Republic of the Philippines

Department of Education
Caraga Region
BISLIG CITY DIVISION
Bislig City
A Semi-Detailed Lesson Plan in
English for Academic and Professional Purposes-
TVL- COOKERY NC II

(Based on DepEd Order No. 042, s. 2016)

Grade Level: 11
Name of Teacher: DAISY MARIE L. LIGUTOM Date of implementation: March 14, 2023
School: BISLIG CITY NATIONAL HIGH SCHOOL Quarter/Semester: Quarter 3, 2nd Semester
District: BISLIG 1 Week Number: Week 5

Subject Description: The development of communication skills in English for academic and
professional purposes

I. Objective/s
A. Content Standards: The learner understands the principles and uses of a
reaction paper/ review/ critique

B. Performance Standards: The learner produces an objective assessment of an event,

a person, a place or a thing. writes a comprehensive
review /reaction paper
• Performance Arts, Play, Dance, Sports, etc.
• Film
• Participation in a religious or community festival
• Art Exhibit critiques designs such as industrial design
objects or craft objects, furniture, fashion designs based
on set criteria critiques graphic design

C. Learning Competencies Uses appropriate critical approaches in writing a critique

(Write the LC code for each) such as formalism, feminism, etc. (CS_EN11/12A-EAPP-Id-
f-16)
D. Objectives: At the end of the sixty-minute period, the learners can:

a. identify the representation of women and gender in a

literary text;
b. analyze the representation of women and gender
given passages.
c. respect diverse perspectives and experiences
related to gender and representation in literature;
and
d. write a reaction paper, review, or critique that uses a
feminist approach.

DepEd – Bislig City Division Contextualized DLP in EAPP Gr. 11 based on D.O. #042, s. 2016 Written by
DAISY MARIE L. LIGUTOM, MT-II Page 1 of 11
 II. Content

Subject Matter: Writing a Reaction Paper/Review/ Critique using Feminism as a critical approach

III. Learning Resources

A. References:
1. Teacher’s Guide None
pages
2. Learner’s Materials None
pages
3. Textbook pages None
4. Additional Materials None
from DepEd
Learning Portal/Div.
Lughason Portal
B. Other Learning Williams, S.J. (2000). a feminist guide to cooking .
Resources: (https://journals.sagepub.com/doi/pdf/10.1177/1536504214545763

IV. Procedures

7E Model

1. Engage
A. Reviewing previous lesson or
Presenting the new lesson Lesson Introduction

Motivation The preliminaries will be set first. This will comprise the following:
Question/Activity/Situation opening prayer, checking of attendance, setting of the classroom
norms and Covid-19 health protocol reminders, review of the
DepEd – Bislig City Division Contextualized DLP in English Gr. _____ based on D.O. #042, s. 2016. Page 2 of 11
 lessons from the previous meeting, and presentations of the word
of the day (FEMINISM).

The teacher will start the lesson by showing photos of great female
chefs and giving a little overview of these photos:

Say: This is Chef Angie Mar. She has received rave reviews for
her New York chophouse Beatrice Inn,and has been called a
"badass" by the press. While some women have no problem with
the word and use it in an entirely complimentary context, many
others dislike its bro-culture connotation.

Say: This is Chef Asma Khan. She is donating a percentage of her

restaurant’s proceeds to helping India’s persecuted second
daughters. “Second Daughters”, is a charity, which is close to
Khan’s heart. It helps support the girls overlooked by their families
in favour of their brothers, largely traditional in India, especially the
second daughter, and helps provide them with opportunities.

Warm Up
DepEd – Bislig City Division Contextualized DLP in English Gr. _____ based on D.O. #042, s. 2016. Page 3 of 11
 Do: The teacher will then ask the class thought-provoking
questions related to feminism: "What does it mean to be a
feminist?", "What challenges do women face in society today?".
She will encourage the learners to share their thoughts and
engage in a discussion about the topic.

2. Elicit
B. Establishing a purpose for the The objectives of the lesson will be displayed on the board.
lesson Everybody will have to read them and confirm their agreement to
the achievement of the goal.

3. Explore
C. Presenting examples/instances The class will read a passage:
of the new lesson
Josephine was a beautiful young woman with long golden hair
and sparkling eyes. She was the kindest and most gentle person
that anyone had ever met. Despite her kindness, however, she
was also quite naive and often found herself in trouble because of
her trusting nature. She lived in a small village with her wealthy
merchant father and spent most of her days cooking delicious
meals for the less fortunate children in their place.

One day, a handsome prince rode into the village and was
immediately smitten by Josephine's beauty and culinary skills.
They fell in love and got married, living happily ever after.

Questions about it will be raised by the teacher, thereafter.

1. Analyzing the portrayal of women: Discuss how Josephine

is portrayed in the passage. How does her beauty,
kindness, and naivety shape her character? Is her worth
defined by her physical appearance and domestic skills?

2. Examining gender roles: Analyze the gender roles portrayed

in the passage. What are the expectations of the male and
female characters in the story? How does the prince's
attraction to Josephine's beauty and cooking skills reinforce
traditional gender roles?

3. Critiquing the concept of true love: Discuss the idea of true

love presented in the story. Does the prince truly love
Josephine for who she is, or is he only attracted to her
physical appearance and culinary skills? Does this reinforce
the idea that a woman's worth is based on her appearance
and abilities at home and in the kitchen?

4. Exploring agency and power dynamics: Analyze the agency

and power dynamics in the story. Does Josephine have
control over her own life and decisions, or is she passive
and dependent on the prince and her wealthy father?

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4. Explain
D. Discussing new concepts and
practicing new skills number 1
DepEd – Bislig City Division Contextualized DLP in English Gr. _____ based on D.O. #042, s. 2016.
Do: The teacher will distribute a copy of a critique of the passage:
The story of Josephine and the Handsome Prince is a classic
fairytale that presents a traditional representation of women and
gender. In this story, Josephine is portrayed as a beautiful, kind,
and gentle young woman who is also naive and often finds herself
in trouble because of her trusting nature. This representation
reinforces traditional gender norms that view women as passive
and in need of protection from a male figure.
The prince, on the other hand, is portrayed as handsome,
brave, and the active agent in the story. He is the one who takes
the initiative to pursue Josephine and ultimately saves her from her
troubles. This reinforces patriarchal norms that view men as the
dominant and dominant figures in society.
Additionally, Josephine's role as a caregiver, spending most
of her days cooking delicious meals for less fortunate children,
reinforces the stereotype that women's primary role is to care for
others and to be nurturing. This representation reinforces
traditional gender norms that view women as submissive and
secondary to men.
The representation of women and gender in this story is a
reflection of the cultural and historical context in which it was
written, a time when patriarchal norms were widespread, and
women were often limited to traditional gender roles. This
representation reinforces patriarchal norms and reinforces the idea
that women are passive, submissive, and secondary to men.
However, the story also presents a positive representation of
women as kind and nurturing, which challenges patriarchal norms
that view women as inferior to men. This representation presents
women as valuable and important, not just in their relationship to
men.
In conclusion, while the story of Josephine and the Handsome
Prince presents a traditional representation of women and gender,
it also offers the opportunity to challenge patriarchal norms and to
present women as valuable and important.
To identify and analyze the representation of women and gender in
a literary text, you can follow these steps:
1. Analyze the characters: Look at the characters in the text
and examine how they are portrayed. Take note of the
gender of each character, as well as their personality traits,
motivations, and actions. Consider how gender shapes the
characters and their experiences in the story.
2. Examine language: Pay attention to the language used to
describe characters and their experiences. Does the
language reinforce patriarchal or traditional gender norms?
Page 5 of 11
 Are the characters described in gendered terms, such as
"strong" or "emotional" being associated with either male or
female characters?

3. Analyze relationships: Look at the relationships between

characters and consider how they are shaped by gender.
How do characters interact with each other based on their
gender? How are romantic relationships portrayed and what
do they suggest about gender roles and expectations?

4. Consider the author's background: Consider the author's

background, including their gender, culture, and historical
context. How might their experiences and perspectives
shape the representation of women and gender in the text?

5. Contextualize the text: Place the text in its cultural, historical,

and political context. How does the representation of women
and gender in the text reflect the attitudes and beliefs of the
time in which it was written?

The representation of women in cookery can vary, but some

common representations include:

Domestic/private sphere: Women are often depicted as

homemakers, responsible for preparing meals for their families and
loved ones. This reinforces traditional gender roles that place
women in the domestic sphere and suggest that cooking is a
"woman's job."

Sexual objectification: Women in cookery can sometimes be

depicted in a sexualized manner, such as in advertisements or on
TV cooking shows. This can be problematic because it reduces
women to their bodies and sexualizes the act of cooking.

Supporting roles: Women in cookery can often be depicted as

assistants or sous chefs, supporting male head chefs. This
reinforces the idea that women are secondary to men in the
culinary arts and reinforces gender hierarchies in the industry.

Mom-like figure: Women in cookery can also be portrayed as

nurturing and caring, like a mother, in their approach to cooking.
This reinforces traditional gender roles and expectations,
suggesting that women should be nurturing and motherly.

Trailblazers: However, there are also positive representations of

women in cookery, such as female celebrity chefs who break
through gender barriers and become successful in a traditionally
male-dominated field. These representations challenge traditional
gender roles and expectations and demonstrate that women can
excel in the culinary arts.

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E. Discussing new concepts and When writing a review using a feminist perspective, it's
practicing important to consider how the text you are reviewing represents
new skills number 2 women and gender and how it reflects societal attitudes and beliefs
about gender. Here's how you could structure your review:

1. Introduction: Start with a brief overview of the text you are

reviewing and its central themes. Provide some context and
background information that will help readers understand the
text and its context.

2. Summary of the representation of women and gender:

Summarize the representation of women and gender in the
text, including the gender of the main characters and how
they are portrayed. Identify any stereotypical or problematic
representations of women and gender in the text.

3. Analysis of the representation of women and gender:

Analyze the representation of women and gender in the text,
using a feminist perspective. Consider how the text
reinforces or challenges patriarchal or traditional gender
norms. Examine the language used to describe characters
and their experiences and how it reinforces or challenges
gender stereotypes. Look at the relationships between
characters and how they are shaped by gender.

4. Author's background: Discuss the author's background,

including their gender, culture, and historical context, and
how it might shape the representation of women and gender
in the text.

5. Cultural, historical, and political context: Place the text in its

cultural, historical, and political context. Consider how the
context in which the text was written affects the
representation of women and gender in the text and the
overall message of the text.

6. Conclusion: Summarize your analysis and provide an overall

evaluation of the text. Consider whether the text is a positive
or negative representation of women and gender, and why.
Offer suggestions for how the text could be improved or
revised to better represent women and gender in a more
nuanced and equitable way.

5. Elaborate

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F. Developing mastery (Leads to
Formative Assessment) I DO
I DO: The teacher will demonstrate how to write a critique paper with the
feminist lens. She will write her critique on the board and think out loud
while doing it to govern the thinking process of the learners.

Passage:

Jenny was a successful restaurateur who owned a high-end dining

establishment in the heart of the City of Bislig. She was known for her
innovative cuisine and her ability to create a welcoming atmosphere for
her guests. Despite her success, however, Jenny often found herself
facing challenges in a male-dominated industry. Her male colleagues
were quick to dismiss her ideas and belittle her accomplishments, but
Jenny refused to be discouraged. She proved her worth time and time
again with her impressive culinary skills and business savvy. Jenny was
determined to succeed and break down gender barriers in the restaurant
industry, one dish at a time.

Example of what a teacher might say while thinking out loud while
analyzing the representation of women and gender in the passage:

“So, in this passage, we have a female character named Jenny, a

Bisliganon, who is a successful restaurateur. And, she's facing
challenges in a male-dominated industry. Let me think... this
representation of a woman in a male-dominated field is interesting. It's
common for women to face barriers and discrimination in these types of
industries, so this representation seems realistic. But, at the same time,
Jenny is portrayed as determined and successful, which is a positive
representation. So, in this passage, we have a mix of both negative and
positive representations of women in the restaurant industry.”

A sample teacher’s output, which will be written on the board:

Jenny is portrayed as a successful restaurateur in the passage. She

has a restaurant at the heart of Bislig City. So brave for a woman, who
faces challenges in a male-dominated industry! Despite facing criticism
and belittlement from her male colleagues, she refuses to be discouraged
and continues to prove her worth through her culinary skills and business
acumen. The representation of Jenny and the challenges she faces in a
male-dominated industry highlight issues of gender discrimination and
inequality in the workplace. The portrayal of Jenny as determined and
resilient also serves to challenge gender stereotypes and reinforce the
idea of women breaking down barriers in male-dominated industries.

We Do

WE DO: The teacher will provide the learners with a passage, and they
will work together to make a critique about it.

Passage:
Lena was a passionate home cook who loved nothing more than
experimenting with new ingredients and flavors. Despite her husband's
DepEd – Bislig City Division Contextualized DLP in English Gr. _____ based on D.O. #042, s. 2016. Page 8 of 11
6. Extend
G. Finding practical applications of The teacher will challenge all the COOKERY students to give a
concepts and skills in daily living message to Chef Asma Khan and Chef Angie Mar.

G- To write a message to Chef Asma Khan and Chef Angie Mar

that shows appreciation for their work and dedication to promoting
equality and providing opportunities for marginalized girls.
.
R- You are a cookery student inspired by the said female chefs.
You are a fan of their cooking.

A-The audience is Chef Asma Khan and Chef Angie Mar.

S- You are a TVL Cookery student who learned about feminism.

The students will use appropriate language, tone, and format to
create a message that is respectful, sincere, and heartfelt.

P- The purpose of the task is to recognize the contributions of Chef

Asma Khan and Chef Angie Mar to promoting equality and
providing opportunities for marginalized girls. The task also
provides an opportunity for students to practice writing a message
that expresses gratitude and admiration, and to reflect on the
impact that individuals can have on promoting equality and creating
positive change.

S- Rubrics will be used to check the output of the learners. (Please

see attached.)

H. Making generalizations and In general, feminism can be seen as a movement to put an end
abstractions to sexism, sexist exploitation, and oppression and to achieve full
About the lesson gender equality in law and in practice.

Being able to write a reaction paper, review, or critique that uses

a feminist approach is a good skill. This will develop one’s critical
thinking and will help direct the thoughts in understanding and
analyzing gender representation in literature and media. Women in
male-dominated industries often face discrimination and barriers,
but female characters in literature can challenge these negative
stereotypes. Feminist criticism provides a framework for analyzing
the representation of women and gender in literature and media,
and understanding and critically analyzing gender representation is
important for promoting gender equality and challenging harmful
stereotypes. Writing a critique using a feminist lens requires a close
examination of the representation of women and gender and the
exploration of diverse perspectives and experiences related to
gender. These generalizations and abstractions provide a
comprehensive understanding of the key concepts and takeaways
from the lesson.

7. Evaluate

DepEd – Bislig City Division Contextualized DLP in English Gr. _____ based on D.O. #042, s. 2016. Page 9 of 11
I. Evaluating learning
Kindly see attached page.

Remediation/Reinforcement/Enhancement (Conduct RRE as needed based on the results of the

evaluation)
J. Additional activities for (Going Local): Read any of the following texts provided by the
application or RRE teacher. Write a critique about it using the feminist approach.

-Whoever said Filipinas can cook

-The Philippine Political Palate
-The Sexual Politics of Meat
- No shame in sisig: Filipino chefs and scholars say they are
overcoming a century of stereotypes

V. Remarks

This is the part of the DLP in which
teachers shall document specific
instances that result in the
continuation of lessons to the
following day in case of re-teaching,
insufficient time, transfer
of lessons to the following day as a
result of class suspension, etc.
The class ended very well. The lesson was achieved as planned. The
students were engaged and actively participated in the lesson. The
objectives for the lesson were all achieved. Overall, I'm very pleased with
how the lesson went and I'm confident that the students have a better
understanding of how to use a feminist lens when writing a critique.

VI. Reflection
A. No. of learners who earned 80% 23/ 26
in the evaluation

B. No. of learners who require 3

additional activities for
remediation who scored below
80%

DepEd – Bislig City Division Contextualized DLP in English Gr. _____ based on D.O. #042, s. 2016. Page 10 of 11
C. Did the remedial lessons work? The remedial lesson worked. Those who were required to do the
No. of learners additional tasks were able to catch up with the lesson.
who caught up with the lesson

D. No. of learners who continue to None.

require remediation

E. Which of my teaching strategies
work well?
Why did these work well?
F. What difficulties did I encounter
which my principal/school
head/supervisor can help me
solve?
The explicit instruction worked well for me in this lesson. This is an
approach to teaching that helps all students, especially those who
learn and think differently. I used this explicit instruction to teach
the concept of feminism and critical approaches to analyzing texts
concepts or skills in a very structured way.
I would have needed photocopies of my handouts. I wish the
school will provide me with some materials (ink and bond paper)
next time.

G. What innovation or localized I have not used nor discovered any innovative or localized material
materials did I use/discover for this lesson. However, I adjusted the texts to cater and
that I wish to share with other showcase the Filipino side of the story.
teachers?

PREPARED:
CHECKED/REVIEWED:
DAISY MARIE L. LIGUTOM
Master Teacher II
TERESA D. BURAY, PhD
Principal IV
NOTED:
RHODA M. DELOS SANTOS_
Education Program Supervisor

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