Francisco Osorio Integrated Senior High

School Grade Level 10

School
LESSON Teacher May Ann F. Guinto Learning Area TLE-Cookery
EXEMPLAR Teaching
April 4, 2022 Semester/Quarter 3rd QTR
Date
Time 8:30 AM -9:30 AM Number of Days 1

A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies
D. Objectives
II. CONTENTS
The learner demonstrates understanding of basic concepts and underlying Annotation: (Objective 2)
theories in preparing poultry and game dishes. Based on the study, an effective
learning environment relies on the
The learner be able to prepare a variety of poultry and game dishes found in educator to take into account the
different cultures. following: 1. The objectives and
Prepare poultry and game Dishes expectations are clear to both
TLE_HECK9-12PGD-IIIe-25 educator and learners 2. The focus
is on the development of problem-
solving skills and attitudes 3. The
teaching level is appropriate for the
learners. These are the reasons
At the end of the lesson, the learners are expected to: why teachers should choose
1. identify the different cuts of poultry; learning objectives that are
2. create a recipe using chicken as the main ingredients utilizing the poultry SMART and would develop the
cuts; problem- solving skills of students.
3. value the importance of using appropriate poultry cuts in accordance with Also, should follow the KSAB
prescribed dish; and (Knowledge-Skills-Affective-
4. demonstrates enthusiasm and creativity in preparing poultry. Behavior) format because it would
develop the critical thinking and
problem- solving skills, and the
self-awareness on the lesson to be
learned.
Different Cuts of Poultry

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
G10 Learner’s Packet (LEAP) in Cookery Quarter 3 Week 5
2. Learner’s Materials pages
by Ma. Elda V Mortega
3. Textbook pages Grade 10 Cookery Learning Material – pp. 287-290

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 Technical-Vocational-Livelihood Home Economics Cookery for Grade 10 –pp.
233-239
4. Additional Materials from
Learning Resource (LR) portal
B. List of Learning Resources
for Developmental and
Engagement Activities
Laptop, Cut-out pictures
[OTHER MATERIALS/
TEACHING AIDS]

IV. PROCEDURES
Prayer Objective 5: Established safe and
Video Prayer secure learning environments to
Link: https://youtu.be/SeFiXxELSNI.com enhance learning through the
consistent implementation of
Checking of Attendance policies, guidelines and
Health Protocols procedures

Annotation:
Review of the Previous Lesson: Market Forms of Poultry Reminding the learners about
health protocol, policies and
Activity 1: Guess Mo! procedures.

Direction: Observe the pictures shown. Arrange the jumbles letter to form a
correct word/s.
A. Introduction (20 mins)

Objective 3: With the student’s

guessed word, the teacher will give
the definitions or other terms
1. E I L V 2. O H W L E 3. S E D R E D S related to it and describe the word
using gesture or body language.

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 4. N A W R D 5. D E Y A R - O T - O K C O

Process Questions:

1. Why is it important to know the different market forms of poultry?

Priming

Motivation
Activity 2: Match it, Paste it
Directions: Students will guess the chicken parts.
Objective 8: On this part of the
lesson, the teacher will use an
extrinsic motivation. Those
students who will guess the correct
answer will be given a prize.

Objective 1: The illustration in this

activity shows the structure of
chicken which is related to
Zoology, the branch of biology that
studies the animal kingdom,
including the structure,

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 Processed Question: classification, habits, and
distribution, and is intradisciplinary.
1. Which chicken part is you favorite? Why?
2. Does all the parts of a chicken can be eaten?
3. How does chicken sustain the needs of the people?
4. How nutritious is the chicken meat? Objective 4: With their justification
on the chosen answer on this task,
verbal and non-verbal
communication between teacher
and students would arise and open
communication will be established.

Activity 3: Assemble Me (Collaborative approach) Objective 5: On this part of the

lesson, the students are
Directions: The class will be divided into four groups; each group will be collaboratively answering the task
given a mystery envelope containing different poultry cuts. Using a graphic which the teacher will give policies
organizer, students will assemble a chicken by making use of the poultry and guidelines to establish safe
cuts and its sub-cuts by pasting it on the board. They should be able to and secure learning.
describe each.

You will be rated using the rubrics below. Annotation: (Objective 16)

The teacher used Constructivism

as her philosophy of teaching
because she thought that learning
occurs as learners are actively
B. Development( 20 mins) involved in a process of meaning
and knowledge construction.
Based on her philosophy of
teaching, the given activities foster
and develop the critical thinking
skills of the learners and create
motivated and independent
learners.

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 Group 1: Breast
Group 2: Thigh
Group 3: Wing
Group 4: Giblets

Process Questions: Objective 4. With their justification

• How did you come up with the decision of placing the different parts of on the chosen answer on this task,
chicken on that position? Do you think its correct, Why? verbal and non-verbal
• Does the different sup-cuts necessary in poultry cookery? Why? communication between teacher
• Does the right cut of chicken important in poultry cookery? and students would arise and open
communication will be established.

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 Activity 3: Think, Pair, Share! (Collaborative approach) Objective 5: On this part of the
lesson, the students are
Directions: Answer the problem below. collaboratively answering the task
which the teacher will give policies
Supposing you are an owner of a carinderia, variety of dishes is a must. You and guidelines to establish safe
are tasked to list down different menus/dishes utilizing a particular chicken cut and secure learning.
as the main ingredient. Share your ideas with your classmates. You may use
Venn diagram to compare your answers. Present your work in the class.
Objective 1:
The given problem is all about
business which is related to
Group 2 Entrepreneurship and is
Group 1
Thigh cut Giblets interdisciplinary.

Objective 6: On the presentation

of the students’ work, with their
explanations, the teachers would
display a polite and respectful
C. Engagement(60 mins) interactions with the learners.

Objective 7: On this part of the

lesson, teacher will use a
collaborative approach, where the
students will work together on the
assigned task to them.

Group 3 Objective 1: The given tool in this

Group 4
activity is the use of Venn diagram,
Breast cut Wing cut also called Set diagrams or Logic
diagrams, are widely used in
mathematics, statistics, logic
subject which is intradisciplinary.

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Process Question: Annotation: (Objective 2)

1. Why is it necessary to use appropriate poultry cuts in cooking a Based on the study, Venn
certain dish? diagrams can be used to generate
engagement, participation, and
discussion. They provide
educators with information about
the thinking of the students. Venn
diagrams can help see clearly what
the sets have in common and what
makes them unique.

Activity 4: Recipe Ko ‘To!

Directions: Create a unique chicken recipe using your preferred poultry cut/s.
Layout your work using any computer application in your laptop. Be creative. Objective 8: On this part of the
lesson, the teacher will use both an
Grading Rubric for Chicken Recipe extrinsic and intrinsic motivation.
Indicator Excellent(5) Good (4) Fair (3) Needs Those students who have
Improvement excellent work will be given a prize
(2) and perfect score.
Content All Information Most Few
information are detailed, information information
are detailed, accurate, are detailed, are detailed,
accurate, relevant, and accurate, accurate,
relevant, and properly relevant, and relevant, and
properly cited properly properly
cited. cited cited
Recipe Layout is Layout is Layout Layout is
Design aesthetically clear maybe unclear
pleasing somewhat
clear
Creativity Additional Additional No additional Additional
elements elements are elements are elements are
such as used but not used used but
pictures are enhance the there is no
incorporated recipe. relevance to
to enhance the content
the recipe. of the recipe.

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 Activity 5: Assessment
Read the statements carefully and write the letter of your answer on a separate
sheet of paper.
1. What do you call the portion of the leg above the knee joint?
a. Thigh
b. Drumsticks
c. Split Breast
d. Giblets
2. In Poultry cookery, the following cuts are considered as giblets, except?
a. Heart
b. Feet
c. Liver
d. Neck
3. What poultry cut is considered to be all-white meat portion composed of
three sections; the drumette, midsection, and tip?
a. Whole Chicken Wing
b. Breast Quarter
c. 8-piece Cut
d. Giblets.
D. Assimilation (10 mins) 4. Breast quarter with the wing removed is called _________.
a. Boneless Skinless Breast
b. Split breast without Back
c. Split Breast
d. Breast Quarter
5. 8-piece Cut composed of 2 breast halves with ribs and back portion, 2 wings,
2 thighs with back portion and ______________.
a. 2 necks
b. 2 drumettes
c. 2 hearts
d. 2 drumsticks

ANSWER KEY
1. B
2. B
3. A
4. C
5. D

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 (Reflective Approach)

• What was the most important thing I learned today?

• How can I incorporate any new learnings or skills I have into my
day-to day practice?

Reflect and Connect:

V. REFLECTION ( 10 mins)

ASSIGNMENT/AGREEMENT
• Get ready for practicum. You will be cooking your unique chicken
recipe for performance task.

V. ASSIGNMENT ( 10 mins)
• Study your lessons about Cook poultry and game bird dishes

Reference: learner’s Packet in TLE-Cookery 10 Week 6

Prepared by: Checked and Observed by: Noted by:

MAY ANN F. GUINTO ANNALIZA D. BANGAY ESTERLITA M. DOLATRE

Subject Teacher Head Teacher III, TLE Department Principal II

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