of the soil. The goal of
the method is long term sustainability on a closed system basis.
The main goal of Bio-intensive soil building is to improve the soil. By double panting the soil,
digging deep & adding compost back when your crops are done growing, you’re improving the soil for
each new crop. Our school utilized bio-intensive gardening such as inter-cropping and poly cropping.
 Inter-cropping: leeks intercrop with garlic production in a permaculture bed in the left side while
in the right side is the upland chinese kangkong intercrop with bok choy/petchay

Poly cropping: In - between of the plot is bok choy production commonly known as “petchay” in
the left side is the production of tomatoes while at the right side is the production of eggplant
Also an example of poly cropping: Spinach, squash, and spring onions