School SAN MATEO SENIOR HIGH SCHOOL Grade Level 12
Teacher JOAN ELIZABETH R. PACIS Learning Area COOKERY NC II
Teaching Dates and Time MARCH 23, 2023; 2:20PM-4:20PM Semester SECOND
Strand 12 TVL – COOKERY C Quarter THIRD (COT 1)
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding preparing and cooking seafood dishes.
B. Performance The learners independently prepare and cooks seafood dishes
Standards
C. Learning LO 1. Perform Mise en Place
Competencies 1.1. prepare the kitchen tools, equipment, and ingredients based on required standards.
1.2. identify types, varieties, market forms, nutritive value, and composition of fish and seafood
D. Specific Objective 1. To explain the market forms of fish through discussion and video presentation.
2. To demonstrate the techniques on market forms of a fish.
3. To increase measured proficiency and examine the importance of market forms of fish.
4. To appreciate the importance of market forms of fish through actual demonstration.
II. CONTENT MARKET FORMS OF FISH
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide TLE_HECK9-12PC-IIe-14
pages
2.Learner’s Materials
pages
3.Curriculum Guide K to 12 Basic Education Curriculum Junior High School Technical Livelihood Education and Senior High School
- Technical-Vocational-Livelihood Track Home Economics – COOKERY (NC II)
4.Additional Materials TV, Laptop, PowerPoint Presentation, Video Clips
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
PRELIMINARIES:
1. Greetings
2. Opening Prayer
3. Checking of Attendance
4. Sharing an inspirational quote
5. Review of the past lesson
Activity #1: “Arrange ME!”
Direction: The teacher will choose a student who will arrange the steps in cooking pasta in proper sequence.
Use the mouse to move the pictures in each direction. (5 mins)
Guide Questions:
1. What did you learned from preparing and cooking of pasta dishes during your laboratory?
2. What are the good and bad things did you encounter during laboratory?
Principle of Teaching: Idealism
Strategy: Interactive Instructions, Sharing, Recitation, Whole class discussion
Integration: Science, ICT
LM: PowerPoint, Pictures
Instructional Tool: Laptop, TV
(Indicator 1: Apply knowledge of content within curriculum teaching areas)
(Indicator 4: Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery,
and hands-on activities within a range of physical learning environments.)
(Indicator 6: Used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs,
strengths, interests, and experiences.)
B. Establishing a PRESENTATION OF OBJECTIVES and INTRODUCTION OF THE LESSON
purpose for the lesson.
(Analysis)
1. To explain the market forms of fish through discussion and video presentation.
2. To demonstrate the techniques on market forms of a fish.
3. To increase measured proficiency and examine the importance of market forms of fish.
4. To appreciate the importance of market forms of fish through actual demonstration.
Activity #2: “Notice ME!”
Direction: The students will observe the picture presented on the screen and answer the guide questions
through recitation. (5 mins)
*PICTURE ANALYSIS
Guide Questions:
1. Kindly observed this picture. What did you notice about this picture?
2. Have you experience to go to the market? Share your experience in the market.
3. Have you been in the wet market? What have you observed?
4. What are the activities did you see inside the wet market?
Principle of Teaching: Idealism
Strategy: Interactive Instructions, Experiential Instructions, Sharing, Recitation, Whole class discussion, Picture
Analysis
Integration: ICT
LM: PowerPoint, Picture
Instructional Tool: Laptop, TV
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher order
thinking skills.)
C. Presenting Activity #3: “Guess the Fishy!”
examples/instances of Direction: The students will guess the pictures of the fish about market forms. (5 mins)
the new lesson.
(abstraction)
Guide Questions:
1. What form of fish is presented in the picture?
2. Can you please give an example recipe of this fish?
Principle of Teaching: Essentialism
Strategy: Interactive Instructions, Sharing, Recitation, Picture Analysis
Integration: ICT
LM: PowerPoint, Pictures
Instructional Tool: TV, Laptop
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy)
(Indicator 5: Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning-
focused environments.)
D. Discussing new Activity #4: “FISHda Clips!”
concepts and practicing
new skills# 1
Direction:The teacher will show and present a video presentation of market forms of fish.
*VIDEO ANALYSIS (10 mins)
☻YouTube link:
MARKET FORMS OF FISH - https://www.youtube.com/watch?v=y4IyLlMkWQg
Guide Questions:
1. What are the techniques you observed in market forms of fish?
2. How can you apply these techniques?
Principle of Teaching: Perennialism
Strategy: Direct Instruction, Interactive Instruction, Whole Class Discussion, Video Analysis
Integration: ICT, Science
LM: PowerPoint, Video
Instructional Tool: TV, Laptop
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher order
thinking skills.)
(Indicator 5: Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning-
focused environments.)
E. Discussing new Activity #5: “Skills BIDA-BIDA!”
concepts and practicing
Direction: The students will demonstrate the techniques of market forms of a fish. After demonstrating the
new skills #2. techniques, the students will present and show the finished product of a fish. The whole class should give a
final judgement on the demonstration of each market form of fish through their board using a rubric of grading.
(45 mins)
GROUP 1: WHOLE FISH & DRAWN FISH
- Demonstrate a techniques in whole fish and how to drawn a fish. (5 mins)
GROUP 2: DRESSED FISH
- Demonstrate a techniques on how to dressed a fish. (5 mins)
GROUP 3: FISH FILLET
- Demonstrate a techniques on how to fillet a fish. (10 mins)
GROUP 4: BUTTERFLY FILLET
- Demonstrate a techniques on how to butterfly a fish. (10 mins)
GROUP 5: STEAK-CUT FISH
- Demonstrate a techniques on how to steak-cut a fish. (5 mins)
GROUP 6: STICKS/ TRANCHES
- Demonstrate a techniques on how to sticks/tranches a fish (5 mins)
CRITERIA
Techniques of market forms of fish 15 points
Timeliness 5 points
Safety & Sanitation 5 points
Presentation of Product 5 points
TOTAL 30 points
Principle of Teaching: Perennialism
Strategy: Actual Demonstration, Cooperative Learning
Integration: ICT, Science
LM: PowerPoint, Fresh fish, Chopping board, Knife, Plate, Bowls Cooking Outfit
Instructional Tool: TV, Laptop
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher order
thinking skills.)
(Indicator 4: Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery,
and hands-on activities within a range of physical learning environments.)
(Indicator 5: Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning-
focused environments.)
(Indicator 6: Used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs,
strengths, interests, and experiences.)
F. Developing Mastery Activity #6: “Fish Parade ng MALALANSA!”
(Leads to Formative
Assessment) Directions: (5mins)
1. The teacher will call a student who demonstrate the techniques of market forms of a fish.
2. The student who was called by his teacher must show the whole class the final product of a fish through
a parade.
3. The whole class should identify each type of fish through flashcards.
(THE STUDENTS WILL SHOW THE ACTUAL FINISHED PRODUCT OF A FISH ABOUT MARKET FORMS)
Guide Questions:
1. What kind of market forms of a fish they are trying to show you? Kindly show your answer through
your flashcards.
Principle of Teaching: Perennialism
Strategy: Interactive Instruction, Cooperative Learning, Actual showing of a fish product, Observation
Integration: Values Education, PE
LM: PowerPoint, Real Fish Product
Instructional Tool: TV, Laptop
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher order
thinking skills.)
G. Finding practical Guide Questions: (5 mins)
applications of 1. Describe the market forms of a fish?
concepts and skills.
2. How many market forms of a fish do we have?
3. Do you think this knowledge will help you to improve and guide you in your activities related to your
strand? How?
Principle of Teaching: Perennialism
Strategy: Indirect Instruction, Imaginative discussion, Sharing, Recitation, Whole class discussion, Situational Concept
Integration: Values Education
LM: Power Point
Instructional Tool: TV, Laptop
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.)
(Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher order
thinking skills.)
H. Making Guide Questions:(5 mins)
generalization and ☺ What is your most important takeaway from today's lesson?
abstractions about the
lesson.
I learned that _______________________
I realized that _______________________
Principle of Teaching: Perennialism
Strategy: Sharing, Recitation, Whole class discussion, Situational Concept
Integration: Values Education
LM: Power Point
Instructional Tool: TV, Laptop
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher order
thinking skills.)
I. Evaluating Learning. Activity #7: “I-aFISH mo ako!”
Direction: The teacher will show the actual fish product, and the students will identify the market forms of a
fish. The students will write their answer in their notebook. (5 mins)
(THE TEACHER WILL SHOW THE ACTUAL FINISHED PRODUCT OF A FISH ABOUT MARKET FORMS)
Principle of Teaching: Perennialism
Strategy: Indirect Instruction, Assessment, Observation
Integration: Values Education
LM: Power Point, Rubrics, Finished Product
Instructional Tool: TV, Laptop
(Indicator 1: Apply knowledge of content within and across curriculum teaching areas)
(Indicator 4: Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery,
and hands-on activities within a range of physical learning environments.)
(Indicator 5: Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning-
focused environments.)
J. Additional activities Remedial Activity:
for application or
remediation.
Steps in Canning Seafood
Assignment:
By group you will do collaborative learning and study the step-by-step procedures on how to perform
1. Scaling, filleting,
2. Skinning, deboning,
3. Opening oyster, opening clams,
4. Cleaning a squid and splitting lobster.
You can watch a video in YouTube. Copy the video clip in your USB/Tablet and present it to the class.
V. REMARKS
VI. REFLECTION INDEX OF MASTERY: TOTAL NO. OF STUDENTS:
A. No. of learners 12 COOKERY C -
who earned 80% in
the evaluation.
B. No. of learners 12 COOKERY C -
who require
additional activities
for remediation.
C. Did the remedial 12 COOKERY C -
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners 12 COOKERY C -
who continue to
require remediation
Prepared By: Checked by: Noted By:
JOAN ELIZABETH R. PACIS RAQUEL VIRTUCIO ARMI N. TAPAO MARIVIC B. CABAÑERO
Teacher II Master Teacher I Master Teacher I Assistant Principal II
