School NALSIAN-TOMLING NATIONAL Grade Level 11

HIGH SCHOOL
GRADE 12 Te JERRY B. CENTENO Learning Area BREAD AND PASTRY
DAILY acher PRODUCTION
LESSON LOG Teaching Dates and Time OCTOBER 10-14,2022 Quarter FIRST QUARTER
3:00-4:00 (M, T, W, FRI)
WEEK 10
SESSION1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I. OBJECTIVES:

A. Content Standards The learner demonstrate an understanding of he basic concept and underlying theories in preparing and producing pastry products.

The learner demonstrate The learners independently The learners independently DISTANCE LEARNING The learners independently
B. Performance
competencies in preparing and maintain clean kitchen tools, maintain clean kitchen tools, maintain clean kitchen tools,
Standards
producing pastry products. equipment, and premises. equipment, and premises. equipment, and premises.

The learners are expected to..
1.5 Select required oven
temperature to bake goods in
C. Learning
accordance with the desired
Competencies/
Objectives
characteristics, standards
recipe specifications and
enterprise practices.
The learners are expected to..
1.5 Select required oven
temperature to bake goods in
accordance with the desired
characteristics, standards
recipe specifications and
enterprise practices.
The learners are expected to.. The learners are expected to..
1.5 Select required oven 1.5 Select required oven
temperature to bake goods in temperature to bake goods in
accordance with the desired accordance with the desired
characteristics, standards characteristics, standards
recipe specifications and recipe specifications and
enterprise practices. enterprise practices.

TLE_HECK9-12KP-Ia-1. TLE_HECK9-12KP-Ia-1. TLE_HECK9-12KP-Ia-1. TLE_HECK9-12KP-Ia-1.

.
II. CONTENT
Suggested Project: Suggested Project: Suggested Project: Suggested Project:
a) BANANA MUFFIN a) BANANA MUFFIN a) BANANA MUFFIN a) BANANA MUFFIN
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages Page 37 Page 37 Page 37 Page 37
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning Panlasang Pinoy Panlasang Pinoy Panlasang Pinoy Panlasang Pinoy
Resources https://panlasang pinoy.com https://panlasang pinoy.com https://panlasang pinoy.com https://panlasang pinoy.com

IV. PROCEDURES
A. Reviewing previous
lesson or presenting
 What are the main ingredients Of
What are the main ingredients of What are the main ingredients of What are the main ingredients
the new lesson
BANANA MUFFIN BANANA MUFFIN of BANANA MUFFIN BANANA MUFFIN

B. Establishing a
The teacher discusses the main The teacher discusses the main The teacher discusses the main The teacher discusses the main
purpose for the
lesson
ingredients in baking BANANA ingredients in baking BANANA ingredients in baking BANANA ingredients in baking BANANA
MUFFIN MUFFIN MUFFIN MUFFIN
.
C. Presenting Guide the students to the concept Guide the students to the concept . Guide the students to the Guide the students to the concept
examples/ instances of baking BANANA MUFFIN of baking BANANA MUFFIN concept of baking BANANA of baking BANANA MUFFIN
of the new lesson MUFFIN

D. Discussing new
concepts and Discuss the procedure in baking Discuss the procedure in baking Discuss the procedure in baking Discuss the procedure in baking
practicing new skills BANANA MUFFIN BANANA MUFFIN BANANA MUFFIN BANANA MUFFIN
#1

E. Discussing new .
concepts and Enumerate the tools and Enumerate the tools and Enumerate the tools and Enumerate the tools and
practicing new skills equipment needed in baking equipment needed in baking equipment needed in baking equipment needed in baking
#2 BANANA MUFFIN BANANA MUFFIN BANANA MUFFIN . BANANA MUFFIN

F. Developing mastery
(Leads to Formative
Assessment 3)

G. Finding practical
applications of Explain the proper way of Explain the proper way of Explain the proper way of Explain the proper way of
concepts and skills in preparing BANANA MUFFIN preparing BANANA MUFFIN preparing BANANA MUFFIN preparing. BANANA MUFFIN
daily living
H. Making
generalization and Ask the student to express their Ask the student to express their . Ask the student to express Ask the student to express their
abstractions about feelings towards the lesson feelings towards the lesson their feelings towards the feelings towards the lesson
the lesson lesson

I. Evaluating learning Practicum Practicum Practicum

Practicum
J. Additional activities
for application or
remediation
V. REMARKS DISTANCE LEARNING
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTIONS
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the 95 100 99 100
formative
assessment
B. No. of learners who
 require additional 5
activities for 10 5 5
remediation.
C. Did the remedial
lessons work? No. of
learners who have Yes, 5 Yes, 3 YES, 3 YES, 3
caught up with the
lesson.
D. No. of learners who
continue to require 5 2 2 2
remediation
E. Which of my Hands -on Hands- on Hands- on Hands- on
teaching strategies The students learn well because The students learn well because of The students learn well because of The students learn well because of
worked well? Why of actual demonstration actual demonstration. actual demonstration actual demonstration
did this work?
F. What difficulties did
I encounter which Handling difficult student Handling difficult student Handling difficult student Handling difficult student
my principal or
supervisor can help
me solve?

G. What innovation or
Contextualized SLM Contextualized SLM
localized materials
did I use/discover Contextualized Video Contextualized Video Contextualized SLM Contextualized SLM
which I wish to Presentation Presentation Contextualized Video Contextualized Video
share with other Presentation Presentation
teachers?

Prepared by: Reviewed and checked by: Approved by:

JERRY B. CENTENO ERLINDO P. SERGOTE, PhD. ARMANDO S. VICTORIO, PhD.

TEACHER -II MASTER TEACHER -II PRINCIPAL -I

School NALSIAN-TOMLING NATIONAL Grade Level 12

HIGH SCHOOL
Te JERRY B. CENTENO Learning Area COOKERY I
acher of 2
 Teaching Dates and Time AUGUST Quarter FIRST QUARTER
22,23,24,25,26,2022(M,T,W,Th,F)
GRADE 12
SESSION1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES:
D. Content Standards The learners demonstrates an understanding of the core concepts and theories in Bread and Pastry Production
E. Performance The learners independently demonstrate core competencies in preparing and producing and producing bakery products.
Standards
The learners are expected to......
-select , measure and
F. Learning
weigh required
Competencies/
Objectives
ingredients according to
recipe or production
requirements
Acccurate measurement of ingredients
II. CONTENT

III.LEARNING RESOURCES
C. References
5. Teacher’s Guide
Pages
6. Learner’s
Material Pages
7. Textbook Pages
8. Additional
Materials from
Learning
Resource (LR)
portal
Introduction to the Philosophy of Introduction to the Philosophy of the Introduction to the Philosophy of
the Human Person, Christine Human Person, Christine Carmela R. the Human Person, Christine
D. Other Learning Carmela R. Ramos, PhD pp. 38-39 Ramos, PhD pp. 39-40 Carmela R. Ramos, PhD pp. 40-41
Resources www.youtube.com/watch?v= http://learn.lexiconic.net/
RHLSdrAkOE argumentevaluation.com.html

IV. PROCEDURES
Let the assigned group facilitate the Let the assigned group facilitate the Let the assigned group facilitate
recapitulation of the previous lesson recapitulation of the previous lesson the recapitulation of the previous
K. Reviewing previous
in a form of a Gallery Walk. (5 in a form of a Telephone lesson in a form of Picture Clues.
lesson or presenting
the new lesson
minutes) Conversation. (Let them realize that the elderly
(5 minutes) are people who have time-tested
wisdom). (5 minutes)
L. Establishing a The teacher shows a video clip that Activity: Activity: Graphing Let the
purpose for the presents examples of fallacies of Pageant *Divide the class into 4-6 students create a Pie Chart to
lesson argumentation. After the video figure out the components for an
groups (whatever the case may be).
presentation, ask the students to objective evaluation of an
*Each group should have 1
identify fallacious statements. (5 argument. Let them allot a
minutes) representative who will present “who percentage for each component.
they are” a la pageant. *Allot 3 (5 minutes)
minutes for the preparation. (10
 minutes)

Guide the students to the concept Ask the students: 1. How do you
that opinionated statements may assess the words or statements
come in a form of a fallacy. (5 uttered by the candidates during the
minutes) pageant? 2. Which of their statements
M. Presenting can be considered as truth? (5
examples/ minutes)
instances of the
new lesson

N. Discussing new Discuss the meaning of fallacies Discuss Methods of Philosophy: Discuss: How do I evaluate an
concepts and used in argumentation. (5 minutes) -Critical Thinking argument? (5 minutes)
practicing new skills -Components of Critical Thinking
#1 (10 minutes)
O. Discussing new Enumerate examples of fallacies and Group Activity: Semantic Mapping Let Criteria in Evaluating an
concepts and define them. (25 minutes) the students create a Semantic Map Argument
practicing new skills on the Attributes of a Critical Thinker -Fairness -Evidence
#2 using symbols. -Logic -Tone
Let the students answer the
question, how can we come up
with a sound and valid
P. Developing mastery
argument?
(Leads to Formative
Assessment 3)
Cite a specific instance that you
had experienced in relation to
this.
(5 minutes)
Q. Finding practical Cite examples of fallacies which they With the advent of social media, how Ask the students: Why is
applications of had experienced or observed. (5 would you uphold truth and wisdom? evaluating an opinion significant
concepts and skills minutes) a. Facebook b. Instagram c. Twitter d. in your daily dealings with your
in daily living Etc. (7 minutes a. classmates/friends? b.
teachers?
c. siblings? d. parents? e.
community?
(10 minutes)
Ask the students to express their Write a couplet on your perspective Ask the students: What are the
R. Making learning for this session through a about the given statement: A person qualities of a good argument?
generalizations and metacard. Expected Answer: is more than just his/her Facebook Expected Answer: A good
abstractions about Opinionated statements may come profile/account. (8 minutes) argument possesses the four
the lesson in a form of a fallacy. (2 minutes) criteria namely: fairness,
evidence, logic, and tone.
S. Evaluating learning 15-item Quiz What is the significance of philosophy *The teacher will provide three
Let the students determine whether to everyday living? (5 minutes) (3) arguments in the context of
the given statements are valid/true the political, economic,
or fallacious. If the statement is a sociocultural, and environmental
fallacious, identify what fallacy it situations in the Philippines.
expressed. *See attached quiz items. *The students will evaluate each
 (8 minutes) argument using the FELT
Framework. (See attached
evaluation tool).
T. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTIONS
H. No. of learners who
earned 80% on the
formative
assessment
I. No. of learners who
require additional
activities for
remediation.
J. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
K. No. of learners who
continue to require
remediation
L. Which of my
teaching strategies
worked well? Why
did these work?
M. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?