DepEd Order No. 42, s.
2016
Grades 1 – 12 School: BALETE NATIONAL HIGH SCHOOL
Daily Lesson Log Teacher: Karen M. de Liña
I. OBJECTIVES/LEARNING
OUTCOME
A. Content Standards
B. Performance Standards
II. CONTENT
LEARNING RESOURCES
A. References
1. Curriculum guide pages
2. Textbook Pages
3. Additional Resources
4. Other Learning Resources
III. PROCEDURES
A. Presenting the new lesson
Grade & Section: Grade 7 & 8
Subject: Bread and Pastry Production G7 & 8
Date & Time: Quarter:
a. Explain basic concepts in bread and pastry production
b. Discuss the relevance of the course
c. Actively participate in all class activities
The learner demonstrates understanding of basic concepts and underlying theories in bread and pastry production.
The learner independently demonstrate common competencies in bread and pastry production as prescribed in the
TESDA Training Regulations
Basic Concepts in Bread and Pastry Production; Relevance of the Course
CG, TG, Internet
Page 1
N/A
https://www.quora.com/Baking-What-is-the-difference-in-the-process-between-bread-and-pastry ;
http://www.breadinfo.com/history.shtml
Do you have any idea about the origin of bread and pastry production?
Can you tell something about it?
 B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills
E. Discussing new concepts and
practicing new skills
F. Developing mastery
What is the difference in the process of bread and pastry?
What do you think are the basic ingredients used for bread and pastry production?
Identify from the given pictures
which is bread and which is pastry?
As a student, what is the relevance of knowing the bread and pastry production?
Do you think, learning bread and pastry production can help you in the future? Why or Why not?
Collaborative Learning/Cooperative Learning
The class will be divided into four groups. Each group will discuss the historical perspective of bread and pastry and
will choose on how they will present their topics. The first option is present a photo essay, second option is a role
playing, third option is interactive demonstration and lastly is the power point presentation
Group I – Neolithic Period
Group II – Classic Antiquity
Group III - Middle Ages
Group IV – Renaissance Period
From the activity, what are the historical periods in bread and pastry production?
Cite some important details from each period.
 G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional Activities for
application or remediation
Why do you think bread and pastry production evolved very quickly?
How bread and pastry production can help people?
Based from the presentation, what are historical perspectives of bread and pastry production?
Neolithic Period
• Marked the transition from hunter/gatherer to agrarian based communities
Classic Antiquity
• The Egyptians and Greeks became the first cultures to advance the science of bread
The Middle Ages
• Marked by a decline in agrarian life, shortages in grain, more urbanization and disease
Renaissance Period
• The 16th and 17th centuries saw strain on grain supplies coupled with dramatic urban growth
Direction: Identify what period in bread and pastry production is being described.
____1. Marked the transition from hunter/gatherer to agrarian based communities
____2. Marked by a decline in agrarian life, shortages in grain, more urbanization and disease
____3. Increased access to sugar sped developments
____4. The Egyptians and Greeks became the first cultures to advance the science of bread
____5. The first guild in France was established: the Tamaliers
Direction: Fill in the blanks with the correct word to complete the statement.
1. The _________ is marked by the shift from mobile hunting and gathering societies to fixed agrarian-based
communities and the development of key items.
2. The ________ became the first cultures to advance the science of bread
3. Baking undergoes transformation by ____ century in technology as well as organization.
4. In Renaissance period, Decorative display work was born with the use of ______
5. Neolithic period from 10, 000 BCE to ____ BCE.
 IV. REMARKS

V. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities
C. Which of my teaching strategies
worked well?

D. What difficulties did I encounter

E. What innovation or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by:
Noted by:

Karen M. de Liña
Maria A. Macabulos
Teacher I
Principal II