DAILY Grade Level& Grade 11

LESSON School Nangka High School Quarter III

LOG Teacher Girlie C. Cao SHS Track TVL
SENIOR HIGH Inclusive Dates April 19, 2022 Learning Area BPP
SCHOOL Scheduled Time 8:30 am-12:00noon

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the core concepts and
theories in preparing and presenting gateaux, tortes, and cakes.
B. Performance Standards The learners independently demonstrate an understanding of the core
concept and underlying theories in preparing and presenting gateaux,
tortes, and cakes.

C. Most Essential Unpacked:

Learning At the end of the lesson, each student will be able to:
Competencies 1. discuss the different types of petit fours;
2. identify the different kinds and types of cake bases for
petit fours;
3. enumerate the process of preparing fillings and flavor for
petit fours;
Prepare and Display Petit Fours
II. CONTENT LC Code: TLE_HEBP9-12PF-IVa-b-12
Categories of Petit Fours
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials SLM 3 Bread and Pastry Production
pages
3. Textbook pages Bread and Pastry Production Manual pp. 205-209
4. Additional Materials TV pro
from Learning Resources
Portals
B. Other Learning Resources Pictures, Charts, PPT and Video presentation
IV. PROCEDURES
A. Reviewing previous Preliminary Activities:
lesson or • Greetings
presenting the new • Checking of attendance
lesson • Checking of classroom condition/rules
• Checking of their health condition
• Reminders

Number 4 Indicators. Establish safe and secure learning environments to

enhance learning through the consistent implementation of policies,
 guidelines and procedures
The students will give a recap of the lesson.
By answering the question given by the teacher
1. What are things that you need to consider when presenting and
plating cakes?
2. What is the most important factor in plating desserts?
3. What is the best technique in plating and presenting dessert?
4. Why do we need to consider good plating in presenting our dessert?

(collaborative-teaching strategies)
B. Establishing a purpose Presenting Pictures
for the lesson

Picture 1 Picture 2
Ask
1. What can you say about the pictures in front of you?
2. Can you name what type of cake is that?
3. Why those cakes are small? What is the purpose why they
served like that?
4. Based on that pictures do you have ideas what will be our topic
for this day?

Integration:
Komunikasyon at Pananaliksik ng Wika at Kulturang Pilipino: Terminological
term in the lesson
MELCS: Nabibigyang kahulugan ang mga salitang ginamit sa talakayan. F6EP-
IVg-6
Number 1 Indicators: Apply knowledge of content within and across
curriculum teaching areas

C. Presenting examples/ -The teacher will present a PowerPoint presentation about Petit Fours.
instances of the new
lesson

-Presentation of video about how to prepare petit fours

Follow-up Questions:
1. What is the most efficient shape of petit four Why?
2. What are the different characteristics of a petit four?
3. Why are petit fours called that?

Integration:
Komunikasyon at Pananaliksik ng Wika at Kulturang Pilipino: Terminological
term in the lesson
MELCS: Nabibigyang kahulugan ang mga salitang ginamit sa talakayan
F6EP-IVg-6
ESP: Following directions properly
MELCS: Natutukoy ang mga kilos at pasiyang nagawa na umaayon sa
bawat yugto ng makataong kilos EsP9PK-IVa-13.1
 Number 1 Indicators: Apply knowledge of content within and across
curriculum teaching areas
D. Discussing new (Baking Tools photo Flash Cards Activity)
concepts and The students will identify the baking tools needed in preparing petit fours
practicing new skills
#1

Integration:
1. Science: Follow the step or procedures on assembling those tools
needed in making petit fours
MELCS: Perform activities to demonstrate the conservation of mechanical
energy S10MT -IVc - d -22

Number 3 Indicators: Use effective verbal and non-verbal classroom

communication strategies to support --learner understanding, participation,
 engagement and achievement

E. Discussing concepts Teacher Demonstration

and practicing new The teacher will demonstrate how to make chiffon cake as their petit fours
skills #2 CHIFFON CAKE RECIPE

Ingredients:

For Wet Ingredients:

3 Eggyolks
1 Pinch of Fine Salt
1 Tsp Vanilla Essence
1/4 Cup Vegetable Oil
1/2 Cup Water

For Dry Ingredients:

1 Tsp Baking Powder
2 TBSP Milk Powder
1/2 Cup White Sugar
1/4 Cup Cocoa
1 Cup All Purpose Flour

For Meringue Ingredients:

3 Eggwhites
1/4 Tsp Cream of Tartar
1/3 Cup White Sugar

Procedures:
1. Preheat the oven
2. Grease the pan and put the wax paper
3. Separate egg white to egg yolk in a bowl
4. Combine the wet ingredients and mix using a whisk.
5. Add sifted dry ingredients.
6. Set aside.
7. In a bowl beat the egg white and add cream of tartar.
8. Add sugar gradually.
9. Fold the half egg yolk mixture then cut and fold mixing.
10. Pour the other half of the egg yolk mixture then cut and fold.
11. Pour the mixture into the baking pan.
12. Bake at 140 degrees Celsius for 50 minutes.
Integration:
1. Mathematics: Measuring the ingredients
MELCS: Approximates the measures of quantities particularly the
length, weight/mass, volume, time, angle, temperature, and rate. M10SP-
 IVb-1
Number 1 Indicators: Apply knowledge of content within and across
curriculum teaching areas
The teacher will present a video presentation about
- Kitchen safety
- Proper Sanitation and Practices
Follow-up questions:
1. How are accidents at the workplace prevented?
2. How does workplace safety effect efficiency?
3. What is the role of PPE in workplace safety?
Integration:
1. Science: Safety measures and cleanliness of the area.
MELCS: Observe precautionary measures S10MT -IVc - d -22
Number 1 Indicators: Apply knowledge of content within and across
curriculum teaching areas
F. Developing mastery Performance Task
(Leads to Formative Students will perform activity / Performance Task - Demonstration on
Assessment 3) Making Petit Fours

Number 7 Indicators: Maintain learning environments that nurture and inspire

learners to participate, cooperate and collaborate in continued learning

Integration:

1. ESP: Following directions properly

MELCS: Natutukoy ang mga kilos at pasiyang nagawa na umaayon sa
bawat yugto ng makataong kilos(EsP9PK-IVa-13.1)
2. TLE JHS: Uses of different tools and equipment
MELCS: Choose measuring tools to be used for specific tasks.
TLE_HETL9- 12JA-IVa-b-13
3. DISASTER READINESS AND RISK REDUCTION: Safety measures while
working
MELCS: Observe precautionary measures and proper procedures in
addressing a fire incident DRR11/12-IIg-h-43

Number 1 Indicators: Apply knowledge of content within and across

curriculum teaching areas

G. Finding practical Answer the following questions:

applications of 1. Why do we need to know the uses following tools and equipment for petit
fours?
concepts and skills in 2. What is the purpose of having these petit fours?
 daily living 3. What are the correct storage methods for petit four?
4. Cite instances that people need to apply the uses of the tools and
equipment to produce a quality product.
H. Making generalizations Have students make a generalization on the categories of petit fours?
and abstractions about
What are the four categories of petit fours? How do the types of petit four differ
the lesson from each other?

I. Evaluating learning
The four categories of petit fours are Petit Fours Sec, Petit Fours Glacés, Petit Fours
Salé, Petit Fours Fraisier. Glacé ("glazed"), iced or decorated tiny cakes covered in
fondant or icing, such as small éclairs, and tartlets.Salé ("salted"), savory bite-sized
appetizers usually served at cocktail parties or buffets.
Sec ("dry"), dainty biscuits, baked meringues, macarons, and puff pastries.
The students will evaluate their performance based on the following
rubrics
Rubrics for Scoring

4 Can perform this skill without supervision and with initiative and
adaptability to problem situations.
3 Can perform this skill satisfactorily without assistance or supervision.
2 Can perform this skill satisfactorily but requires some assistance and or
supervision. .
1 Can perform this skill satisfactorily but requires considerable assistance
and or supervision.

Scale Description Points

4 Excellent 93 – 100
3 Good 86 – 92
2 Fair 79 – 85
1 Poor 78 – below
Indicator Number 5. Maintain learning environments that
promote fairness, respect and care to encourage learning

Indicator Number 7: Apply a range of successful strategies

that maintain learning environments that motivate
learners to work productively by assuming responsibility
for their own learning**

J. Additional activities for Pls. refer to the Activity Sheet folder

application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who 8/9 # of learners who earned 80% above
 earned 80% in the
evaluation.
B. No. of learners who require 1/1 # of learners who require additional activities for remediation
additional activities for
remediation
C. Did the remedial lessons work?  YES _____ NO
No. of learners who have
caught up with the lesson.
1/1# of learners who caught up the lesson
D. No. of learners who continue 0 # of learners who continue to require remediation
to require remediation.
E. Which of my teaching _____ Experiment _____ Lecture
strategies worked well? Why
 Collaborative Learning _____ Role Play
did it work?
Differentiated Instruction _____ Discovery
Why? _____ Complete Ims
F. What difficulties did I _____Bullying among pupils _____ Science / Computer/
encounter which my principal
_____ Pupils’ behavior / attitude Internet Lab
or supervisor can help me
solve? _____ Colorful Ims
_____ Unavailable Technology Equipment (AVR/LCD)
G. What innovation or localized _Localized Videos
materials did I used/discover
_____ Making big books from views of the locality
which I wish to share with
other learners? _____ Recycling of plastics
_____ local musical composition

Prepared By:

GIRLIE C. CAO
TVL SHS Teacher

Noted by:

JOVELYN M. BUHIAN
Head Teacher III-TLE

MARIA AMOR R. SOLIS

Assistant Principal II

HADJI M. TEJADA
Principal II