Mass Training

for
SHS TVL Track
June 2-10, 2016
CLSU, Nueva Ecija

Lesson Plan for Regional

Demonstration Teaching
In Bread and Pastry
Production NCII

1
Date: June 13, 2016 Week: 1 Quarter: First
Subject: Bread and Pastry Grade: 11 Semester: First

Topic: Baking Ingredients and its substitution.

Learning Competency: The learners will be able to select, measure, and weigh required
ingredients according to recipe or production requirements.

I. Objectives
a. The learners will be able to select the proper ingredient and tool to use in
measuring,
b. the learners will be able to measure properly the dry and liquid ingredients,
c. the learners should be able to apply the proper measurement in every given
production requirements.

II. Materials
Laptop
Projector
White board
White board marker
a. Reference:
http://www.foodservicewarehouse.com/blog/correctly-measure-dry-baking-
ingredients/

III. Procedure
a. Preparatory Activities
1. Prayer
2. Checking of Attendance
3. Review the previous lesson.
b. Development of the Lesson
1. Motivation
The teacher will demonstrate some measuring techniques with the use of our
body parts.
2. Presentation
How to Measure Dry Ingredients
Dry ingredients consist of the flours, sugars, and leaveners of the baking world. These
ingredients are typically granulated or powdered. As indicated before, dry ingredients do
require a different method of measuring than liquid ingredients.  It’s good to have measuring
cups and spoons, as well as a scale depending on how much you’re making.

Flour
When measuring flour, you’ll want to fluff it first with a spoon, which simply means mix it
up a bit. If the recipe calls specifically for sifted flour, strain it through a sifter or sieve. Both
of these methods incorporate air into the flour for a more accurate measurement; sifting the
flour helps ensure that only the finest particles are used in the recipe.
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After fluffing or sifting, use a spoon to scoop the flour from its storage container and into the
measuring cup. Using the measuring cup as a scoop is incorrect as it can over-pack the flour,
resulting in an inaccurate measurement. Spooning your flour in may take a wee bit longer,
but it will be more accurate for a better end result. When filling the cup, do not shake or pack
the flour but rather use the back of a knife or other flat utensil to level off the flour. This will
make it even with the top of the cup. One way to be sure you have an accurate amount of
flour is to measure by weight instead of just by volume; using a digital portion control
scale is a reliable method. A cup’s worth of all-purpose flour weighs 150 grams; 115 grams if
sifted.
Baking Powder/Baking Soda
Baking soda and baking powder perform different functions in a recipe, but they can be
measured the same way. As with flour, fluff these ingredients first to incorporate air and get
an accurate measurement. To do so, stir the contents of the container first, then lightly scoop
with a measuring spoon. Use a flat utensil to scrape off any excess from the top of the spoon
back into the container.
White Sugar
Measure sugar by using the measuring spoon or cup to scoop it directly out of the storage
container or bag until it is overflowing. Level off the top by sliding the back of a knife over
the rim of the cup.
Brown Sugar
Brown sugar is essentially white sugar with the addition of molasses. It is thus a more moist,
dense sugar. To measure brown sugar, pack it down into the cup or measuring utensil. This
can be done by using the cup to scoop the sugar out of the container, then patting it down
with your fingers. The goal is for the sugar to retain the shape of the measuring cup when
added to the other ingredients.
Powdered Sugar
Powdered sugar is very fine, and as such is prone to clumping if exposed to moisture. Sift the
powdered sugar to strain out the smallest particles for the recipe, then spoon the sifted sugar
into the measuring cup. Then use the back of a knife to level off the measuring cup to achieve
an accurate amount.

Tips for Measuring Liquid Ingredients

Measuring liquid ingredients is best done with liquid measuring cups. Remember those
spouts we talked about earlier? Make sure your cups are made from clear plastic or glass as
this makes measuring much easier. Rest the measuring cup on a level surface, pour in the
liquid, and view it at eye level to be sure the liquid hits the appropriate line on the cup. For
smaller measurements, a regular measuring spoon works just fine.
Water
Many recipes call for water or other liquid base for a recipe. The key for measuring water is
to use a plastic or glass measuring cup, if possible, and to measure at eye level. It is not
enough to hold a cup under a faucet then dump it into a bowl. Bend down to view the liquid
in the cup and make sure the meniscus of the liquid rests right on the line of the measuring
cup. If the liquid it opaque, such as milk, then simply get as close as possible to the
measuring line.

Vanilla
Vanilla and other extracts are typically measured in very small portions, since they are
very concentrated and aromatic. With ingredients like this, a little goes a long way. Many
bakers pour vanilla into a measuring spoon while holding it over the mixing bowl. This is
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typically not the best idea, especially if you do not have a steady hand. If any liquid drips
over the sides of the spoon, you may end up with more vanilla in the recipe than you need,
which can throw off the flavors. Instead, measure over a clean measuring cup or another
bowl. This way, any spilled extract can potentially be saved to use in another recipe.
Oils
Measuring oil is just like measuring water or other liquid. It simply has a different
consistency. Make sure to measure oil in a clean, dry liquid measuring cup. If the cup
happens to have any water leftover from a washing or from a previous measurement, it can
alter the final measurement of the oil, so make sure to dry the cup before using it.

Tips for Measuring Unusual Ingredients

Not all baking ingredients fall into the categories of dry or liquid. Many ingredients are
somewhere in between with a semi-liquid state, or something totally different like chopped
nuts. You should most definitely measure these types of ingredients too.
Butter and Shortening
Fats that are solid at room temperature such as shortening and butter which require their own
measuring techniques. Butter for baking typically comes in sticks surrounded by paper
wrapping. That wrapping is conveniently marked with measurements, usually in terms of
tablespoons. One stick of butter is equal to ½ cup. Nowadays manufacturers also make
shortening available in “stick” form, whereas it used to be available only in hefty canisters. If
you are measuring shortening the old fashioned way, the correct method is to scoop a heaping
amount into a dry measuring cup, pack it down so there are no air spaces, and then level off
the top with the back of a knife.
Chopped Ingredients
Many recipes call for chopped items such nuts, fruit or even candy. Read the recipe to see if it
asks you to measure the ingredient before chopping or after. For instance, the recipe may call
for “a 12 ounce bar of dark chocolate, chopped.” The ideal way to measure this would be to
purchase a chocolate bar wrapped and labeled “12 ounces,” or potentially to weigh a hunk of
chocolate before chopping it. However, if the recipe calls for “one cup of coarsely chopped
dark chocolate,” then one would measure using a dry measuring cup, filling it with chopped
chocolate until it is level with the rim. Typically there is no need to level off the ingredients
in this situation.
Eggs
Measuring eggs does not always require a measuring cup, but rather an understanding of
what size egg you need, and how to avoid getting shells in the batter or other ingredients.
Always use the size of eggs a recipe calls for, but if no size is given then assume it calls for
large eggs. Then, crack the eggs into a small glass bowl before adding them to the other
ingredients. This will allow you to see if there are any stray pieces of shell in the eggs, and
give you the chance to pick them out before they get lost in baking translation.
Peanut Butter
Peanut butter is much like shortening in that it is dense, sticky and difficult to manage, let
alone measure. When measuring, spoon out the peanut butter into a dry measuring cup until it
is level with the rim of the cup. It will help if the cup is slightly greased with a tiny amount of
oil, which will prevent part of the peanut butter from sticking to the cup and throwing off the
measurement.

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 3. Activities
The teacher will show the ingredient in front, and then the learners will name the ingredient
and the appropriate tool to be used in measuring the given ingredient.

4. Application
Everyone must learn to sing the “Tatlong Bibe Song” to select the participant, they will sing
the song while passing through the white board marker, whoever holding the marker at the 2nd
“Kwak Kwak” of the song, he/she will be the one who will measure in front the given
ingredient. Repeat until the given list of ingredients are all measured.
c. Evaluation
DIMENSI HIGHLY SKILLED MODERATE UNSKILL NO
ON SKILLED 4 LY ED ATTEMPT
5 SKILLED 2 1
3
1. Use of Appropriate Appropriate Appropriate Never No attempt to
tools, selection, selection, selection, selects, use materials,
equip- preparation preparation preparation prepares tools/
ment and use of and use of and use of and use equipment
and materials materials materials and appropriate
materi and and tools/equipme materials
als tools/equipm tools/equipm nt at some of and tools/
ent at all ent at most the time. equipment.
times. of the time
2. Applicati Systematic Systematic Systematic Never No attempt to
on of application application application of allow apply
procedu of procedure of procedure procedures systematic procedures to
re all the time most of the some of the application activities/proje
without time with time with of cts.
supervision. minimum constant procedure
supervision supervision. and highly
developme
nt on
supervision
.
3. Safety/ Highly self- Self – Self – Need to be No motivation
work motivated motivated motivated and motivated and totally
habits and observes and observes observes most and does disregard
all safety most safety safety not observe safety
precautions precautions precautions safety precautions.
at all times. most of the sometime. precautions
time. .
4. Spe Work Work Work finished Work No concept of
ed / finished finished on closed to finished time
Tim ahead of time given time. beyond the
e time. given time.
d. Assignment
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 Ingredients and Its Substitution
Assignment June 17, 2016
Review the dry and liquid ingredients, have an advance review about the substitution
of baking ingredients.

Reference: www.google.com

Prepared by
SARAH P. SIBOL

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 Division of Pampanga
Date: June 20, 2016 Week: 2 Quarter: First
Subject: Bread and Pastry Grade: 11 Semester: First

Topic: Baking Ingredients and its Substitution.

Learning Competency: Identify and utilize the different baking ingredients to be use in a
given recipe

I. Objectives
a. The learners will be able to name different ingredients,
b. The learners will be able to substitute unavailable ingredients,
c. The learners will be able to appreciate the proper use of different ingredients
in baking.

II. Materials
Laptop
Projector
White board
White board marker
a. Reference:
http://www.kraftcanada.com/tips-and-ideas/how-to/baking-substitution-list

III. Procedure

a. Preparatory Activities
1. Prayer
2. Checking of Attendance
3. Review the previous lesson

b. Development of the lesson

1. Motivation
The teacher will show rambled letters in the projector, the students
will guess the jumbled letters related to the topic for the day.

2. Presentation
Ingredient Substitution
Allspice (1 tsp.) 1/2 tsp. cinnamon + 1/4 tsp. nutmeg + 1/4 tsp. ground clove
Baking Powder (1 tsp.) 1/4 tsp. baking soda + 1/2 tsp. cream of tartar
2 tsp. double-acting baking powder + replace acidic liquid ingredient
Baking Soda (1 tsp.)
in recipe with non-acidic liquid
Balsamic Vinegar Equal amount of sherry or cider vinegar
Bread Crumbs (1 cup) 3/4 cup cracker crumbs

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 1 Tbsp. light molasses + enough sugar to fill 1 dry measure cup or 1
Brown Sugar (1 cup)
cup raw sugar
Butter, salted (1 cup or 1 cup or 2 sticks unsalted butter + 1/4 tsp. salt or 1 cup margerine or
2 sticks) 7/8 cup lard or vegetable shortening
Place 1 Tbsp. white vinegar or lemon juice in a liquid measure. Fill
to 1 cup with room temp whole or 2% milk and let stand for 5
Buttermilk (1 cup)
minutes or 1 cup milk + 3/4 tsp. cream of tartar or 1 cup plain
yogourt
Canola, Sunflower and
Substitute one for one
Vegetable Oils
Chocolate, Bittersweet
1/2 oz. unsweetened chocolate + 1 Tbsp. granulated sugar
or Semi-Sweet (1 oz.)
Chocolate, Milk (1 oz.) 1 oz. bittersweet or semi-sweet + 1 Tbsp. granulated sugar
Corn Syrup - Dark (1
3/4 cup light corn syrup + 1/4 cup light molasses
cup)
Corn Syrup - Light (1 1 cup dark corn syrup or 1 cup honey, or 1 cup granulated sugar +
cup) increase liquid in recipe by 1/4 cup
Cream of Tartar (1/2
1/2 tsp. white vinegar or lemon juice
tsp.)
3 1/2 Tbsp. thawed frozen egg or 3 1/2 Tbsp. egg substitute or 2 1/2
Egg (1 whole large
Tbsp. powdered whole egg + 2 1/2 Tbsp. water or 2 large egg yolks
egg)
and 1 Tbsp. cold water
2 Tbsp. thawed frozen egg white or 1 Tbsp. powdered egg white + 2
Egg White (1 large)
Tbsp. water
Egg Yolk (1 large) for
3 1/2 tsp. frozen yolk or 2 Tbsp. powdered yolk + 2 tsp. water
baking
Evaporated Milk Simmer and reduce whole milk by 60%
Flour, Self Rising (1 1 cup sifted all purpose flour + 1 1/2 tsp. baking powder + 1/8 tsp.
cup sifted) salt
1 tsp. Garlic Salt or 1/8 tsp. Garlic Powder or 1/4 tsp. dried minced
Garlic (1 fresh clove)
garlic
Gingerroot (1 Tbsp. 1/8 tsp. ground ginger powder or 1 Tbsp. rinsed and chopped candied
minced) ginger
Half & Half cream (1
cup) for cooking or 1 1/2 Tbsp. butter or margarine + enough milk to equal 1 cup
baking
35% Whipping Cream
(1 cup) for cooking or 3/4 cup milk + 1/3 cup butter or margarine
baking
Herbs, Dried (1 tsp.) 1 Tbsp. fresh herb
Herbs, Fresh (1 Tbsp.) 1 tsp. dried herb
Honey (1 cup) for
1 1/4 cups granulated sugar + 1/4 cup of liquid appropriate for recipe
cooking or baking
Italian Seasoning (1
1/2 tsp. dried basil + 1/4 tsp. dried oregano + 1/4 tsp. dried thyme
tsp.)
Kosher Salt (1 tsp.) 2/3 tsp. table salt
Lemon Zest (1 tsp.) 1 tsp. orange or lime zest or 1/2 tsp. lemon extract
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Lemongrass (2 stalks) Zest from 1 lemon
Lime Juice, fresh (1
1 Tbsp. fresh lemon or orange juice
Tbsp.)
Milk, regular or low-fat
1/2 cup evaporated milk + 1/2 cup water
(1 cup)

1 cup honey or 1 cup dark corn syrup or 3/4 cup light or dark brown
Molasses (1 cup)
sugar dissolved in 1/4 cup liquid

Mustard, Prepared (1
1/2 tsp. dry mustard powder + 2 tsp. white vinegar
Tbsp.)

Onion (1 small minced) 1/2 tsp. onion powder

Vegetable oil with a splash of sesame oil can be substituted one for
Peanut Oil (for flavor)
one

Poultry Seasoning (1
1/4 tsp. ground thyme + 3/4 tsp. ground sage
tsp.)

Pumpkin Pie Spice (1 1/2 tsp. ground cinnamon + 1/4 tsp. ground ginger + 1/8 tsp. allspice
tsp.) + 1/8 tsp. nutmeg

1 cup plain yogourt or 1 Tbsp. lemon juice and enough evaporated

Sour Cream (1 cup)
milk to equal 1 cup

Superfine Sugar 1 cup granulated sugar processed in food processor until fine

Sweetened Condensed
1 cup of evaporated milk + 1 1/4 cups of sugar. Heat until dissolved
Milk

Tomato Juice (1 cup)

1/2 cup tomato sauce + 1/2 cup water
for cooking

Tomato Sauce (1 cup)

1/2 cup tomato paste + 1/2 cup water
for cooking

White Vinegar (1/4

1/4 cup apple cider vinegar or 1/3 cup lemon juice
cup)

Wine, Red (1 cup) 1 cup nonalcoholic wine, apple cider, beef broth or water

1 cup nonalcoholic wine, white grape juice, apple juice, chicken

Wine, White (1 cup)
broth or water

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 1 cup buttermilk or 1 Tbsp. lemon juice and enough milk to equal 1
Yogurt (1 cup)
cup or 1 cup sour cream

3. Activities
The teacher will show ingredients in the projector, the students will write the name of
the ingredient and its substitute.

4. Application
The learners will be group into 4, each group will have a representative in front. The
teacher will give the ingredient, then the learners will write the substitute for that given
ingredient, or vice versa.

c. Evaluation

Complete the table.

Ingredient
1 cup Milk
2. __________________
3. __________________
Superfine Sugar
5. __________________
Baking Powder (1 tsp.)
7. __________________
8. __________________
Yogurt (1 cup)
Peanut Oil (for flavor)
Substitute ingredients
1. _________________
½ tsp. onion powder
Zest from 1 lemon
4. _________________
1/2 cup tomato sauce + 1/2 cup
water
6. _________________
Simmer and reduce whole milk by
60%
1 oz. bittersweet or semi-sweet + 1
Tbsp. granulated sugar
9. _________________
10. _________________

Answers
1. ½ c. evaporated Milk + ½ cup water
2. Onion (1 small minced)

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 3. Lemon grass (2 stalks)
4. 1 cup granulated sugar processed in food processor until fine
5. Tomato Juice (1 cup) for cooking
6. 1/4 tsp. baking soda + 1/2 tsp. cream of tartar
7. Evaporated Milk
8. Chocolate, Milk (1oz.)
9. 1 cup buttermilk or 1 Tbsp. lemon juice and enough milk to equal 1 cup or
1 cup sour cream
10. Vegetable oil with a splash of sesame oil can be substituted one for one

d. Assignment
Bakery Products
Assignment June 24, 2016
In a bond paper, make an advance research about the “Different Types, Kinds, and
Classification of Bakery Products” provide picture for each types, kinds and classifications.

Reference: www.google.com

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 Prepared by
SARAH P. SIBOL
Division of Pampanga
Date: June 04, 2016 Week: 1 Quarter: 1

Subject: Bread and Pastry NC II Grade: 11 Semester: 1st

Topic: Type, kinds and Classification of bakery Products

Learning Competency: Prepare a variety of bakery products according to standard mixing

Procedure/formulation/recipes and desired product characteristics.

I. Objective:

At the end of the lesson the learner should be able to know the types, kinds and
classification of bakery products.

II. Materials

Projector bakery equipments in making pandesal

Ingredients in making pandesal

III. Procedures

A. Preparatory Activities
Identify and introduce the types, kinds, and classification of bakery products.

B. Development of the Lesson

1. Motivation
Start the lesson by asking the students what are the bakery products in Goldilocks
and red ribbon. Ask the students to describe each bakery product and differentiate
product characteristic.
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 2. Presentation

Introduce different bakery products (bread, cakes, tarts, pie, pizza) and its kind.

Instructor will lecture and identify ingredients commonly used in baking describe
their properties, and list their functions.

 Flours: Cake, Bread, All Purpose etc. Cover topics such as: color of flour,
texture, protein content
 Fats: butter, shortening etc.
 Sugars: Confectioners, rock etc.
Instructor will demonstrate the production of pandesal
3. Activities
Lab production: students will form into 3 person groups and complete the
recipes above that have been demonstrated by Instructor. Production should be
accurate with formula measurements and correctly baked. All products are to be
kept for critique from instructor and peers. All sanitation and safety issues to be
respected and all work areas and equipment properly cleaned during and at end of
production.

4.Application
Make a dinner roll, cinnamon roll, enzymada and pan de coco bread.

IV. Evaluation

QUIZ (Identification)

___________1.are prepared through dough with fermentation, which gives texture

and taste. Major ingredient is flour, fat, sugar, emulsifiers, and preservatives.

___________ 2. a single-layered base of pastry (plain or puff) with a sweet or savory

filling they can be served as appetizers, entrees or desserts.

___________ 3. an item of soft, sweet food made from a mixture of flour, shortening,
eggs, sugar, and other ingredients, baked and often decorated.

___________ 4. a baked dish of fruit, or meat and vegetables, typically with a top and
base of pastry.

___________ 5.a dish of Italian origin consisting of a flat, round base of dough baked
with a topping of tomato sauce and cheese, typically with added meat or vegetables.

IV. Assignment

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 List down baking equipments, baking tools and their function.

Prepared by:

EMY G. LAZATIN

Division of

Date: June 04, 2016 Week: 1 Quarter: 1

Subject: Bread and Pastry NC II Grade: 11 Semester: 1st

Topic: Mixing procedures/formulation/recipes, and desired product characteristics of various

bakery products.

Learning Competency:

1. Prepare a variety of bakery products according to standard mixing

procedures/formulation/recipes and desired product characteristics.

2. Use appropriate equipment according to required bakery product and standard operating
procedure.

I. Objective:

At the end of the lesson the learner should be able to

1. Improve the quality of bakery products based on mixing procedures and formulation.

2.Use appropriate equipment according to required bakery product.

II. Materials

Projector

III. Procedures

a. Preparatory Activities
Introduce different baking Equipments and its function

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 b. Development of the Lesson

1. Motivation
Start the class by asking what will be the effect of over mixing and improper
mixing in preparing bakery products such as bread, cakes and cookies?
What will happen if the ingredients are incorrect proportion?

2. Presentation

The teacher will demonstrate the correct mixing procedure in baking and correct
proportion/measurement of ingredients in the recipes using appropriate equipments.

3.Activities

After the demonstration of teacher, learner will group themselves into 4 groups
and will be given recipes and allow them to bake base on the standard operating
procedures.

4.Application

Make a dinner roll, cinnamon roll, ensaymada and pan de coco bread based on the
standard operating procedure using appropriate equipments.

IV. Evaluation

Quiz (True or False)

V. Assignment

What is the temperature range in bakery products?

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 Prepared by:

EMY G. LAZATIN

Division of

Date: July 11-15, 2016 Week: 5 Quarter: 1st

Subject: Bread and Pastry Grade: 11 Semester: 1st

Topic: Baking techniques, appropriate conditions and enterprise requirements and standards.
Learning Competency
 Bake bakery products according to techniques and appropriate conditions.

Objectives: At the end of the lesson, the learners will be able to;
1. Discuss the variety of baking techniques according to requirements and
standards.
2. Distinguish the needed techniques in a recipe.
3. Apply their understanding for bake bakery products in accordance to
standard techniques and strategies.

Materials: PowerPoint Presentation, laptop, projector, pictures of baking tools, standard bake
bakery recipes
a. References: http://www.williams-sonoma.com/recipe/tip/basic-baking-techniques.html

Procedures:
a. Preparatory Activities
1. Prayers
2. Checking of Attendance
3. Review of the previous lesson

b. Development of the Lesson

1. Motivation

16
 The teacher will distribute flash card about baking tools and uses and let the
learners have the mix and match.

2. Presentation
The teacher will discuss the different baking techniques such as;
 Preparing baking dishes and pans
 Sifting flour
 Cracking egg
 Beating butter and sugar
 Cutting butter into flour
 Rinsing fruits
 Peeling fruits and vegetable
 Zest citrus fruits
 Juicing citrus fruits
 Coring fruits
 Hulling (or coring)
 Melting chocolate
 Testing for doneness
 Dusting with sugar
 Whipping cream

3. Activities
The teacher will give a sample of standard recipe and discuss to the
learners the specific and proper baking technique on it.

4. Application
The teacher will group the class into five; each group will going to have
two particular standard recipes. What they need to do is to define the baking
techniques use on what is being assigned to them.

c. Evaluation
The learners will discuss to the class there written work.

d. Assignment
Search for a bakery product recipe; write it on one whole sheet of paper.

17
 Prepared By:

JESSICA STO. DOMINGO-TAN_

Division of Pampanga

18
Date: June 4, 2016 Week : 5 Quarter : I
Subject: Bread and Pastry Grade: 11 Semester: 1st

Topic: Temperature range in bakery products

Learning Competency
Select required oven temperature to bake goods in accordance with the desired
characteristics.

OBJECTIVES:
At the end of the session, 75 % of the learners will be able to;
° Identify temperature ranges in bakery products.
° Demonstrate the use of temperature ranges in preparing bakery products; and
° Apply safety practices in using ranges in baking.

MATERIALS:
visual aids, markers, oven

PROCEDURES:
a. Preparatory activities
1. Prayer
2. Greetings
3. Checking of attendance
b. Development of the lesson
1. Motivation;
The group will perform ¨Bato, Bato-bato and Batutoy¨

2. Presentation
2.1 Review from the past lesson
2.2 Discussion about the topic for today
2.3 Teacher demonstration on how to properly set oven temperature in
baking bakery products.

3. Activities
Return demonstration on how to properly use and set temperature range.

4. Application
Group activity: Preparation of Pandesal and Dinner Roll.

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EVALUATION:
Performance will be rated using the scoring rubric below.

Dimension Performance Level

Excellen Very Satisfactor Needs No attempt Points
t (4 Satisfactor y Improvem ( 1 pt) Earned
pts.) y (3 pts) (2 pts) ent
(1)
1. Use of tools Uses tools Uses tools and Uses tools and sometimes No attempt
and equipment and equipment equipment Uses tools
equipment correctly and correctly but and
correctly confidently less equipment
and most of the confidently incorrectly
confidently times and less
at all times confidently
most of the
time

2. Application Manifests Manifests Manifests Manifests less No attempt

of procedures very clear clear understanding understandin
understand understanding of the step-by- g of the step-
ing of the of the step- step procedure bystep
step- by- by-step but sometimes procedure
step procedure seeks seeking
procedure clarification
clarification
most of the
time

Works Works Works Works No attempt

independe independently independently independentl
ntly with with ease and with ease and y but with
ease and confidence confidence assistance
confidence most of the sometimes from others
at all times time most of the
time

3.Safety work Observes Observes Observes Not observing No attempt

habits safety safety safety safety
precautions precautions precautions precautions
at all times most of the sometimes most of the
time time

4. Final Output is Output is very Output is Output is not No attempt

Output very presentable presentable so
presentabl and taste and taste is presentable
e and taste meets the little below the and taste is
exceeds standard. standard. not within the
the standard.
standard.

5. Time Work Work Work Work No attempt

management completed completed completed completed
ahead of within allotted ___(mins./hou ___(mins./ho

20
 time time rs/ days) urs/ days)
beyond beyond

Product will be evaluated using scoring rubric below.

5 4 3 2

Dessert was made to Product was good Product was acceptable Product was not
recipes specifications. and presentation but presentation and satisfactory. Recipe was
The food was presented and taste were taste were lacking. not followed according to
well and was an good. Food was Slightly overbaked.  specifications.
excellent product. made according to Did not spread properly,
Professionally done.  the recipe, but was burnt. 
more like home baked.

ASSIGNMENT:
Pictorial Report
Directions: Make a pictorial report showing appropriate baking
temperature of different bakery products.

Score Criteria
5 Compiled pictures properly and illustrate baking temperature for different bakery
products in very attractive manner.

4 Compiled pictures properly and illustrate baking temperature for different bakery
products in an attractive manner.

3 Compiled pictures properly and illustrate baking temperature for different bakery
products in a less attractive manner.

2 Compiled pictures and illustrate baking temperature for different bakery products in
a less attractive manner.

1 Improperly compiled pictures but were not able to illustrate the baking temperature
for different bakery products.

Prepared by:
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 ARLENE P. SOLANO
City of San Jose del Monte, Bulacan

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