DLL Cookery 78 1 1

GRADE 8 School Grade Level 8
Teacher Learning Area COOKERY

DAILY
Demonstration Dates
LESSON LOG Quarter
and Time
Day: Day 1
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of basic concepts and theories in cookery
The learners independently demonstrate common competencies in cookery as prescribed
B. Performance Standards
in the TESDA Training regulation
C. Learning 1. Explain basic concepts in cookery
Competencies/Objectives 2. Discuss the relevance of the course
Write the LC Code for each 3.Explore career opportunities in cookery
TLE_PECS7/8-00-1
Basic concepts in cookery-Relevance of the course
II. CONTENT
Career Opportunities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages LM-Cookery Grade 9 – p.3-5
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=-uKloH79fg8
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review topics about Exploratory in cookery G7
presenting the new lesson
Motivation- Video presentation
B. Establishing a purpose for the
Video Presentation showing basic concepts and theories, business and career
lesson
opportunities related to cookery
ACTIVITY
C. Presenting examples/instances
ANALYSIS- Based on the video shown, can you identify the career opportunities
of the new lesson
related to cookery?
ACTIVITY- Divide the class into groups. Let them perform the following tasks.
Group 1- Discuss basic concepts and underlying theories in agricultural crop
production
Group 2- Discuss the relevance/ importance of the course
Group 3- Identify the career opportunities in agricultural crop production
D. Discussing new concepts and Guide questions:
practicing new skills #1 1. What do you think are the relevance of the course
cookery?
2. Can you identify the career opportunities related to
cookery?
3. What did you feel after the given activity?
Explain the personal qualities of a successful entrepreneur.
E. Discussing new concepts and
ABSTRACTION- The teacher will provide a power point presentation discussing basic
practicing new skills #2
concepts and theories, and career opportunities related to cookery.
APPLICATION-
F. Developing Mastery ●What entrepreneurial activities do you know and capable of doing
(Leads to Formative Assessment) which are related to cookery?
●Ask the students to give instances that shows cluster of PECs
G. Finding practical applications
Given the opportunity to own a business that relates with cookery are you confident to
of concepts and skills in daily
manage it? Explain your answer
living
H. Making generalizations and
Recapitulation of the lesson
abstractions about the lesson
I. Evaluating learning Teacher made test
J. Additional activities for Name successful entrepreneurs from your area or locality whose business is related to
application or remediation cookery.
V. REMARKS ____Out of _____students reached the mastery level
VI. REFLECTION
A. No. of learners who Grade 8_____out of ______students reached the mastery level
earned 80% on the
formative assessment
B. No. of learners who Grade 8_______
require additional
activities for
remediation
C. Did the remedial lessons Yes______
work? No. of learners Grade 8__________
who have caught up No______
with the lesson
D. No. of students who
continue to require Grade __________
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
DAILY Teacher Learning Area COOKERY
LESSON LOG Demonstration Dates
Quarter
and Time
Day: 2-3
Date:
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of one’s Personal Competencies and Skills ( PECs)
The learner recognizes his/ her PECs and prepare an activity plan that aligns with that of a
practitioner/entrepreneur in cookery.
C. Learning LO 1. Recognize Personal Competencies and Skills(PECs)
needed in cookery
1.1. Identify and assess one’s PECs
Competencies/Objectives
1.2 Identify and assess a practitioner’s PECs
Write the LC Code for each
1.3 Compare self with a practicing entrepreneur
1.4 Identify areas for improvement, development and growth
TLE_PECS7/8-00-1
Assessment of Personal Competencies and Skills (PECs)vis-à-vis PECs of a practicing
entrepreneur/ employee
1.1 Characteristics
II. CONTENT 1.2 Attributes
1.3 Lifestyles
1.4 Skills
1.5 Traits
A. References
2. Learner’s Material pages
3. Textbook pages
https://m.youtube.com/watch?v=DzxLJqsZb-w
Successful Filipino Entrepreneur- Motivational Movie-YouTube
4. Additional Materials from
Personal entrepreneurial competencies-SlideShare app. June 6, 2015
portal
Commercial Cooking Exploratory 7/8

B. Other Learning Resources
Curriculum Guide page 1
IV. PROCEDURES
A. Reviewing previous lesson or Review previous lesson
B. Establishing a purpose for the MOTIVATION- Show videos of successful entrepreneurs particularly in cookery. Ask the
lesson students about the implication of the video shown.
C. Presenting examples/instances ANALYSIS: Base on the video shown, can you identify the PECs needed in cookery?
of the new lesson
ACTIVITY- Group Activity:
Direction: Answer the following questions. Share your answer to the class.
Group 1- Explain the importance of assessing one’s PECs before engaging in
cooking/entrepreneurial activity?
Group 2- What are the desirable personal characteristics, attributes, lifestyles, skills, and traits
of a prospective chef/ entrepreneur? Why are these important?
D. Discussing new concepts and
Group 3- Why there is a need to assess one’s PECs in terms of characteristics, attributes,
lifestyles, skills, and traits before starting a particular business?
Group 4- What is the importance of evaluating PECs of a successful entrepreneur? What helpful
insights can you draw from this activity?
Questions:
1. How was your experience in discovering your strengths and the areas to be develop?
2. Did you gain valuable experience in exchanging insights with your group and classmates?
E. Discussing new concepts and ABSTRACTION- The teacher will provide a power point presentation discussing the
practicing new skills #2 characteristics, attributes, lifestyles skills and traits of a successful entrepreneur
F. Developing Mastery Why is there a need to compare and align one’s PECs with the PECs of a successful
(Leads to Formative Assessment) entrepreneur?
Answer the table below:
MY PECS
Characteristics
Attributes
Lifestyles
Skills
living Traits
Analyze and reflect on your answer.
Write your conclusion on the space provided:
Conclusion:___________________________________________
H. Making generalizations and Let the students summarize the lesson

I. Evaluating learning
Interview a successful entrepreneur in your area whose type of business is related with culinary.
J. Additional activities for
Focus your interview on PECs and other business-related attributes that helped them become
application or remediation
successful. Write and analyze the result of the interview.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 4-5
Date:
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of one’s Personal Competencies and Skills ( PECs)
The learner recognizes his/ her PECs and prepare an activity plan that aligns with that of a
practitioner/entrepreneur in cookery.
C. Learning LO 1. Environment and Market
Competencies/Objectives 1.1.discuss swot analysis
Write the LC Code for each 1.2 generate a business idea based on the swot analysis
TLE_PECS7/8-00-1
II. CONTENT SWOT ANALYSIS
A. References
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=NVwQNOIu808
Learning Resource (LR) https://www.youtube.com/watch?v=qJyU5RqS_rk
portal
IV. PROCEDURES
A. Reviewing previous lesson or PRE-ASSESSMENT
B. Establishing a purpose for the MOTIVATION- Show pictures of successful food establishment and chef related to
lesson culinary/cookery and also provide a video presentation showing food productions, services,
customers, and entrepreneurial activities in the locality.
Ask the students about the implication of the pictures and video shown.
C. Presenting examples/instances ANALYSIS: Base on the pictures and video shown can you analyze the economic, cultural and
of the new lesson social conditions prevailing in an area.
ACTIVITIES:
Group 1-Make a map showing the environment and market of
your locality. Emphasize the business establishment
related to cookery.
Group 2- Draw the food products produced and sold
in your locality.
D. Discussing new concepts and Group 3- Role playing showing the services, entrepreneurial
practicing new skills #1 activities and buying habits in your locality.
Group 4- List down the target customers within your locality.
Group 5- List down the possible competitors in your locality.
Questions:
1.1 Can you identify the cookery products, services, customers,
and entrepreneurial activities in your locality?
1. 2. Did you gain valuable experience in exchanging insights with your group and classmates?
ABSTRACTION-. The teacher will provide a power point presentation about the environment
and market which emphasize the SWOT ANALYSIS.
F. Developing Mastery My Best Business Idea
(Leads to Formative Assessment) Direction: Write down the activities on the available spaces provided to create the best
business idea.
Strength (S) Weaknesses (W)
Opportunities (O) Threats ( T)

Conclusion:___________________________________________
Interview:
Select a successful chef entrepreneur/practitioner. Conduct an interview using the set of questions
below. Document the interview and present this to the class.
Questions:
1. How did you identify your costumers?
2. What where your considerations in selecting your costumers?
3. Explain how your products or service becomes unique compared
to other products?
4. Did you consult somebody before you engage in this business?
living
Cite sample insights that you gain from the consultation.
5. What where your preparations before you started the actual
business?
6. What strategy did you consider to have a unique selling
proposition to your product or service?
H. Making generalizations and Let the students summarize the lesson

I. Evaluating learning Draw your own product brand which you think needed in your locality;
Scoring Rubric.
CRITERIA POINTS YOUR SCORE
Relevance 50
Applicability 20
Presentation 20
Neatness 10
Interview a successful entrepreneur in your area whose type of business is related with cookery.
Focus your interview on PECs and other business-related attributes that helped them become
successful. Write and analyze the result of the interview.
V. REMARKS ____Out of _____students reached the mastery level.
VI. REFLECTION
earned 80% on the
B. No. of learners who Grade 8_________
require additional
activities for
remediation
C. Did the remedial lessons Yes_____
work? No. of learners Grade 8_________
with the lesson
D. No. of students who Grade 8______
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 6
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding in the use and maintenance of equipment in cookery
The learners independently use and maintain tools, equipment, and materials in cookery
according to standard operating procedures
C. Learning LO1. Utilize appropriate kitchen tools, equipment, and paraphernalia
Competencies/Objectives 1.1 Identify/Name the types of tools, equipment, and paraphernalia
Write the LC Code for each 1.2 Discuss the types of kitchen tools, equipment, and paraphernalia based on the materials they
made.
1.3 Enumerate the types of tools, equipment, and paraphernalia
TLE_HECK7/8UT-Oa-1
Types of Kitchen Tools, Equipment, and paraphernalia
II. CONTENT
A. References LM Commercial Cooking
1. Teacher’s Guide pages 13
2. Learner’s Material pages 7-12
3. Textbook pages 7-12
4. Additional Materials from http://www.slideshare.net/lynettealcaide/material-of-kitchen-tools
portal
B. Other Learning Resources Cookery NC II
IV. PROCEDURES
A. Reviewing previous lesson or Have a brainstorming on the kitchen tools
B. Establishing a purpose for the MOTIVATION-Parade of pictures through power point presentation. (Picture analysis, ask the
lesson students about the implication of the pictures presented.
C. Presenting examples/instances ANALYSIS- Based on the pictures shown, can you identify the kitchen tools and equipment?
of the new lesson
ACTIVITY –The group will be given a picture of kitchen tools and equipment, Let them discuss
the materials it was made.
D. Discussing new concepts and Guide questions:
practicing new skills #1 1. Can you identify/Name the kitchen tool and equipment?
2. How about the materials they are made of?
3. What did you discover after the given activity?
ABSTRACTION-Discussion through power point presentation
● Types of Kitchen Tools, Equipment, and Paraphernalia
●Materials of Kitchen Utensils and Equipment
F. Developing Mastery APPLICATION-Value Bag
(Leads to Formative Assessment) The student will pick up pieces of folded paper and they will answer the term written on it.
G. Finding practical applications List down the kitchen tools and equipment found at the T.L.E. Laboratory and Identify the
of concepts and skills in daily materials of the tools and equipment .Follow the format below:
Kitchen tools/Equipment Material
living
H. Making generalizations and Recapitulation of the lesson

I. Evaluating learning Short Quiz- Teacher made test
J. Additional activities for Make a compilation of Kitchen tools and equipment. Compile your output in the group portfolio.
VI. REFLECTION
A. No. of learners who earned 80% Grade 8_____out of ______students reached the mastery level
on the formative assessment
B. No. of learners who require Grade 8_________
additional activities for
remediation
C. Did the remedial lessons work? Grade 8_________
No. of learners who have
caught up with the lesson
D. No. of students who continue to
require
E. Which of my teaching strategies
worked well? Why did these
work?
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Quarter
and Time
Day: 7-8
Date:
I. OBJECTIVES
The learners independently use and maintain tools, equipment, and materials in cookery according to
standard operating procedures
LO1. Utilize appropriate kitchen tools, equipment, and paraphernalia
C. Learning
1.4 Identify the uses of tools, and equipment
1.5 Discuss the uses of kitchen tools, and equipment
1.6 Demonstrate the proper ways of using kitchen tools and equipment
TLE_HECK7/8UT-Oa-1
Uses of Kitchen Tools, Equipment and paraphernalia
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Guide 13
pages
2. Learner’s Material 9-12
pages
4. Additional Materials http://housewares.about.com/od/kitchenwareaccessories/tp/cookingutensilslist.htm
from Learning
Resource (LR)
portal
B. Other Learning Cookery NC II
Resources
IV. PROCEDURES
A. Reviewing previous Recall the lesson on The types of kitchen tools, equipment, and paraphernalia
lesson or presenting the
new lesson
B. Establishing a purpose MOTIVATION-Video presentation. (Video analysis, ask the students about the implication of the
for the lesson video presented).
C. Presenting ANALYSIS- Based on the video presentation, can you identify the uses of kitchen tools and
examples/instances of the equipment?
new lesson
ACTIVITY –The group will be given a picture of kitchen tools and equipment, Let them discuss the
uses of each materials to be presented by their chosen leader.
D. Discussing new concepts
Guide questions:
and practicing new skills
1. Can you identify/Name the kitchen tool and equipment?
#1
2. How about the uses of each kitchen tool and equipment?
ABSTRACTION
Discussion through power point presentation
E. Discussing new concepts
● Uses of Kitchen tools and equipment
and practicing new skills
Video presentation
#2
● Uses of kitchen Tools and Equipment
F. Developing Mastery APPLICATION-Role playing

(Leads to Formative Each group will prepare a short skit demonstrating the proper use of kitchen tools and equipment.
Assessment)
G. Finding practical Visit the T.L.E. Laboratory and find out the kitchen tools and equipment available, List down your
applications of concepts findings in your notebook.
Follow the format below:
Kitchen tools/Equipment Uses
1.
and skills in daily living 2.
3.
4.
5.
H. Making generalizations Recapitulation of the lesson
and abstractions about the
lesson
Scoring Rubric for Demonstration
Score/ Rate
Demonstrated and identified 15 kitchen utensils 100
Demonstrated and identified 11 and below kitchen utensils 80
J. Additional activities for Make a compilation of Kitchen tools and equipment and their uses.
VI. REFLECTION
earned 80% on the
formative
assessment
require additional
activities for
remediation
C. Did the remedial Grade 8_________
lessons work? No. of
learners who have
caught up with the
lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

LESSON Demonstration Dates
Quarter
LOG and Time
Day: 9
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding in the use and maintenance of equipment in
cookery
LO2. Maintenance of Kitchen Tools, Equipment, and Paraphernalia
2.1 Identify the types of chemical for cleaning and sanitizing tools and
equipment.
C. Learning
2.2 Discuss the uses and methods of applying chemical for cleaning and
sanitizing tools and equipment
2.3 Select the appropriate chemical for cleaning and sanitizing tools and
equipment.
TLE_HECK7/8MT-OB-2
Types of Chemicals for Cleaning and Sanitizing Equipment and Utensils
II. CONTENT
https://prezi.com/0w6k4atzme6r/methods-of-cleaning-sanitizing-kitchen-tools-and-
equipment/
http://www.foodsafetysite.com/resources/pdfs/EnglishServSafe/
portal
ENGSection11Cleaning.pdf
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on The uses of kitchen tools and equipment
B. Establishing a purpose for the MOTIVATION-Parade of Pictures (Picture analysis, ask the students about the
lesson implication of the picture shown).
C. Presenting examples/instances ANALYSIS- Based on the pictures shown, can you identify the pictures?
of the new lesson In what particular task do we usually use these chemicals?
D. Discussing new concepts and ACTIVITY –The group will be given a task to discuss within their group the types of
chemicals they used a home and let them identify each uses and methods of application to
be presented by their chosen leader.
Guide questions:
1. Can you identify the types of chemicals that you listed?
2. How about the uses of each kitchen chemicals?
ABSTRACTION
E. Discussing new concepts and Types of chemicals
practicing new skills #2 ●Cleaning/cleaner
●Sanitizing/sanitizer
APPLICATION-Role playing
F. Developing Mastery Each group will prepare an advertisement on the proper ways of using chemicals for
(Leads to Formative Assessment) cleaning and sanitizing kitchen tools and equipment.
On your notebook List down the chemicals for cleaning and sanitizing tools and
equipment. Follow the format below:
G. Finding practical applications CLEANER USES SANITIZER METHODS

of concepts and skills in daily 1.
living 2.
3.
4.
5.
I. Evaluating learning Short Quiz
J. Additional activities for Make a compilation of Kitchen tools and equipment and their uses.
VI. REFLECTION
A. No. of learners who earned 80% Grade 8_____out of ______students reached the mastery level
on the formative assessment
remediation
C. Did the remedial lessons work? Grade 8_________
No. of learners who have caught
up with the lesson
D. No. of students who continue to
require
E. Which of my teaching strategies
worked well? Why did these
work?
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Quarter
and Time
Day: 10
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the use and maintenance of equipment in
A. Content Standards
cookery
LO2. Maintenance of Kitchen Tools, Equipment, and Paraphernalia
2.1 Know the advantages and disadvantages of different chemical
C. Learning sanitizers
Competencies/Objectives 2.2 Understand the advantages and disadvantages of different chemical
Write the LC Code for each sanitizers
2.3 Cite the importance of knowing the advantages and disadvantages of
Different chemical sanitizers
TLE_HECK7/8MT-OB-2
Advantages and Disadvantages of Different Chemical Sanitizers
II. CONTENT
4. Additional Materials from http://www.answers.com/Q/
Learning Resource (LR) What_are_the_advantages_and_disadvantages_of_different_chemical_sanitizers?#slide=10
portal http://spas.forumotion.com/t10-advantages-disadvantages-of-sanitizers
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on The types of chemicals for cleaning and sanitizing kitchen tools and
presenting the new lesson equipment
B. Establishing a purpose for the MOTIVATION-Picture puzzle (Picture analysis, Let the students assemble the picture
lesson puzzle.)
C. Presenting examples/instances ANALYSIS- Based on the picture puzzle that you form, can you identify each chemicals?
of the new lesson In what particular task do we usually use these chemicals?
ACTIVITY –The group will be given a task to discuss within their group the advantages and
disadvantages of chemicals they used a home to be presented by their chosen leader.
Guide questions:
1. Can you tell the effects of using chemicals as cleaning and sanitizing
agent?
2. How about the advantages and disadvantages of using these chemicals?
ABSTRACTION
E. Discussing new concepts and chemical
practicing new skills #2 ● Advantages
● Disadvantages
F. Developing Mastery APPLICATION-Do self- Check 2.1

(Leads to Formative Assessment) The students will complete the table on page 20 of the LM-Commercial Cooking.
Chemical Advantage Disadvantage
Chlorine 1. 1.
2. 2.
Iodine 1. 1.
2. 2.
Quaternary Ammonium 1. 1.
Compounds 2. 2.
G. Finding practical applications At home list down the available chemicals and its corresponding advantages and
of concepts and skills in daily disadvantages. Write your answer in your Notebook.
living
I. Evaluating learning Short Quiz-Teacher made test
J. Additional activities for Make a compilation of Chemicals with advantages and disadvantages. Compile your output in
application or remediation your portfolio.
VI. REFLECTION
A. No. of learners who earned Grade 8_____out of ______students reached the mastery level
80% on the formative
assessment
remediation
C. Did the remedial lessons Grade 8_________
work? No. of learners who
have caught up with the
lesson
continue to require
Why did these work?
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish to
share with other teachers?

Quarter
and Time
Day: 11- 12
Date:
I. OBJECTIVES
LO2. Maintenance Appropriate Kitchen Tools, Equipment, and Paraphernalia
2.1 Identify the steps involve in cleaning and sanitizing kitchen tools and
equipment
C. Learning 2.2 Discuss the steps involve in cleaning and sanitizing kitchen tools and
Competencies/Objectives equipment
Write the LC Code for each 2.3 Follow the steps involve in cleaning and sanitizing kitchen tools and
equipment.
2.4 Apply the basic maintenance of tools and equipment according to
Manufacturer’s instructions.
TLE_HECK7/8MT-OB-2
Steps in Cleaning and Sanitizing Utensils
II. CONTENT
4. Additional Materials from https://prezi.com/0w6k4atzme6r/methods-of-cleaning-sanitizing-kitchen-tools-and-equipment/
Learning Resource (LR) https://www.youtube.com/watch?v=RAFMIXPq9BE
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on The advantages and disadvantages of chemicals for cleaning and sanitizing
presenting the new lesson kitchen tools and equipment
B. Establishing a purpose for the MOTIVATION-Video presentation (Video analysis, Ask the students about the implication of the
lesson video presented towards the lesson)
ANALYSIS- Based on the video presentation, What can you say about the
C. Presenting examples/instances video?
of the new lesson -What are the things to be done to clean and sanitize kitchen
tools and equipment?
ACTIVITY –The group will be given a task to discuss within their group the steps to follow in
cleaning and sanitizing kitchen tools and equipment at home, to be presented by their chosen leader.
Guide questions:
1. Why do you think food safety is vital to us?
2. What are the things to keep in mind to make us safe and prevent
contamination in preparing foods?
ABSTRACTION
Discussion through power point presentation/Video presentation
● Steps in Cleaning and sanitizing kitchen tools and equipment
E. Discussing new concepts and according to standard operating procedures.
practicing new skills #2 -Washing
-Sanitizing; and
- Drying
APPLICATION
The group will re demonstrate the safe and Correct Ways of cleaning kitchen tools and equipment
according to standard operating procedures.
F. Developing Mastery
Group 1 & 2- Washing
(Leads to Formative Assessment)
Group 3 & 4- Sanitizing
Group 5- Drying
G. Finding practical applications .List down the practices at home in cleaning and sanitizing kitchen tools and equipment and find out
of concepts and skills in daily if it corresponds to the steps that you learned. Record your answer on your quiz notebook
living
Scoring Rubrics for Cleaning and Sanitizing Kitchen Tools and Equipment
4 Follows correct procedure in cleaning & Sanitizing Kitchen Tools and equipment
& perform the skill very satisfactorily w/out supervision & with initiative.
3 Follows correctly procedure in cleaning & Sanitizing Kitchen Tools and equipment
& perform the skill satisfactorily w/out assistance or supervision
2 Follows correct procedure in cleaning & Sanitizing Kitchen Tools and equipment
with minor errors & performs the skill satisfactorily with some assistance and/or
supervision
1 Was not able to Follow procedure in cleaning & Sanitizing Kitchen Tools and
equipment & perform the skill
unsatisfactorily
J. Additional activities for Make your own list of procedures in cleaning and sanitizing kitchen tools and equipment according to
application or remediation standard procedures
VI. REFLECTION
A. No. of learners who earned Grade 8_____out of ______students reached the mastery level
80% on the formative
assessment
remediation
work? No. of learners who
have caught up with the
lesson
continue to require
Why did these work?
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish to
share with other teachers?
School Grade Level 8

GRADE 8 Teacher Learning Area COOKERY
DAILY Demonstration Dates
LESSON LOG Quarter
and Time
Day: 13-14
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the use and maintenance of equipment in
cookery
C. Learning LO2. Maintenance Appropriate Kitchen Tools, Equipment, and Paraphernalia
Competencies/Objectives 2.1 Identify the steps involve in cleaning kitchen premises
Write the LC Code for each 2.2 Discuss the steps involve in cleaning kitchen premises
2.3 Follow the steps involve in cleaning kitchen premises
2.4 Apply the appropriate ways of cleaning kitchen premises
TLE_HECK7/8MT-OB-2
Cleaning Kitchen Premises
II. CONTENT
4. Additional Materials from https://www.youtube.com/watch?v=-nvPtUJnaTU
Learning Resource (LR) https://www.youtube.com/watch?v=BHjzjReJFjE
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the steps of cleaning and sanitizing kitceh tools and equipment
B. Establishing a purpose for the MOTIVATION-Video presentation (Video analysis, Ask the students about the implication
lesson of the video presented towards the lesson)
ANALYSIS- Based on the video presentation, What can you say about the
video?
of the new lesson
-What are the things to be done in cleaning kitchen premises?
D. Discussing new concepts and ACTIVITY –The group will discuss the ways to follow in cleaning kitchen premises which
practicing new skills #1 are familiar to them especially practices in cleaning the kitchen at home.
Guide questions:
1. How do you clean your kitchen at home??
2. Why do we need to follow certain procedures in doing the task?
E. Discussing new concepts and ABSTRACTION
practicing new skills #2 Discussion through power point presentation/Video presentation
● Steps in Cleaning kitchen premises according to standard
procedures
a. Floor area
b. Storage area
APPLICATION
The group will demonstrate the safe and Correct Ways of cleaning kitchen premises
according to standard operating procedures.
G. Finding practical applications List down the practices at home in cleaning kitchen premises and find out if it corresponds to
of concepts and skills in daily the steps that you learned. Record your answer on your quiz notebook
living
Scoring Rubrics for Cleaning and Sanitizing Kitchen Tools and Equipment
4 Follows correct procedure in cleaning Kitchen premises & perform the
skill very satisfactorily w/out supervision & with initiative.
3 Follows correctly procedure in cleaning kitchen premises & perform the
skill satisfactorily w/out assistance or supervision
I. Evaluating learning 2 Follows correct procedure in cleaning kitchen premises with minor errors
& performs the skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow procedure in cleaning kitchen premises & perform
the skill unsatisfactorily.
J. Additional activities for Make your own list of procedures in cleaning kitchen premises according to standard
application or remediation procedures
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
work? No. of learners
who have caught up
with the lesson

continue to require
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 15-16
Date:
I. OBJECTIVES
LO 3. Store and stack kitchen tools and equipment
C. Learning 3.1 Identify the steps in cleaning and storing tools and equipment
Competencies/Objectives 3.2 Discuss the steps in cleaning and storing tools and equipment
Write the LC Code for each 3.3 Demonstrate the steps in cleaning and storing cooking tools and
equipment
TLE_HECK7/8MT-0c-3
II. CONTENT How to Clean and Store Cooking Tools and Equipment
4. Additional Materials from https://www.youtube.com/watch?v=2V8n49HO1yA
Learning Resource (LR) https://www.youtube.com/watch?v=sq1sAbghCp
portal https://www.youtube.com/watch?v=laZfmlc9-OE
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the steps of cleaning kitchen premises
ANALYSIS- Based on the video presented, What have you observed from
The video?
-What are the importance of being clean especially in the
of the new lesson
Kitchen ?
-How about keeping the kitchen organized?
D. Discussing new concepts and The learners demonstrate an understanding in the use and maintenance of equipment in cookery
E. Discussing new concepts and The learners independently use and maintain tools, equipment, and materials in cookery according to
practicing new skills #2 standard operating procedures
APPLICATION-Role play
The group will prepare a short skit demonstrating the proper ways of cleaning and storing cooking
tools and equipment.
G. Finding practical applications Visit the school canteen and observe the canteen personnel on how to clean and store cooking tools
of concepts and skills in daily and equipment, Write your findings in your notebook and report in the class,
living
I. Evaluating learning Scoring Rubrics for Role playing
Criteria SCORE
20 15 10 5
Relevance to the theme
Delivery
Memorization of Dialogue
Group Cooperation
16-20 Excellent Output

11-15 Very Good
6-10 Fair Output
5-and below Poor Out put

VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
who have caught up
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

Demonstration Dates
Quarter
LESSON LOG and Time
Day: 17
Date:
I. OBJECTIVES
The learners independently use and maintain tools, equipment, and materials in cookery according
to standard operating procedures
C. Learning
3.1 Identify the 10 steps in organizing kitchen cabinets
3.2 Discuss/Follow the 10 steps in organizing kitchen cabinets
3.3 Demonstrate the 10 steps in organizing kitchen cabinets
TLE_HECK7/8MT-0c-3
II. CONTENT 10 Steps for Organizing Kitchen Cabinets
4. Additional Materials from https://www.youtube.com/watch?v=ghFqMIj7iEM
Learning Resource (LR) https://www.youtube.com/watch?v=QEKXJDexmEs
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on how to clean and store cooking tools and equipment
C. Presenting examples/instances ANALYSIS- Based on the video presented, Can you tell what the video is
all about?
of the new lesson -Why it is important to follow certain procedures in doing the
task?
ACTIVITY –Given a scenario at home, Tell the students to list down some procedures to follow
in organizing kitchen cabinets, to be presented by their chosen leader in front of the class.
Guide questions:
1. How do you organize your kitchen cabinets at home?
2. Why do we need to follow certain procedures in organizing our kitchen
Cabinets?
ABSTRACTION
● 10 steps in organizing kitchen cabinets
APPLICATION-Role play
The group will prepare a short skit demonstrating the 10 steps to follow in organizing kitchen
cabinets.
G. Finding practical applications At home, how do you organize your kitchen cabinets? Write your answer in your notebook.
living
I. Evaluating learning Scoring Rubrics for Role playing
Criteria SCORE
20 15 10 5
Relevance to the theme
Delivery
Memorization of Dialogue
Group Cooperation/Participation
16-20 Excellent Output

11-15 Very Good
6-10 Fair Output
5-and below Poor Out put
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
who have caught up
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 18-19
Date:
I. OBJECTIVES
3.1 Determine the proper storage and stacking of kitchen tools and
C. Learning equipment
Competencies/Objectives 3.2 Discuss/Explain the proper storage and stacking of kitchen tools and
Write the LC Code for each equipment
3.3 Cite the importance of proper storage and stacking of kitchen tools
and equipment
TLE_HECK7/8MT-0c-3
II. CONTENT Proper Storage and stacking of kitchen tools and Equipment
4. Additional Materials from https://www.youtube.com/watch?v=2V8n49HO1yA
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the 10 steps in organizing kitchen cabinets
MOTIVATION-Parade of pictures (Picture analysis-showing picture of proper storage and
stacking of kitchen tools and equipment, Ask the students about the implication of the picture
lesson
shown.)
ANALYSIS- Based on the pictures shown, Can you tell what the picture is
all about?
of the new lesson
-What have you observed from the picture?
D. Discussing new concepts and ACTIVITY –The group will be given a pictures of an organized kitchen cabinets, Let them
practicing new skills #1 discuss the proper storage and stacking of kitchen tools and equipment by just observing the
picture given to them to be presented by their chosen leader in front of the class through the
guide questions:.
1. How can we attain an organize kitchen cabinets?
2. Is it important to organize the kitchen cabinets? Why
ABSTRACTION
● Proper storage and stacking of kitchen tools and equipment
● Importance of proper storage and stacking of kitchen tools and
equipment
APPLICATION-The group will visit the school canteen. They will observe how canteen staff
F. Developing Mastery store and stack kitchen tools and equipment. Each group will take note their observation and
(Leads to Formative Assessment) make comments/suggestion on how to improve their storing and stacking procedures.
G. Finding practical applications Individual Performance

of concepts and skills in daily Value bag-The students will pick up pieces of folded paper and they will explain the
living statement about proper storage and stacking of kitchen tools and equipment.
Scoring Rubrics for Observation on Proper Storage & Stacking of Tools
Accuracy (100%) Scoring Criteria

Demonstrated & perform 5 proper ways of storing & stacking tools &
equipment
equipment
equipment
equipment
equipment
Failed to demonstrate & perform any storing & stacking procedures of
tools & equipment
C. Additional activities for Make a compilation of pictures showing proper storage and stacking of tools and equipment.
application or remediation Compile your output in the group Portfolio.

VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
who have caught up
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 20
Date:
I. OBJECTIVES
The learners demonstrate an understanding in performing mensuration and calculation in
cookery
B. Performance Standards The learners independently measure and calculate ingredients in cookery
LO 1. Carry out Measurements and Calculations in a Required Task
C. Learning
1.1. Identify the types of measuring tools
3.2 Discuss the uses of measuring tools
3.3 Describe the functions of measuring tools
TLE_HECK7/8PM-0d-4
II. CONTENT Types of Measuring Tools and Their Uses
A. References LM Commercial Cooking-OHSP
4. Additional Materials from http://www.realfoodkosher.com/top-7-measuring-tools-every-kitchen-needs/
Learning Resource (LR) http://sugarfreecooking.about.com/od/KitchenEssentials/tp/Understanding-Measuring-
portal Tools.htm
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the proper storage and stacking of kitchen tools and equipment
B. Establishing a purpose for the MOTIVATION-Parade of pictures (Picture analysis-showing picture of measuring tools use in
lesson cooking or baking, Ask the students about the implication of the picture shown.)
ANALYSIS- Based on the pictures shown, What can you say about the
picture?
C. Presenting examples/instances -In What particular activity do we usually use the measuring
of the new lesson tools?
-Can you give an example of ingredients that uses measuring
tool?
ACTIVITY –The group will be given a picture of measuring tools, Let them discuss the uses or
function of measuring tools base from their ideas. Ask the students to follow the guide
questions in doing the activity.
Guide Questions:
1. Can you name or identify the picture of measuring tool?
2. What is the function of measuring tool assigned in your group?
3. What did you feel after the given activity?
ABSTRACTION
E. Discussing new concepts and Discussion through power point presentation
practicing new skills #2 ● Types of Measuring Tools
● Function or uses of measuring tools
APPLICATION-Charade
F. Developing Mastery The group will choose a leader to act the uses of measuring tools and the rest of the group
(Leads to Formative Assessment) members will give the correct answer. The group who can answer in a short period of time will
be declared as winner.
of concepts and skills in daily Value bag-The students will pick up pieces of folded paper and they will describe the
living function of measuring tool..
I. Evaluating learning Short quiz- Teacher made test
J. Additional activities for Make a compilation of measuring tools and their uses. Compile your output in the group
application or remediation Portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
who have caught up
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 21-22
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding in performing mensuration and calculation in cookery
C. Learning
1.1. Identify the measuring techniques of ingredients
1.2 Explain the measuring techniques of ingredients
1.3 Follow the measuring techniques of ingredients
TLE_HECK7/8PM-0d-4
Measuring techniques of Ingredients
II. CONTENT
Dry and Liquid Ingredients
4. Additional Materials from https://www.youtube.com/watch?v=qzr82EuiJu0
Learning Resource (LR) https://www.youtube.com/watch?
portal v=hzhk_E8YnWA&list=PLMEHJLa6NWFlzAczV88y0vDJJkwq7YvsY
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the types of measuring tools and their uses
MOTIVATION- Video presentation on measuring techniques of
Ingredients. Ask the students about the implication of the
lesson
Video towards the lesson
ANALYSIS- Based on the video presented, What the video is all about?
-What have you observed from the video?
of the new lesson
-What are the techniques use in measuring the ingredients?
D. Discussing new concepts and ACTIVITY –The group will be given an actual ingredients and measuring tool, Let them measure the
ingredients using the techniques which are familiar to them. Ask the students to follow the guide
questions in doing the activity.
Guide Questions:
1. Can you identify the techniques you use in measuring the ingredients?
2. Why measuring techniques is vital in cooking?
3. What skill did you discover after the given activity?
ABSTRACTION
E. Discussing new concepts and Discussion on measuring techniques of ingredients through power point presentation
practicing new skills #2 ● Dry Ingredients
● Liquid Ingredients
APPLICATION- Demonstration:
The group will demonstrate the measuring techniques of ingredients following the enterprise
standards.
Given a recipe of puto, siopao, kutchinta, and maja blanca. Identify and list down the ingredients used.
Follow the format below:
G. Finding practical applications Recipe Dry Liquid
of concepts and skills in daily Puto
living siopao
kutchinta
Maja blanca
SCORING Rubric for Measuring Techniques of Ingredients
4 Follows correct procedure in measuring ingredients & perform the skill very
satisfactorily w/out supervision & with initiative.
3 Follows correctly procedure in measuring ingredients & perform the skill
satisfactorily w/out assistance or supervision
2 Follows correct procedure in measuring ingredients with minor errors & performs the
skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow procedure in measuring ingredients & perform the skill
unsatisfactorily
J. Additional activities for Make a compilation of dry and liquid ingredients with corresponding measurements. Compile your
application or remediation output in the group Portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
who have caught up
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 23-24
Date:
I. OBJECTIVES
C. Learning
1.1. Identify the steps involve in measuring ingredients correctly
1.2 Discuss/ follow the steps involve in measuring ingredients correctly
1.3 Demonstrate the correct way of measuring ingredients according to recipe requirement
TLE_HECK7/8PM-0d-4
II. CONTENT Measuring Ingredients Correctly
4. Additional Materials from https://www.youtube.com/watch?v=0v-ulU_mi7o
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the types of measuring techniques of ingredients
MOTIVATION- Video presentation on measuring techniques of
Ingredients. Ask the students about the implication of the
lesson
ANALYSIS- Based on the video presented, What does the video all about?
C. Presenting examples/instances -What have you observed from the video?
of the new lesson -What are the measuring tool used?
-Is there any techniques used in measuring?
ACTIVITY –The group will be given an actual ingredients and measuring tool, Let them measure the
ingredients using the techniques which are familiar to them. Ask the students to follow the guide questions
in doing the activity.
D. Discussing new concepts and Guide Questions:
practicing new skills #1 1. Can you identify the techniques you use in measuring the ingredients?
2. Why measuring techniques is vital in cooking?
3. What are the steps involved in measuring dry and liquid ingredients?
practicing new skills #2 Discussion:
Measuring techniques of ingredients through power point presentation
● Dry Ingredients
● Liquid Ingredients
Demonstration:
The teacher will demonstrate the steps in measuring ingredients accurately based on the recipe requirement.
F. Developing Mastery APPLICATION- Re-Demonstration:
(Leads to Formative Assessment) The group will be re demonstrate the steps in measuring ingredients according to recipe requirement.
of concepts and skills in daily Pick and Tell-The student will pick up pieces of paper on the bowl and let them explain the he statement
living written on it.
SCORING Rubric for Measuring Ingredients Accurately
4 Follows correct procedure in measuring ingredients accurately & perform the skill very
3 Follows correctly procedure in measuring ingredients accurately & perform the skill
2 Follows correct procedure in measuring ingredients accurately with minor errors & performs
the skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow procedure in measuring ingredients accurately & perform the skill
unsatisfactorily
J. Additional activities for Make a compilation of dry and liquid ingredients with corresponding measurements. Compile your output
application or remediation in the group Portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?

DAILY
Demonstration Dates
LESSON LOG Quarter
and Time
Day: 25
Date:
I. OBJECTIVES
C. Learning
1.1. Know the different Measurement abbreviations
3.2 Understand the different measurement abbreviations
3.3 Give the measurement abbreviations and its importance.
TLE_HECK7/8PM-0d-4
II. CONTENT Measurement Abbreviations
A. References Commercial Cooking
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=SzHTy00Lie0
Learning Resource (LR) https://www.youtube.com/watch?v=93-o5o4itYo
portal
B. Other Learning Resources NC II
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on how to measure ingredients correctly
MOTIVATION- Video presentation on measurement abbreviations
Ask the students about the implication of the
lesson
ANALYSIS- Based on the video presentation, What are the things that you observe from the video?
-Why do we need to abbreviate measurement in cooking?
of the new lesson
- What are the forms used in abbreviations?
ACTIVITY –Each group will be given cooking term, Let them abbreviate the term given. Ask the
students to follow the guide questions in doing the activity.
practicing new skills #1 1. How can we read the cooking measurement in an easiest way?
2. What are the importance of measurement abbreviations?
ABSTRACTION
Discussion:
E. Discussing new concepts and Measurements and Abbreviations through power point presentation
practicing new skills #2 ● Dry Ingredient Abbreviations
● Liquid Ingredient Abbreviations
● Oven Temperature Abbreviations
Pick and Tell-The student will pick up pieces of paper on the bowl and let them give the correct
abbreviation written on it
G. Finding practical applications On your notebook, List down the cooking term and measurement with their corresponding
of concepts and skills in daily abbreviations.
living
I. Evaluating learning Short Quiz-Teacher Made Test
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 26
Date:
I. OBJECTIVES
C. Learning LO 1. Carry out Measurements and Calculations in a Required Task
Competencies/Objectives 1.1. Identify the different measurement and their equivalents
Write the LC Code for each 1.2 Determine the measurement and their equivalents
1.3 Familiarize oneself in the measurements and their equivalents
1.4 Give the measurements and their equivalents
TLE_HECK7/8PM-0d-4
II. CONTENT Equivalent Measurement
A. References Commercial Cooking (OHSP)
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=wszRf0A3btk
Learning Resource (LR) https://www.youtube.com/watch?v=IBf2Qngrhas
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on measurement abbreviations
MOTIVATION- Video presentation on equivalent measurement
Ask the students about the implication of the
lesson
Video.
C. Presenting examples/instances ANALYSIS- Based on the video presentation, Let the student share their ideas or
of the new lesson understanding on the video
ACTIVITY –Given the sample recipe, Let group write the equivalent of the ingredients. Let them follow
the guide questions in doing the activity.
practicing new skills #1 1. Can you give the equivalent of the ingredients written on the recipe??
2. Why do we need to be familiar with the equivalent measurements?
3. Is the equivalent measurements beneficial to you?
practicing new skills #2 Discussion on the equivalent measurements through power point presentation
F. Developing Mastery APPLICATION
(Leads to Formative Assessment) Ask the students to complete the table below by using the information found in class textbooks or modules
4 Tablespoons ____(1)_____ 2 ounces
1 cup 16 T 8 ounces
___(3)____1 lb. 16 ounces 1 pint
1T 3 tsp _(4)___1/2 ounce
½ cup __(5)__T 4 ounces
living
On your quiz notebook, Give the equivalent of the following measurements
1. 3tsp=_______T
2. 1pt.=_______C
3. 2 c=_______lb. butter
4. 1c=________T
5. 2 ½ SUGAR=______lb.
J. Additional activities for List down some recipes and give the measurement equivalents, Record your answer on your notebook.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 27
Date:
I. OBJECTIVES
Competencies/Objectives 1.1. Identify the units of measurements
Write the LC Code for each 1.2 Convert the system of measurements according to recipe requirements.
TLE_HECK7/8PM-0d-4
II. CONTENT Conversion of Weights and Measure
3. Textbook pages
4. Additional Materials from http://www.peteducation.com/category.cfm?c=0+1305&&
Learning Resource (LR) https://www.youtube.com/watch?v=_0Q3OBPzCJo
portal https://www.youtube.com/watch?v=asbjOiF_Ybw
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on Equivalent measurements
B. Establishing a purpose for the MOTIVATION- Showing a conversion chart on the units of measurement
lesson
C. Presenting examples/instances ANALYSIS- Sharing
of the new lesson Let the students share their ideas on the chart presented to them.
ACTIVITY –Given the actual ingredients (dry and liquid) and measuring tools, Let the group
convert the ingredients into a specific unit of measurements. Let them follow the guide questions
in doing the activity.
Guide Questions:
1. How do you find the activity?
2. What are the unit of measurements you use in converting the ingredients?
ABSTRACTION
Discussion on the conversion of weights and measures through power point presentation
E. Discussing new concepts and ●Table of weights and measures (how to measure liquids)
practicing new skills #2 ●How to measure dry ingredients (quick conversions)
●Using cup and spoons
●Oven temperatures
APPLICATION
Let the group convert the actual ingredients by using the unit of measurements through actual
demonstration
Group 1-liquid
Group 2-dry ingredients
Group 3- using cup and spoons
Group 4 & 5- Oven temperature
G. Finding practical applications Given the recipe of oatmeal cookies, Let the students Convert the ingredients into unit of
of concepts and skills in daily measurements.
living
I. Evaluating learning Scoring rubric for conversion of weights and measures
4 Follows correct conversion of weights and measure
& perform the skill very satisfactorily w/out
supervision & with initiative.
3 Follows correct conversion of weights and
measures & perform the skill satisfactorily w/out
assistance or supervision
2 Follows correct conversion of weights and
measures with minor errors & performs the skill
satisfactorily with some assistance and/or
supervision
1 Was not able to Follow correct conversion of
weights and measures & perform the skill
unsatisfactorily
J. Additional activities for Compile different recipes and convert the ingredients into units of measurement. Compile your
application or remediation output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 28-29
Date:
I. OBJECTIVES
Competencies/Objectives 1.1. Identify/Determine the correct ingredients for substitution
Write the LC Code for each 1.2. Follow correct procedures in substitution of ingredients
1.3 Perform substitution of ingredients according to recipe requirements.
TLE_HECK7/8PM-0d-4
II. CONTENT Substitution of Ingredients
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=kNMSHNgrc10
Learning Resource (LR) https://www.youtube.com/watch?v=EnoSa-XHfPc
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on conversion of weights and measures
MOTIVATION- Video presentation on the substitution of ingredients
Let the students analyze what the video is all about.
lesson
C. Presenting examples/instances ANALYSIS- Sharing of ideas
of the new lesson Let the students share their ideas on the video presentation and its implication towards the lesson.
ACTIVITY –Situational
The group will be given a situation inside the kitchen laboratory. Given a scenario wherein the
ingredients is not available to prepare and cook a particular dish or recipe. Let the group plan a
substitution of ingredients available to comply the needed ingredients in cooking. Let them follow the
D. Discussing new concepts and guide questions in doing the activity.
practicing new skills #1 Guide Questions:
2. What are the things to keep in mind when the unavailability of ingredients occurs?
3.Why does substitution of ingredients is vital in cooking?
Discussion on:
- the substitution of ingredients through power point presentation
- Video presentation
APPLICATION
F. Developing Mastery Demonstration-The group will be given an actual ingredients and copy of the recipe or dish. They will
(Leads to Formative Assessment) perform a process of substitution according to the recipe requirements.
Prepare the following substitution of ingredients:

Butter=_________?
Egg=___________?
Sifted flour’=_______?
living
Honey=________?
Molasses=______?
Scoring rubric for substitution of ingredients
4 Follows correct procedures in substitution of ingredients & perform the skill very
3 Follows correctly the procedures in substitution of ingredients & perform the skill
2 Follows correctly the procedures in substitution of ingredients with minor errors &
performs the skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow correct procedures in substitution of ingredients & perform the
skill unsatisfactorily
J. Additional activities for Collect at least 5 recipes and substitute the ingredients .Compile your output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 30
Date:
I. OBJECTIVES
LO 2. Calculate cost of Production
C. Learning
2.1 Define Expenses
2.2. Compute the expenses according to cost of production.
TLE_HECK7/8PM-0e-5
Costing the Finished Products/Recipes
II. CONTENT
Expenses
3. Textbook pages
4. Additional Materials from http://www.thefreedictionary.com/expense
Learning Resource (LR) https://www.youtube.com/watch?v=QpYX4GfSiHA
portal https://www.youtube.com/watch?v=UIe_a-yLtAM
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the substitution of ingredients
B. Establishing a purpose for the MOTIVATION- Show sample of the computation for the expenses through power point presentation
lesson
of the new lesson Let the students share their ideas on the sample computation of the expenses
ACTIVITY
The group will be given a sample recipe. Let the group compute the expenses of the ingredients indicated
in the recipe provided. Let them follow the guide questions in doing the activity.
practicing new skills #1 1. How do you find the activity?
2. Why it is necessary to compute the expenses of the dish or recipe?
3. What mathematical operation did you use in the computation of expenses?
ABSTRACTION
Discussion on:
E. Discussing new concepts and - Definition of expenses
practicing new skills #2 - The food cost/expenses through power point presentation
- Video presentation on the computation of the expenses
APPLICATION- Group work

Let the group compute for the expenses of the following dish or recipe:
Group 1- Cookies
Group 2- Cupcake
Group 3-Chiffon cake
Group 4-Pandesal
Group 5-Ensaymada
G. Finding practical applications Individual Performance-Board work
of concepts and skills in daily Let the students compute the expenses given on the board.
living
J. Additional activities for Collect at least 5 recipes and Compute the expenses of the ingredients. Compile your output in your
application or remediation portfolio.
VI. REFLECTION
earned 80% on the
B. No. of learners who Grade8_____
require additional
activities for
remediation
C. Did the remedial lessons Yes____
work? No. of learners No____ Grade8___________
who have caught up
with the lesson
D. No. of students who Grade8________
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 31
Date:
I. OBJECTIVES
C. Learning 2.1 Define mark-up
Competencies/Objectives 2.2 Analyze/follow the formula of peso mark up
Write the LC Code for each 2.2. Compute peso mark-up according to cost of production
TLE_HECK7/8PM-0e-5
II. CONTENT
Mark-up
3. Textbook pages
4. Additional Materials from http://www.merriam-webster.com/dictionary/markup
Learning Resource (LR) http://www.dictionary.com/browse/markup
portal https://www.youtube.com/watch?v=jkQMN-7uDuI
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the computation of food cost/expenses
B. Establishing a purpose for the MOTIVATION- Show sample of the computation for the peso mark-up through power point
lesson presentation
of the new lesson Let the students share their ideas on the sample computation of mark-up
ACTIVITY
The group will be given a sample expenses of food cost. Let the group compute the mark-up base on
their knowledge on food costing. Let them follow the guide questions in doing the activity.
2. Why it is necessary to compute the mark-up of any food cost?
3. What mathematical operation did you use in the computation of mark-up?
ABSTRACTION
Discussion on:
E. Discussing new concepts and - Definition of mark-up
practicing new skills #2 - The peso mark-up formula through power point presentation
- Video presentation on the computation of mark-up

Let the group compute for the peso mark-up of the following dish or recipe base on the formula of
mark-up:
F. Developing Mastery Group 1-Adobo
(Leads to Formative Assessment) Group 2- Menudo
Group 3-Afritada
Group 4-Tinolang Manok
Group 5-Mechado
of concepts and skills in daily Let the students compute the peso mark-up given on the board.
living
J. Additional activities for Collect at least 5 recipes and Compute the peso mark-up of the product. Compile your output in
application or remediation your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 32
Date:
I. OBJECTIVES
C. Learning 2.1 Define selling price
Competencies/Objectives 2.2 Analyze/follow the formula of the selling price
Write the LC Code for each 2.2. Compute the selling price according to cost of production
TLE_HECK7/8PM-0e-5
II. CONTENT
Selling Price
3. Textbook pages
4. Additional Materials from http://www.thefreedictionary.com/selling+price
Learning Resource (LR) https://www.youtube.com/watch?v=UZtP7gY_IHA
portal https://www.youtube.com/watch?v=S_cIRSM5bQE
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the computation of peso mark-up
B. Establishing a purpose for the MOTIVATION- Show sample of the computation for the selling through power point presentation
lesson
of the new lesson Let the students share their ideas on the sample computation of the selling price
ACTIVITY
The group will be given a scenario of food production (production of cookies). Let the group
compute the selling price of the product base on their knowledge on food costing. Let them follow
the guide questions in doing the activity.
2. Can you give the formula of the selling price
3. Why it is necessary to compute the selling price of any food products?
4. What mathematical operation did you use in the computation of the selling price?
ABSTRACTION
Discussion on:
E. Discussing new concepts and - Definition of the selling price
practicing new skills #2 - The selling price formula through power point presentation
- Video presentation on the computation of the selling price
F. Developing Mastery APPLICATION- Group work

(Leads to Formative Assessment) Let the group compute for the selling price of the following food products base on the formula of
the selling price and the corresponding yields:
Group 1-Puto
Group 2-Siopao
Group 3-bibingka
Group 4-Maja blanca
Group 5-Palitaw
of concepts and skills in daily Let the students compute the selling price of the food products provided on the board.
living
J. Additional activities for Collect at least 5 recipes with corresponding yields and Compute the selling price of the product.
application or remediation Compile your output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 33
Date:
I. OBJECTIVES
2.1 Define profit
C. Learning
2.2 Value the importance of gaining profit in the production of food
2.3 Cite the benefits/advantages of gaining profit in food production or business
2.4 Calculate the profit of food production
TLE_HECK7/8PM-0e-5
II. CONTENT
Profit
3. Textbook pages
http://dictionary.cambridge.org/dictionary/english/profit
4. Additional Materials from http://www.thefreedictionary.com/profit
Learning Resource (LR) https://www.youtube.com/watch?v=IQuYnADhuwo
portal https://www.youtube.com/watch?v=vyrNADdSG60

IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on the computation of the selling price
presenting the new lesson Have a brainstorming on the definition of profit
B. Establishing a purpose for the MOTIVATION- Show sample of computation in gaining profit through power point presentation
lesson
of the new lesson Let the students share their ideas on the sample presented.
ACTIVITY
Given a scenario of someone who engage in small business. Let the group discuss the advantages
of having a business. Let them follow the guide questions in doing the activity.
2. Can you give the reason why people engage in business?
3. Why it is necessary to understand the nature of business?
4. What is the main objective of an entrepreneur?
practicing new skills #2 Discussion on:
- Definition of profit
- The importance/advantages of profit in food production
- Video presentation on the computation of profit

Given the following recipe, Let the group estimate each ingredients and Compute for the profit
following the given formula. Let them explain their output in the class.
Formula: Percentage profit= Selling Price-Cost Price X Cost Price
Cost Price
F. Developing Mastery Name of Recipe Yields Profit
Group 1-Puto 10 ?
Group 2-Siopao 15 ?
Group 3-bibingka 20 ?
Group 4-Maja blanca 25 ?
Group 5-Palitaw 30 ?
of concepts and skills in daily Let the students compute the profit of the given recipe provided on the board.
living
J. Additional activities for Collect at least 5 recipes with corresponding yields and Compute the selling price of the product.
application or remediation Compile your output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 34
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the interpretation of diagrams, plans, and kitchen
layouts
B. Performance Standards The learners independently interpret kitchen/shop layouts based on given blueprints
LO 1. Read and Interpret Kitchen Plans
C. Learning
1.1. Identify the different types of lines used in architectural drawings.
1.2. Discuss the function of lines used in architectural drawings
1.3. Draw the different types of lines according to specifications in the blueprint
TLE_HECK7/8KL-0f-6
Interpret kitchen layout
II. CONTENT
Alphabet of Lines
A. References Commercial cooking
1. Teacher’s Guide pages n/a
2. Learner’s Material pages pp.40-41
3. Textbook pages
http://schoolworkhelper.net/technical-drawing-alphabet-of-line/
https://www.youtube.com/watch?v=jj4mUHzTSYc
https://www.youtube.com/watch?v=DCwo0W8aW9o
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the previous lesson on the principles of costing
MOTIVATION
Showing different types of lines through power point presentation or video presentation. Ask the
lesson
students about the implication of presentation
ACTIVITY-Group work
Each group will be given a set of drawing material (bond paper & pencil). Ask them to draw the
different lines which are familiar to them and discuss the function of each type of line. Let them
follow the guide questions in doing the activity.
Guide Questions:
2. Can you name or identify the lines you draw?
3. How about the function of each lines?
4. In what particular job does the lines commonly used?
ABSTRACTION
E. Discussing new concepts and Discussion on:
practicing new skills #2 - The alphabet of lines
-Function of lines
F. Developing Mastery APPLICATION-Group Work:
(Leads to Formative Assessment) The group will draw any object/part of the house using the alphabet of lines
Group 1-Roof
Group 2-Wall
Group 3-Door
Group 4-Window
Group 5-Ceiling
G. Finding practical applications Cite the importance of the alphabet of lines in architectural drawings
living
Rubrics for Scoring the Alphabet of Lines/Drawings
Criteria Score
Content 20 15 10 5
Applicability
Presentation
Neatness
Interpretation of Scores:
16-20-Excellent Output
11-15 Very Good
6-10 Fair Output
5 and below-Poor Output
J. Additional activities for Given the different types of lines, plan a simple layout of your own kitchen.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?

DAILY
Demonstration Dates
LESSON LOG Quarter
and Time
Day: 35
Date:
I. OBJECTIVES
layouts
LO 1. Read and Interpret Kitchen Plans
C. Learning
1.1 Identify the different kitchen floor plans and symbols
1.2 Discuss the kitchen Floor plans and symbols
1.3 Draw/sketch simple kitchen layout using kitchen plans and symbols
TLE_KECK7/8KL-0f-6
Interpret kitchen layout
II. CONTENT
Kitchen Floor Plans and Symbols
3. Textbook pages
4. Additional Materials from http://content.cteonline.org/resources/documents/35/35a2a92d/
Learning Resource (LR) 3512a92d5da7e3be8ada54c723bf67448495382e/kitchenFloorPlanSymbolsAppliances.pdf
portal https://www.youtube.com/watch?v=F0JZq8IQ1dU
IV. PROCEDURES
A. Reviewing previous lesson or Recall the previous lesson on the alphabet of lines
B. Establishing a purpose for the MOTIVATION
lesson Showing kitchen floor plans and symbols through power point presentation or video presentation.
Ask the students about the implication of presentation
ACTIVITY-Group work
Each group will be given a set of drawing material (Manila paper and Marking pen). Ask them to
draw any symbols use in making kitchen layout which are familiar to them. Let them follow the
guide questions in doing the activity.
Guide Questions:
2. Can you name or identify the symbols you draw?
3. What are the functions of these symbols?
3. In what particular job does these symbols commonly used?
ABSTRACTION (power point and video presentation )
Discussion on:
- Kitchen Floor Plans and Symbols
APPLICATION- Individual Performance:
Let the students lay-out their own dream kitchen. Let them complete their sketch by placing
necessary symbols to show the different appliance, counters, areas, and direction of work flow.
G. Finding practical applications Pick and Tell: Let the students explain the significance of knowing the kitchen plan and symbols.
living
I. Evaluating learning Rubrics for Scoring Kitchen Lay-out
ACCURACY (100%) SCORING CRITERIA

Demonstrated and interpreted 5 kitchen
floor plans and symbols
Failed to demonstrate and interpret kitchen
J. Additional activities for At home, observe and draw your own kitchen and apply the symbols you learned by following
application or remediation the original layout of your kitchen
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 36
Date:
I. OBJECTIVES
layouts
C. Learning LO 2. Prepare a Kitchen Layout
Competencies/Objectives 2.1 Identify the three primary kitchen work stations
Write the LC Code for each 2.2 Understand the functions of the three primary work stations
2.3 Familiarize oneself with the three primary work stations or work triangle
2.4 Illustrate simple work triangle
TLE_HECK7/8KL-0g-7
Understanding The Basic Kitchen Layout
II. CONTENT
The Three primary kitchen work station
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=coYAIxjgojU
Learning Resource (LR) https://www.youtube.com/watch?v=1Cp2UgRcZIU
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the previous lesson on the kitchen floor plans and symbols
MOTIVATION
Showing work station through power point presentation or video presentation. Ask the students
lesson
about the implication of presentation
ACTIVITY-Group work
Each group will be given a set of material for group presentation (Manila paper and Marking
pen).Let them discuss and draw an imaginary line of the working station in the kitchen based
from the presentation or through their own kitchen. Let them follow the guide questions in doing
D. Discussing new concepts and the activity.
practicing new skills #1 Guide Questions:
2. Can you tell what the activity is all about?
3. What are the purpose of work triangle?
4. How about the distance of each station?
Discussion on:
E. Discussing new concepts and - The three primary kitchen work stations/work triangle
practicing new skills #2 ●The food storage station
●The preparation/cooking station
●The clean-up station
APPLICATION- Group Work:
Let the group illustrate a sample work station showing direction of work flow, and the distance
F. Developing Mastery required
(Leads to Formative Assessment) Group 1 & 2- The food storage station
Group 3 & 4- The preparation/cooking station
Group 5- The clean-up station
G. Finding practical applications Observe and draw the working station of your own kitchen. Find out the distance and the
of concepts and skills in daily working flow of your family member while doing the chores.
living
I. Evaluating learning Rubrics for Scoring work triangle/work station
Criteria Score
Content 20 15 10 5
Applicability
Presentation
Neatness
11-15 Very Good
6-10 Fair Output
J. Additional activities for Visit any restaurant/fast food chain nearby and observe the work flow /work station of their
application or remediation kitchen. Record your findings in your notebook and report in the class.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
with the lesson
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 37
Date:
I. OBJECTIVES
layouts
LO 2. Prepare a Kitchen Layout
C. Learning
2.1 Identify/Determine the different kitchen types and layouts
2.2 Differentiate the kitchen types and layouts
2.3 Prepare a sketch and layout according to the type of kitchen
TLE_HECK7/8KL-0g-7
Understanding The Basic Kitchen Layout
II. CONTENT
Kitchen Types and Layouts
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=GN2hMkjebss
Learning Resource (LR) https://www.youtube.com/watch?v=83_L3EdWCW8
portal
IV. PROCEDURES
A. Reviewing previous lesson or Recall the previous lesson on the primary working stations
B. Establishing a purpose for the MOTIVATION-
lesson Video presentation on the different types and designs of kitchen
of the new lesson Let the students share their ideas on the video presented.
ACTIVITY-Group work
Each group will be given a set of materials for presentation of their output (Manila paper and
Marking pen). Ask them to draw at least two (2) layout of their own kitchen. Let them follow the
guide questions in doing the activity.
Guide Questions:
2. Can you tell what the activity is all about?
3. What are the difference between the two kitchen lay-out that you sketch?
3. Why it is necessary to know/select the right layout of the kitchen?
Discussion on:
E. Discussing new concepts and - Kitchen types and layouts
practicing new skills #2 ●The U-Shaped Kitchen ●The G-Shaped Kitchen
●The L-Shaped Kitchen ●The Corridor/Gallery Kitchen
●The Island Kitchen ●The Single Wall/Pullman Kitchen
APPLICATION- Group Work:
Each group are assigned to prepare a sketch or draw the particular types of kitchen layout using a
F. Developing Mastery piece of cartolina, pencil, or marking pen. Tell them to discuss their output in the class.
(Leads to Formative Assessment) Group 1-The U-Shaped Kitchen Group 4-The G-Shaped Kitchen
Group 2-The L-Shaped Kitchen Group 5-The Corridor/Gallery Kitchen
Group 3-The Island Kitchen
G. Finding practical applications Value-bag
of concepts and skills in daily Let the students pick up pieces of paper on the bag and let them explain the word written on it.
living
Rubrics for Scoring Types of kitchen Layout
Criteria Score
Content 20 15 10 5
Applicability
Presentation
I. Evaluating learning Neatness
11-15 Very Good
6-10 Fair Output
J. Additional activities for Collect pictures of different types of kitchen. Label each type properly on a 2x3 inch illustration
application or remediation board.
VI. REFLECTION
C. No. of learners who Grade 8_____out of ______students reached the mastery level
earned 80% on the
D. No. of learners who Grade 8_______
require additional
activities for
remediation
E. Did the remedial lessons Yes______
with the lesson
F. No. of students who
G. Which of my teaching
Why did these work?
H. What difficulties did I
encounter which my
can help me solve?
I. What innovation or
teachers?

Quarter
and Time
Day: 38
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding on the Practice of occupational health and safety
B. Performance Standards The learners Independently practice occupational health and safety
LO 1. Apply appropriate safety measures while working in the
kitchen
C. Learning 1.1 define hazards, risk in the workplace
Competencies/Objectives 1.2 differentiate hazards from risks
Write the LC Code for each 1.2 identify the types of hazards, risks in the workplace
1.3 apply safety measures based on work requirement and
procedures
TLE_HECK7/8OHSP-0i-9
II. CONTENT Types of Hazard/Risk in the Workplace
A. References
3. Textbook pages
https://www.youtube.com/watch?v=a4nU_nOiXVE
https://www.youtube.com/watch?v=L-b8gb6_vrw
https://www.youtube.com/watch?v=GtwHnYjw2p0
portal
B. Other Learning Resources Commercial Cooking Exploratory grade7/8
IV. PROCEDURES
A. Reviewing previous lesson or Review previous lesson on kitchen types and layout
B. Establishing a purpose for the Motivation-Show a video presentation showing the hazard, risk in the workplace. Ask the students
lesson about the implication of the video presented.
C. Presenting examples/instances Analysis-Based on the video presented, can you identify the hazard, and risk in the workplace?
of the new lesson
D. Discussing new concepts and Activity-Group Activity.
Group 1- define hazards, risk and exposure in the workplace
Group 2- list down the types of hazards in the kitchen
Group 3- poster making on how to apply appropriate safety
measures while working in the kitchen
Group 4- role play on how to apply appropriate safety
measures while working in the kitchen
practicing new skills #1 Group 5 –slogan making about safety measures in the kitchen
Guide questions: 1.How do you find the activity?
2. Can you identify the types of hazard?
3.What do you think are the importance
of identifying the types of hazard?
4.What skill did you discover after the given
activity.
E. Discussing new concepts and Abstraction-The teacher will provide a power point presentation discussing the different types of
practicing new skills #2 hazard. Insert video clips showing safety measures while working in the kitchen.
Group activity: Return demonstration. The group will re demonstrate the kitchen emergency
procedures regarding safety
working environment of the following :
F. Developing Mastery Group 1- Fire
(Leads to Formative Assessment) Group 2- Natural hazards
Group 3- Crime
Group 4- Legislation
Group 5- Illness and accidents
G. Finding practical applications The teacher will give a certain emergency situation. Let the class analyze what safety measures and
of concepts and skills in daily procedures is applicable on that situation.
living
H. Making generalizations and Let the students generalize the lesson.
I. Evaluating learning Scoring Rubrics on Demonstration about safety procedures
Score
Criteria 20 15 10 5
CONTENT AND MESSAGE
50%
APPLICABILTY
20%
PRESENTATION
20%
CREATIVITY
10%
TOTAL
100%
16-20- Excellent output
11-15-Very good
6-10-Fair output
5 and below-Poor output
Conduct hazard report.

Instructions:
1.Visit fast food chain/restaurant near your school or home
2.Observe the surroundings
3.List all the possible hazard observed
4.Classify these hazards
5.Identify persons who are at risk with this hazards
6.Suggests all possible solution to reduce or eliminate the risk
7.Report your findings to your teacher
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial lessons Yes_____
work? No. of learners Grade 8_________
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day: 39
Date:
I. OBJECTIVES
LO1.Apply Safety Measures in the Kitchen
C. Learning 1.1 identify examples of Kitchen hazards
Competencies/Objectives 1.2.apply ways to reduce the risk of hazards in the kitchen
Write the LC Code for each 1.3 Enumerate the example of kitchen hazards
TLE_HECK7/8OHSP-0i-9
II. CONTENT Example of Kitchen Hazards
A. References
2. Learner’s Material pages 76
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=KKH39KZmVLw
Learning Resource (LR) https://www.youtube.com/watch?v=dlHcvpjWD0M
portal
IV. PROCEDURES
A. Reviewing previous lesson or Review previous lesson about types of hazards
B. Establishing a purpose for the Motivation: Video presentation showing example of kitchen hazards. Ask the students about the
lesson implication of the video presented.
C. Presenting examples/instances Analysis-Based on the video presented, can you give an example of kitchen hazards?
of the new lesson
Activity-Group Activity. Divide the class into four groups and
discuss the following topics:
Group 1 & 2- examples of kitchen hazards
Group 3 & 4- ways to reduce the risk of hazards in the kitchen
Group 5- Recommendations or suggestions to prevent kitchen
hazards
D. Discussing new concepts and Guide questions: 1.How do you find the activity?
practicing new skills #1 2. Can you give examples of kitchen hazards?
3.What do you think are the ways to reduce the
risk of hazards in the kitchen?
4.What do you think are the safety reminders in
Using the kitchen?
activity.
E. Discussing new concepts and Abstraction
practicing new skills #2 Power point presentation on the example of kitchen hazards
F. Developing Mastery Let the students formulate questions regarding kitchen hazards. Invite a resource speaker to
(Leads to Formative Assessment) answer the questions of the students.
living
H. Making generalizations and Let the students summarize the lesson.
I. Evaluating learning Enumeration: Give at least 5 ways to reduce the risk of kitchen hazards.
J. Additional activities for Let the students list the unexpected kitchen hazards and some suggestions to prevent them
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
who have caught up No______ Grade 8_________
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

Quarter
and Time
Day: 40
Date:
I. OBJECTIVES
LO1. Apply appropriate safety measures while working in the farm
C. Learning 1.1 identify the personal protective equipment
Competencies/Objectives 1.2 give the functions of each personal protective equipment
Write the LC Code for each 1.3 explain the importance of wearing work outfit in accordance
with the occupational health and safety requirements
TLE_HECK7/8OHSP-0j-10
II. CONTENT Personal Protective Equipment
A. References
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=bhSMdPyvd0g
Learning Resource (LR) https://www.youtube.com/watch?v=4uPYHDwVwzU
portal https://www.youtube.com/watch?v=yDMYaeWJ9SY
IV. PROCEDURES
A. Reviewing previous lesson or Review previous lesson on Kitchen hazards
B. Establishing a purpose for the Motivation: Video presentation showing the different personal protective equipment and its
lesson functions. Ask the students about the implication of the video presented.
C. Presenting examples/instances Analysis-Based on the video presented, can you give the different personal protective equipment
of the new lesson and its functions.
D. Discussing new concepts and Activity-Group Activity. Divide the class into three groups.
Group 1- draw the different kinds of PPE
Group 2- give the functions of each PPE
Group 3- discuss the importance of wearing work outfit in
accordance with kitchen requirements.
Guide questions: 1.How do you find the activity?
2. Can you give the different kinds of PPE
3.Do you think it is important to wear PPE in the
kitchen? Why?
activity.
E. Discussing new concepts and Abstraction-The teacher will discuss the different kinds of PPE through power point presentation.
DEMONSTRATION:
The teacher will give specific kitchen activities, based on this kitchen activities the students will
identify and wear the necessary PPE.
G. Finding practical applications Wear appropriate PPE while working in the kitchen
living
H. Making generalizations and Let the students summarize the lesson.
Scoring Rubrics on Proper Wearing Appropriate PPE
Score
Criteria 20 15 10 5
identification and selection of correct
PPE
re-enactment of kitchen activities
written report
16-20-Excellent
11-15-Very good
6-10-Fair output
J. Additional activities for Compile pictures of different kinds of PPE with each functions/uses.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial lessons Yes_______
work? No. of learners Grade 8________
who have caught up No_______
with the lesson
continue to require Grade 8_________
Why did these work?
encounter which my
can help me solve?
teachers?
RADE 8 School Grade Level 8
Quarter
and Time
Day: 41
Date:
I. OBJECTIVES
LO 1. Importance of Occupational Health and Safety Procedures
C. Learning 2.1 discuss the Presidential Decree No.1152, “the Philippine Environmental Code”,s.1977
Competencies/Objectives 2.2 follow the Presidential Decree No.1152, “the Philippine Environmental Code”,s.1977
Write the LC Code for each 2.3 value the importance of saving our environment
TLE_HECK7/8OHSP-0h-8
II. CONTENT Safety Regulations/ Environmental Law
A. References
1. Teacher’s Guide pages p.20
2. Learner’s Material pages p.126
3. Textbook pages
https.//www.youtube.com/watch?v=5aN1Rs4Wo_k
4. Additional Materials from https://www.youtube.com/watch?v Fxhk4FuU0YQ&list=PLK_
Learning Resource (LR) How Dirty Laws Trash The Environment/Learn Liberty
portal www.gov.ph/1977/06/06/presidential-decree-no-1152-s-1977/

IV. PROCEDURES
A. Reviewing previous lesson or Review previous lesson on Personal Protective equipment
Motivation: Video presentation about the Philippine Environment. Ask the students about the
implication of the video presented.
lesson
C. Presenting examples/instances Analysis-Based on the video presented, can you give the reasons why the environment is being
of the new lesson destroyed.
D. Discussing new concepts and Activity-Group Activity. Divide the class into 5 groups and let do
practicing new skills #1 the following activities.
Group 1- Role playing showing the reasons why the environment is
destroyed.
Group 2- Poem making about the environment
Group 3- Song composition. Compose a short song about how to
take care our environment.
Group 4- Slogan making about environmental protection
Group 5- Poster making about saving the environment
Guide questions: 1.What did you feel after the activity?

2. What do you think are the reasons why
our environment is being destroyed?
3. How can you help to save our environment?
activity.
E. Discussing new concepts and Abstraction-The teacher will provide a powerpoint presentation discussing the Presidential Decree
practicing new skills #2 No.1152,s.1977)
F. Developing Mastery LISTENING ACTIVITY: SONG ANALYSIS
(Leads to Formative Assessment) Listen to the song “Kapaligiran” by asin. Ask the students about the implication of the song.
G. Finding practical applications Help in the Clean and Green Project of the school and community
living
H. Making generalizations and Recapitulate the lesson.
I. Evaluating learning The teacher will give 5 questions about environmental law.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial lessons Yes________
who have caught up No________
with the lesson Grade 8_________
continue to require
E. Which of my teaching Grade 8_____
Why did these work?
encounter which my
can help me solve?
teachers?

Demonstration Dates
Quarter
LESSON LOG and Time
Day: 42
Date:
I. OBJECTIVES
C. Learning Environmental Conservation
Competencies/Objectives 1. identify the cause and effect of environmental destruction
Write the LC Code for each 2. value the importance of saving our environment
II. CONTENT FILM SHOWING ABOUT ENVIRONMENTAL WARNING

A. References
3. Textbook pages
4. Additional Materials from https://www.youtube.com. Top 10 Environmental Warning Movies
portal
IV. PROCEDURES
A. Reviewing previous lesson or Review previous lesson on Environmental Laws
Set rules and reminders before the film. showing
Give guide questions before the film showing.
lesson
C. Presenting examples/instances The teacher can give guide questions before the film showing.
of the new lesson
Film Showing
Suggested Animated movie.
1. Dr. Seuss’ The Lorax” (2012)
2. “ Princess Mononoke” (1997)
3. “Ferngully”: The last Rainforest’ ( 1992)
E. Discussing new concepts and Students will answer the guide questions:
F. Developing Mastery Develop skills in listening and movie analysis.
G. Finding practical applications How can you help in saving our environment?
living
H. Making generalizations and Make a reaction paper about the film they watched.
Scoring Rubric on Reaction Paper:
Score
Criteria 20 15 10 5
content and message 70%
applicability 20%
neatness 10%
16-20-Excellent
11-15-Very good
6-10-Fair output
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial lessons Yes________
who have caught up No________
with the lesson Grade 8_________
continue to require
E. Which of my teaching Grade 8_____
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day:
Date:
I. OBJECTIVES
C. Learning
II. CONTENT
A. References
3. Textbook pages
portal
IV. PROCEDURES
A. Reviewing previous lesson or
lesson
of the new lesson
living
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial lessons
who have caught up
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?
Quarter
and Time
Day:
Date:
I. OBJECTIVES
C. Learning
II. CONTENT
A. References
3. Textbook pages
portal
IV. PROCEDURES
A. Reviewing previous lesson or
lesson
of the new lesson
living
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial lessons
who have caught up
with the lesson
continue to require
Why did these work?
encounter which my
can help me solve?
teachers?

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GRADE 8 School Grade Level 8

Teacher Learning Area COOKERY

Commercial Cooking Exploratory 7/8

H. Making generalizations and Let the students summarize the lesson

Strength (S) Weaknesses (W)

Opportunities (O) Threats ( T)

H. Making generalizations and Let the students summarize the lesson

GRADE 8 School Grade Level 8

H. Making generalizations and Recapitulation of the lesson

GRADE 8 School Grade Level 8

F. Developing Mastery APPLICATION-Role playing

GRADE 8 School Grade Level 8

G. Finding practical applications CLEANER USES SANITIZER METHODS

F. Developing Mastery APPLICATION-Do self- Check 2.1

GRADE 8 School Grade Level 8

School Grade Level 8

D. No. of students who

Relevance to the theme

16-20 Excellent Output

J. Additional activities for

GRADE 8 School Grade Level 8

Relevance to the theme

16-20 Excellent Output

GRADE 8 School Grade Level 8

G. Finding practical applications Individual Performance

Accuracy (100%) Scoring Criteria

V. REMARKS ____Out of _____students reached the mastery level.

GRADE 8 School Grade Level 8

GRADE 8 School Grade Level 8

GRADE 8 School Grade Level 8

GRADE 8 School Grade Level 8

Prepare the following substitution of ingredients:

APPLICATION- Group work

APPLICATION- Group work

F. Developing Mastery APPLICATION- Group work

GRADE 8 School Grade Level 8

B. Other Learning Resources NC II

APPLICATION- Group work

GRADE 8 School Grade Level 8

ACCURACY (100%) SCORING CRITERIA

GRADE 8 School Grade Level 8

GRADE 8 School Grade Level 8

Conduct hazard report.

GRADE 8 School Grade Level 8

B. Other Learning Resources

Guide questions: 1.What did you feel after the activity?

GRADE 8 School Grade Level 8

II. CONTENT FILM SHOWING ABOUT ENVIRONMENTAL WARNING

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V. REMARKS Out of _students reached the mastery level.