FBS DLL

School: CARRASCAL NATIONAL HIGH SCHOOL Grade Level 12
GRADE 12 DAILY LESSON LOG Teacher: REYLONE M. BALDON,LPT,MTTE Learning Area Food &
Beverage
Services NC II
Teaching Dates and Time : August 29, 2023 Quarter 1st
A. Content Standards The learner demonstrates an understanding of the basic concepts and underlying theories in food and beverage services.
B. Performance Standards 1.The learner independently demonstrates competencies in the food and beverage services as prescribed by TESDA Training
Regulations
2. The learner demonstrates the skills and knowledge of food and beverage service in relation to its concepts, job
opportunities, future career preparation, and market demand.
The learners
C. Learning Objectives 1. Explain core concepts in food and beverage services
2. Discuss the relevance of the course
3. Appreciate the significance of food and beverage service in today’s market job demands
II. CONTENT
Course orientation on the Core concepts in food and beverage services and its relevance and career opportunities
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel
4. Additional Materials from
Learning Resource (LR portal)
5. Other Learning Resources TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
IV. PROCEDURES
Integrative Approach (Scaffold –Knowledge Integration)
A. Reviewing previous lesson or Activity: SNOWBALL
presenting the new lesson Each student will catch a snowball and will read the question written in it regarding the history of food and beverage services.
B. Establishing a purpose for the lesson PICTURE ANALYSIS: Pictures of different types of food service.
C. Presenting examples /instances of the

1. What is food service?
new lesson
2. How important is the food service in today’s living?
2. What is food and beverage service?
D. Discussing new concepts and
1. Brainstorming
practicing new skills #1
Group activity: Each group will have 3 minutes to give their ideas about F&B Service and the career opportunities it offers.
2. Video Presentation
A video about FBS, its history and significance in today’s job demands.
E. Discussing new concepts and Think About This!
practicing new skills #2 1. What is the significance of food and beverage service in today’s market job demands?
2. List down the career opportunities for graduates of Food and Beverage Services NC II in the Philippines that you know.
Tableau – Group presentation

F. Developing mastery (Leads to Group A- Food and Beverage Services history
Formative Assessment 3) Group B- Career Opportunities of FBS graduates
G. Finding practical applications of
concepts and skills in daily living
After taking this course, what would be your plan when it comes to career choices? How do you see yourself in the future if
you will pursue this course?
H. Making generalizations and In Food and Beverage Services, how important is your full knowledge about the course? Prove your answer.
abstractions about the lesson
I. Evaluating learning “A Getting to Know Your Activity”
Each student will answer a questionnaire.
A. Additional activities for application or Let’s do it!
remediation Make a journal about the history of Food and Beverage Services and its importance in today’s world.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
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?
Prepared by: Checked and approved by:
REYLONE M. BALDON, LPT, MTTE VICTORINO S. NIMES

Subject Teacher Principal II
School: Carrascal National High School Grade Level 12
GRADE 12 DAILY LESSON LOG Teacher:REYLONE M. BALDON,LPT,MTTE Learning Area Food &
Beverage
Services NC II
Teaching Dates and Time AUGUST 30,2023 Quarter 1st
A. . Content Standards
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
B. . Performance Standards The learner independently provides a service link between the kitchen and service area.
C. Learning Competencies/ LO 1. Liaise between kitchen and service areas
Objectives 1.1 Attend and monitor kitchen service points to ensure efficient pick up of food items
1.1.a Learn the basic kitchen services.
1.1.b Perform basic kitchen services.
1.1.c Express appreciation on the value of learning the basic kitchen services through reflective writing.
TLE_HEFB9-12KS-Ia-h-1
I. CONTENT
Workflow structures within the food and beverage service location
II. LEARNING RESOURCES
A. References
8. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 9- 12
10. Other Learning Resources
TV, Laptop, Black Board, Chalk, PPT Presentation
III. PROCEDURES

J. Reviewing previous lesson or
History of Food and Beverage Services and its Core Concepts
presenting the new lesson Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it.
K. Establishing a purpose for the lesson PICTURE ANALYSIS: Pictures of different restaurant facilities will be flashed and the students will briefly explain
/ described it.
L. Presenting examples /instances of the
1. Why do we need to know the different areas of a restaurant?
new lesson
2. How the different facilities contribute to the functions of a restaurant?
3. How can you differentiate each restaurant service layout ?
M. Discussing new concepts and
1. Brainstorming
Group activity: Each group will have 5 minutes to give their ideas about F&B Service Facilities
A video clip that shows a complete restaurant layout will be presented to the students.
N. Discussing new concepts and
practicing new skills #2 Say It Loud!
The students will give their own ideas about F&B facilities
3. Restaurant Service & Layout

➢ Receiving Area
➢ Storage Area
➢ Preparation Area
➢ Cooking Area
➢ Service Area
➢ Dishwashing Area
➢ Waste Disposal Area
O. Developing mastery (Leads to Layout Making
Formative Assessment 3) 1. Draw a restaurant layout and label each part.
2. Creatively present the output in class
P. Finding practical applications of How do designs help make the restaurant and home kitchen organized and systematic?
Q. Making generalizations and
In Food and Beverage Services, how important is a complete and organize service facilities in a restaurant? Prove your answer.
R. Evaluating learning Answer each question. (5 points each)
1. Describe a food and beverage service facilities.
2. Explain the importance of having a complete and organize facilities of a food and beverage service establishment.
B. Additional activities for application or Let’s do it!
remediation Make a journal. Write your remarkable learning for the day.
IV.REMARKS
V. REFLECTION
evaluation.
80%
lesson.
remediation
solve?
other teachers?

School: Carrascal National High School Grade Level 12
GRADE 12 DAILY LESSON LOG Teacher:REYLONE M. BALDON,LPT,MTTE Learning Area Food &
Beverage
Services NC II
Teaching Dates and Time August 31, 2023 Quarter 1st
A.Content Standards
B. Performance Standards The learner independently provides a service link between the kitchen and service area.
C. Learning Competencies/ The learners
Objectives (Write the LC code for each) LO 1. Liaise between kitchen and service areas
1.2 Check quality of food in accordance with customer’s request
1.2.a Learn on how to check the quality of food in accordance with customer’s request
1.2.b Perform on how to check the quality of food
1.2.c Value the importance of Checking the quality of food in accordance with customer’s request
II. CONTENT 2. Communication and interpersonal skills

A. References
13. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 9- 12
IV. PROCEDURES
S. Reviewing previous lesson or
History of Food and Beverage Services and its Core Concepts
presenting the new lesson
Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it.
T. Establishing a purpose for the lesson PICTURE ANALYSIS: Pictures of different restaurant facilities will be flashed and the students will briefly explain
/ described it.
U. Presenting examples /instances of the
1. Why do we need to know the different areas of a restaurant?
new lesson
2. How the different facilities contribute to the functions of a restaurant?
3. How can you differentiate each restaurant service layout ?
V. Discussing new concepts and
1. Brainstorming
Group activity: Each group will have 5 minutes to give their ideas about F&B Service Facilities
A video clip that shows a complete restaurant layout will be presented to the students.
W. Discussing new concepts and
Say It Loud!
The students will give their own ideas about F&B facilities
3. Restaurant Service & Layout

➢ Receiving Area
➢ Storage Area
➢ Preparation Area
➢ Cooking Area
➢ Service Area
➢ Dishwashing Area
➢ Waste Disposal
Area Layout Making
X. Developing mastery (Leads to
1. Draw a restaurant layout and label each part.
Formative Assessment 3)
2. Creatively present the output in class
Y. Finding practical applications of
How do designs help make the restaurant and home kitchen organized and systematic?
Z. Making generalizations and
In Food and Beverage Services, how important is a complete and organize service facilities in a restaurant? Prove your answer.
AA.Evaluating learning Answer the each question. (5 points each)
1. Describe a food and beverage service facilities.
2. Explain the importance of having a complete and organize facilities of a food and beverage service establishment.
C. Additional activities for application or Let’s do it!
remediation Make a journal. Write your remarkable learning for the day.
V. REMARKS
VI. REFLECTION
.
evaluation.
80%
lesson.
remediation
solve?
other teachers?

GRADES 12 DAILY LESSON LOG School: Carrascal National High School Grade Level 12
Teacher:Reylone M. Baldon,LPT,MTTE Learning Area Food &
Beverage
I. OBJECTIVES
Services NC II
Teaching Dates and Time Semester 1st
A. Content Standards The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
Objectives (Write the LC code for each) 1. Understand the significance of food and beverage service in today’s market job
demands 1.1.Identify the service personnel in a food service team.
1.2. Explain the duties and responsibilities of a food service personnel.
1.3. Show appreciation of the duties and responsibilities of a food service personnel.
II. CONTENT 3. Duties and Responsibilities of Food Service Personnel

A. References
3. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 15 – 18 Competency-Based Curriculum
Learning Resource (LR) portal
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for eac
step.
A. Reviewing previous lesson or
Classifications of FBS & core concepts in food & beverage services
Activity: TRABAHULA
Each group will portray the duties and responsibilities of a food service personnel according to their own ideas.
B. Establishing a purpose for the
VIDEO PRESENTATION
lesson
Duties and responsibilities of the restaurant service team
C. Presenting examples /instances of
Let’s Do It Team!
the new lesson
Each group will identify and explain the different duties & responsibilities of the food service team shown in the video.
1.Can you identify the duties and responsibilities of each restaurant service personnel?
E. Discussing new concepts and
Duties & Responsibilities of the Food Service Team:
Act Mo, Hula Ko!

F. Developing mastery(Leads to The class will be divided into 5 groups. Each group will present a role play showing the roles and responsibilities of the food and
Formative Assessment 3) beverage service personnel. Then, others will identify duties and responsibilities being portray.

Situation:
After finishing your grade 12 and will be given the chance to work in a restaurant, what particular role of a food service personnel
will you choose? Why?
H. Making generalizations and
Each group will create a sample of an organizational chart of a restaurant and will explain the output to the class.
I. Evaluating learning Paper and pen test
Write the 3 duties and responsibilities of the following personnel.
A. Waiter
B. Captain waiter
C. Bartender
D. Head waiter
E. Food Attendant
D. Additional activities for application or

remediation Discovery Time!
Make an interview with a restaurant staff at a nearby restaurant in your area. Find out their job description and know how
they work effectively.
V. REMARKS
VI. REFLECTION
evaluation.
80%
lesson.
remediation
solve?
other teachers?
GRADE 12 DAILY LESSON LOG
Teacher: REYLONE M. BALDON, LPT, MTTE Learning Area Food &
Session 1 Beverage
I. OBJECTIVES
Services NC II
Teaching Dates and Time: Semester 1st
A. Content Standards
Objectives (Write the LC code for each) 1. Name the attributes of the food and beverage service personnel & their relevance to industry.
2. Discuss the responsibilities of the food & beverage service personnel.
3. Explain the significance of the quality of salesmanship among all food & beverage service personnel.
II. CONTENT Attributes of Food & Beverage Service Personnel

A. References
3. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 21 - 23
IV. PROCEDURES
Think of this:
A. Reviewing previous lesson What are the different job description of a food service personnel?
B. Establishing a purpose for the
FILL ME UP!
lesson
To be called a professional means a lot because
C. Presenting examples /instances of Think & Share!

the new lesson The students will share their ideas of how to become professional based from their own ideas.

1. What is professionalism?
practicing new skills #1 2. How can you apply professionalism in one’s work? Cite examples.
3. Why professionalism is important in one’s work?
dress
grooming personal
hygiene
customer
etiquette
satisfaction
Factors to be considered in serving a guest
F.Developing mastery (Leads to

Role Playing
Formative Assessment 3) Each group will prepare a presentation showing the roles and responsibilities of the restaurant or food service personnel.
Attributes of Food & Beverage Service Personnel
Professionalism is projected in terms of:
H. Making generalizations and FBS Henyo!

abstractions about the lesson Each pair will play FBS Henyo. One will act and the other one will guess what attributes of a FBS personnel is being shown.
I. Evaluating learning Paper & Pen Test
A. Name 3 of the unpleasant habits which the dining room personnel should avoid?
B. Give 3 good qualities that you should project if you are a food service personnel?
C. Name the food service personnel being asked:
1. Set-up the table
2. Performs other duties as required
3. Prepare and mixes drink
4. Changes soiled ashtrays
5. Prepares staff schedules, side duties and assignments
BB.Additional activities for application

Visit your nearby restaurant and make observation with regard to the attitude and personality of the service staff. Check if he has
or remediation
the qualities of a professional dining room personnel.
V. REMARKS
VI. REFLECTION

evaluation.
80%
lesson.
remediation
solve?
other teachers?
Teacher: REYLONE M. BALDON,LPT,MTTE Learning Area Food &
Beverage
I. OBJECTIVES
Services NC II
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service
area.
B. Performance Standards
The learner independently provides a service link between the kitchen and service area.
Objectives (Write the LC code for each) 1.List the attributes of the food and beverage service personnel and their relevance to industry.
2.Understand the responsibilities of the food & beverage service personnel.
3.Explain the significance of the quality of salesmanship among all food& beverage service personnel.
II. CONTENT Attributes of Food and Beverage Service Personnel

A. References
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURE.
A. Reviewing previous lesson or presenting
Think & Share
the new lesson
How do job positions of an FBS personnel differs from each other?
B. Establishing a purpose for the lesson Think & Share
Form a statements about professionalism in the Food and Beverage establishment
C. Presenting examples /instances of the new
lesson Video Analysis
The students will watch a video clip and share their inputs over it.
D. Discussing new concepts and practicing

Q&A
new skills #1
3. Why professionalism is important in one’s work?
E. Discussing new concepts and practicing
Brainstorming
new skills #2
The students will share their own idea about the Attributes of Food & Beverage Service Personnel
Professionalism is projected in terms of:
Physical Verbal
Factors to be considered in serving a guest
dress
personal
grooming
hygiene
customer
etiquette satisfacti
on
Let’s Do It Team!
F. Developing mastery (Leads to Each group will be given a task to do and perform in front of the class.
G. Finding practical applications of concepts Can you name some of the unpleasant habits which the dining room personnel should avoid?
and skills in daily living
H. Making generalizations and What are the traits or qualities and practices that you should project if you are a guest or a service personnel?
I. Evaluating learning Paper and Pen Test
V. REMARKS
VI. REFLECTION
evaluation.
activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
remediation
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?
Teacher: REYLONE M.BALDON,LPT,MTTE Learning Area Food &
Session 1 Beverage
I. OBJECTIVES
Services NC II
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service
area.
B. Performance Standards The learner will become aware of precautionary measures and observance of hygiene and sanitation in food and beverage
handling.
C. Learning Competencies/ LO 2. Clean and clear food service areas
Objectives (Write the LC code for each) 2.1 Discuss precautionary measures and sanitary practices in handling food and beverage
2.2 Separate used items from service areas and transfer safely to the appropriate location for cleaning
2.3 Transfer left over food and disposable service ware to proper disposal.
TLE_HEFB9-12KS-Ii-j-2
II. CONTENT Hygienic and Appropriate Personal Presentation

A. References
2.Learner’s Material pages

https://www.pinterest.com/pin/121456521178906264/
IV. PROCEDURE
Answer the following questions:
the new lesson
2. How important is professionalism in one’s profession?
B. Establishing a purpose for the lesson Think About It
1. What is your idea of food hygiene, safety and sanitation?

2. Why it is a must in a Food and Beverage Services establishment?
C. Presenting examples /instances of the As an FBS personnel, what will you do to attract more customers? How can you make your product presentable and
new lesson attractive?
D. Discussing new concepts and practicing Q&A
new skills #1 1. Why hygiene, safety and sanitation is given important in FBS establishment ?
2. What practices should you observe about personal presentation?
E. Discussing new concepts and practicing Presentation & Discussion
new skills #2 Hygienic and appropriate personal presentation
Legislation on OHS and food hygiene
A. Water E. Waste Disposal
B. Clean Surroundings F. Cleanliness, Orderliness & Health of Workers in the Food Service
C. Sanitation Supervisor G. Uniform or Clothes of the Worker Personal Hygiene of the Staff
D. Proper Food Handling
F. Developing mastery (Leads to
Let’s Do It Team!
The class will be divided into 4 groups. Each group will pick 1 picture and try to analyze it and discuss its use and
importance.

Do You Know That…..?
The students will share their daily experiences based of the following pictures.

Food safety and sanitation is an essential part of the food industry. While it is important to be able to deliver food quickly and
profitably, the importance of food safety and sanitation cannot be underestimated
I. Evaluating learning Cross Word Puzzle - Food Safety
J. Additional activities for application or
Survey Time
remediation
Make a survey on hygiene & sanitation practices in some food service outlets in your community. Then make a list of the
things that should be given proper attention for improvement.
V. REMARKS
VI. REFLECTION

evaluation.
remediation
Why did these work?
teachers?
Teacher: REYLONE . M. BALDON,LPT,MTTE Learning Area Food &
Beverage
Services NC II
I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of the concepts and principles in providing food and beverage services.
B. Performance Standards The learners:

1. independently provides food and beverage services
2. demonstrates an understanding of the concepts and principles behind the correct preparation of the dining area
and other related services.
3. observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities, furniture,
equipment’s, supplies, materials and others.
C. Learning Competencies/ LO 1. Prepare dining/restaurant area for service
Objectives (Write the LC code for each) 1.1 Prepare and adjust dining environment to provide comfort and ambience to customers
1.2 Check dining/restaurant area and customer facilities for cleanliness and orderliness prior to service
1.3 Take corrective actions when required
TLE_HEFB9-12BS-IIa-b-1
PROVIDE FOOD AND BEVERAGE SERVICE (BS)
II. CONTENT 1.Preparation of service equipment/utensils and supplies

A. References
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Ask them to answer the following:
new lesson 1. Define Occupational Health and Safety (OHS).
2. Why OHS is important in food and beverage services?
3. How OHS is taught to the staff and employees of a service establishment?
B. Establishing a purpose for the lesson Gallery Walk

The different table appointments will be presented through pictures posted on the different parts of the classroom.
Dinnerwares Glasswares Silverwares Linens

Powerpoint presentation will be presented to the students
new lesson https://www.slideshare.net/lynettealcaide/table-appointments
How do you group the table appointments?
new skills #1
Points for Discussion
new skills #2
1. Definition of table appointments.
2. Classification of table appointments.
3. Criteria for selecting good table appointments
4. Types and shapes of table used in food establishments
F.Developing mastery (Leads to What are the examples of dinnerware, its sizes and
functions?
Why are table appointments important in food service establishment?
Why do we need to use different dinner wares in serving the guests in food service establishment?
Table appointments are items that are used to set and decorate a table for a sit-down or buffet-style meal. These items
include dinnerware, napkins, flatware, placemats, centerpieces, glassware, flower vases and other types of decorative
elements that add visual interest to the dining or buffet table.
I. Evaluating learning Table Appointment Flashcards/ Quizlet

remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation.

A. No. of learners who require additional
B. Did the remedial lesson work? No. of learners
C. No. of learners who continue to require
remediation
D. Which of my teaching strategies worked well?
Why did these work?
E. What difficulties did I encounter which my
F. What innovation or localized materials did I
teachers?
Beverage
Services NC II
I.OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
Performance Standards The learner:

3.observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities, f
B. Learning Competencies/ LO 1. Prepare dining/restaurant area for service
Objectives (Write the LC code for each) 1.1 Prepare and adjust dining environment to provide comfort and ambience to customers
1.2 Check dining/restaurant area and customer facilities for cleanliness and orderliness prior to service
1.3 Take corrective actions when required
II. CONTENT 1.Preparation of service equipment/utensils and supplies

A. References
IV. PROCEDURES
A. Reviewing previous lesson or presenting Ask them to answer the following:
the new lesson 1. Identify the table appointments classified as dinnerware.
2. Give the difference of show plate from dinner plate, fish plate and salad plate.
B. Establishing a purpose for the lesson Present pictures of glasswares and flatwares
Glasswares Flatwares
C. Presenting examples /instances of the Powerpoint presentation will be presented to the students
new lesson https://www.slideshare.net/lynettealcaide/table-appointments
new skills #1 Table Completion
Glasswares Name Uses
Flatwares Name Uses

Points for Discussion
new skills #2
1. Definition of glasswares and flatwares
2. Name examples and uses of glasswares and flatwares.
Why are table appointments important in food service establishment?
G. Finding practical applications of Why different glasswares and flatwares are provided for the guests in food service establishment?
Table appointments are items that are used to set and decorate a table for a sit-down or buffet-style meal. These items
include dinnerware, napkins, flatware, placemats, centerpieces, glassware, flower vases and other types of decorative
elements that add visual interest to the dining or buffet table.
II. Evaluating learning Table Appointment Flashcards/ Quizlet
I. Additional activities for application or

Scrap Book Making
remediation
The students will make a scrap book of the different table appointments including their description and function.
V. REMARKS
VI. REFLECTION
evaluation.
remediation
Why did these work?
teachers?
Beverage
Services NC II
I. OBJECTIVES
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
B. Performance Standards The learner:
3. observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities, furniture,
Objectives (Write the LC code for each) 1.1 Set up furniture in accordance with standard requirements, and based on bookings, customers’ requests, convenience
and safety
1.2 Check equipment and prepare for service
1.3 Verify list of menu variations and daily specials with kitchen staff based on standard policy and guidelines
II. CONTENT
2. Cleanliness and condition of equipment / utensils furniture and supplies
A. References
3. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 40-49 Competency-Based Curriculum
5. Other Learning Resources TV, Laptop, Black Board, Chalk, PPT Presentation , table appointments
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Ask them to answer the following:
1. What is table appointments?
2. Give the different classifications of table appointments.
3. Cite examples of glasswares, linens, dinnerwares.
B. Establishing a purpose for the lesson Name Game
Pictures of table appointments will be flashed on the screen to be named by the students in random.
Examples:

Powerpoint presentation will be presented to the students https://www.google.com.ph/search?
new lesson
q=Set+up+furniture+in+accordance+with+standard

1. How will you prepare the dining area for the guests?
practicing new skills #1 2. What are the things you are going to consider to please your guests?
Analyze the picture. List down things you have to do and remember when preparing the dining area for service.
Group Demonstration / Role Play
Dining Area Preparation
In acquiring table appointments, what factors will you consider?
What are the different components that make-up a good table?
I. Evaluating learning Answer the following questions.

1. Plates, cups, saucers and bowls
2. All items needed to serve a meal
3. Includes all the pieces used by one person
4. Table coverings and napkins
5. Glasses, tumblers, stemware
J. Additional activities for application or Search for more pictures of a fine dining restaurant. List down good points to remember when setting up dining area.
remediation
V. REMARKS
VI. REFLECTION
evaluation.
80%
learners who have caught up with the lesson.
remediation
teachers?
Beverage
Services NC II
I. OBJECTIVES
2. demonstrates an understanding of the concepts and principles behind the correct preparation of the dining area and
other related services.
3. observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities,furniture,
4. demonstrates the skills and understanding of preparing the menu suitable for a specific event and/or of the
preparation needs as advised to the cooks or kitchen staff.
Objectives (Write the LC code for each) 1.1 Set up furniture in accordance with standard requirements, and based
on bookings, customers’ requests, convenience and safety
1.2 Check equipment and prepare for service
1.3 Verify list of menu variations and daily specials with kitchen staff based on standard policy and guidelines
II. CONTENT 2. Cleanliness and condition of equipment / utensils furniture and supplies

A. References
5. Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, papers, table appointments
IV. PROCEDURES
. Constructivist Approach – TGA Activity
A. Reviewing previous lesson or presenting the Ask them to answer the following:
new lesson 1. What are the table appointments classified as glassware?
2. What examples of glasswares are used in table setting?
3. How the different glasswares are used?
B. Establishing a purpose for the lesson Present picture of hallow wares and linens
C. Presenting examples /instances of the new
lesson
D. Discussing new concepts and practicing Classify the different table appointments set on the table
new skills #1
new skills #2
Name and classify the different table appointments set on the table
F. Developing mastery (Leads to Name Game
Formative Assessment 3) Each student will show the class his/her knowledge and mastery of the different table appointments by naming and giving
its function once they are called through draw lots.
G. Finding practical applications of concepts
What are the factors to consider in obtaining table appointments?
H. Making generalizations and abstractions
How can you make a presentable and attractive table setting?
about the lesson
I. Evaluating learning Hands on activity through mastering the names, classifications and uses of the different table appointments

remediation
V. REMARKS
VI. REFLECTION
.
evaluation.
remediation
Why did these work?
teachers?
GRADE 12 DAILY LESSON LOG Teacher: REYLONE M. BALDON,LPT,MTTE Learning Area Food &
Session 1 Beverage
I. OBJECTIVES
Services NC II
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations
for aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines
of the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively
to the requested workable terms and conditions.
C. Learning Competencies/ LO 2. Prepare and set tables
Objectives (Write the LC code for each) 2.1 Set tables within the required timeframes in accordance with the standards and/or customer’s special requests
2.2 Dress tables according to standard procedures and/or any approved special requirements
2.3 Check cleanliness and condition of tables, glassware, service ware, and cutlery prior to service
2.4 Remove, clean and replace items that are below standard based on relevant guidelines
TLE_HEFB9-12BS-IIc-d-2
.
Standard of Table Setup

1. Completeness of table setup
II. CONTENT 2. Balance and uniformity of utensils
3. Order of the utensils
4. Eye appeal
5. Timeliness
A. References
5. Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, Table Napkins
IV. PROCEDURES
.
Constructivist Approach – TGA Activity
A. Reviewing previous lesson or presenting the
Answer the following questions:
new lesson
1. Name the classification of table appointments.
2. What are the different components that make a good table?
3. What are some of the guidelines to be considered in purchasing tools, utensils and equipment?
B. Establishing a purpose for the lesson Video presentation about napkin folding will be shared to the students
https://www.youtube.com/watch?v=vGPUh3LzDx0
C. Presenting examples /instances of the new Show samples of different napkin folds
lesson
D. Discussing new concepts and practicing new

Cite examples of napkin folds that you know. Discuss your own procedures.
skills #1
E. Discussing new concepts and practicing new

Presentation & Discussion
skills #2
1. How to use a table napkin?
2. The placement of the table napkin
3. Formal points of the napkin folds
4. The basic folds
a. Lily/crown
b. Bishop’s hat
c. Fancy napkin folding
d. Candle
Practice the different styles of napkin folding (10 napkin folds in 3 minutes)
F. Developing mastery (Leads to Formative
Assessment 3)

Why do we need to fold the table napkins creatively?
How important are the table napkin in setting the table?

A neatly folded napkin adds a touch of elegance to your dining table -- for a special occasion or the every day. It
about the lesson
can both serve a practical purpose -- tucking in utensils, completing the theme in the place setting –- and offer
decorative flair.
I. Evaluating learning Each learner must demonstrate 10 different napkin folds for 3
minutes Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Neatness 5
Speed 5
TOTAL
J. Additional activities for application or Discover your own napkin fold style.
remediation
V. REMARKS
VI. REFLECTION .
evaluation.
B. No. of learners who require additional activities
for remediation who scored below 80%
remediation
Why did these work?
teachers?
Session 1 Beverage
I. OBJECTIVES
Services NC II
B. Performance Standards The learners:
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines
of the establishment.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to
the requested workable terms and conditions.
1. Completeness of table setup
2. Balance and uniformity of utensils
II. CONTENT
4. Eye appeal
5. Timeliness

A. References
5. Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, papers, Table Napkins
IV. PROCEDURES .

A. Reviewing previous lesson or presenting the
From the displayed table appointments, each student will be given the chance to identify the name and uses of each.
new lesson
B. Establishing a purpose for the lesson Video presentation about napkin folding will be shared to the students
https://www.youtube.com/watch?v=vGPUh3LzDx0
C. Presenting examples /instances of the new Show samples of different napkin folds
lesson
D. Discussing new concepts and practicing new Cite examples of napkin folds that you know.
skills #1
E. Discussing new concepts and practicing new Other Napkin Folds

skills #2 e. Fan/Goblet
f. French Pleat
g. Flame
h. Tripod
i. Rose
j. Envelope
k. Blouse/shirt
l. Birds of Paradise
m. Double candle
Group Activity
F. Developing mastery (Leads to Formative The students will be grouped and will practice the different napkin folds.
Assessment 3)
How do you fold a napkin to stand?
How important are the napkin folds in setting the table?

Napkin folding is a form of art. It may not be as deeply appreciated as paper origami, but it is a type of origami. This is
about the lesson a type of art that every dinner host needs to learn. What better way to impress the dinner guests than with fancy plating
and folded napkins to match it? Not only that, but the detailed folding is a lot easier than you think.
I. Evaluating learning Each learner must demonstrate 10 different napkin folds for 3
minutes Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Neatness 5
Speed 5
TOTAL
J. Additional activities for application or Scrap Book Making
remediation Different Napkin
Folds
V. REMARKS
VI. REFLECTION
evaluation.
B. No. of learners who require additional activities
for remediation who scored below 80%
remediation
Why did these work?
teachers?
Session 1 Beverage
I. OBJECTIVES
Services NC II
B. Performance Standards The learners
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines of
the establishment.

II. CONTENT 1. Completeness of table setup
2. Balance and uniformity of utensils
4. Eye appeal
III. LEARNING RESOURCES 5. Timeliness
A. References
5. Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, papers, Table Appointments
IV. PROCEDURES

From the displayed table appointments, each student will name and identify the use of each table appointments.
the new lesson
B. Establishing a purpose for the lesson Video presentation about different styles of table service will be shared to the students
https://www.youtube.com/results?search_query=table+service
C. Presenting examples /instances of the Gallery Walk
new lesson Pictures of different styles of table service will be posted on the walls for the learners to differentiate one from the other.

Discuss the different standards of table set-up
new skills #1
Presentation and discussion
new skills #2 Discuss the types of service
1. American breakfast
2. American service
3. Russian service
4. French service
5. Buffet service
1. Analyze each type of table service. Discuss the difference from each type.
2. Remember the proper placement of each table appointment per type of table
F. Developing mastery (Leads to service. Group Activity
Formative Assessment 3) Each group will demonstrate the different table set up.
Group 1- American breakfast
Group 2- American service
Group 3- Russian service
Group 4- French service
Group 5- Buffet service
G. Finding practical applications of concepts If you will be tasked to set up and use the different table appointments on a dining table , what are the things you need to
and skills in daily living consider? Why?

Table service is much more than food being brought to your table for a "sit down" meal. Table service is the type of
about the lesson service a restaurant adopts, trains its employees to facilitate, and requires that everyone use the procedures established.
This ensures that a uniform standard of service will be used
I. Evaluating learning Each learner must demonstrate the different styles of table service
Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
J. Additional activities for application or Continue to practice the different table set up.
remediation
V. REMARKS
VI. REFLECTION
evaluation.
80%
remediation
teachers?
GRADES 12 DAILY LESSON LOG School: CARRASCAL NATIONAL HIGH SCHOOL Grade Level 12
Beverage
I.OBJECTIVES
Services NC II
the establishment.
C. Learning Competencies/ LO 3. Welcome customers
Objectives (Write the LC code for each) 3.1. Welcome customers upon arrival in accordance with customer service standards
3.2. Check details of reservations based on established service standard policies
3.3. Provide clear information and description to customers
TLE_HEFB9-12BS-IIe-f-3
1. Protocol in welcoming/greeting guests
II. CONTENT 2. Procedure and rationale in seating the guest

A. References
5. Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, papers
IV. PROCEDURES.

Review the procedures in table set-up
the new lesson
Practice and demonstrate the proper way of setting the table for:
A. American Breakfast C. American Service
B. Russian Service D. French Service
B. Establishing a purpose for the lesson Video presentation about welcoming a guest will be shared to the students
https://www.universalclass.com/articles/business/how to welcome guest
C. Presenting examples /instances of the Did you experience eating in a fine dining restaurant? How was your experience?
new lesson
D. Discussing new concepts and practicing 1. What are the things to be remembered when welcoming the guests in a food service restaurant?
new skills #1 2. Discuss the steps on how to welcome guests in the restaurant.
3. What to pay attention to when welcoming the
E. Discussing new concepts and practicing guests? Presentation and Discussion:
new skills #2 A. Welcoming The Guest
1. Materials needed in welcoming the guest
2. Step by step procedures to follow in welcoming the guest
3. Demonstrate the procedures in welcoming the guest
A. Demonstration
F.Developing mastery (Leads to Individual activity (Each learner will be asked to pick a piece of paper from the jar which contains
Formative Assessment 3) the different types of table service to be demonstrated. Apply the different styles of table service to
show the following;
a. Table set-up
b. Welcoming the guest
G.Finding practical applications of concepts
Remember This!
1. Make a list of the things you should remember when welcoming and seating the guest.
H.Making generalizations and abstractions The way you welcome a guest influences the totality of the food establishment. It is as important at the arrival of the
about the lesson customer, as it is during his(her) meal, or as when he goes away. The dress, the behaviour, the attitude of the staff but also
the cleanliness of the premises, and the orderliness of the table appointments are going to be important elements to
successfully welcome a guest.
I.Evaluating learning Each learner must demonstrate how to welcome and seat the guest.
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
J.Additional activities for application or Review the script in welcoming and serving the guests.
remediation
V. REMARKS
VI. REFLECTION

evaluation.
80%
remediation
teachers?
GRADES 1 TO 12 DAILY LESSON LOG
Session 1 Beverage
I. OBJECTIVES
Services
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed NC IIaddition
and if needed,
Teaching Dates
lessons, exercises and Time
and remedial activities may be done for developing content knowledge and competencies. Semester 1st Assessment strategies
These are assessed using Formative
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
the establishment.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to the
requested workable terms and conditions.
C. Learning Competencies/ LO 3. Welcome customers
Objectives (Write the LC code for each) 3.4. Escort and seat customers according to table allocations
3.5. Offer available pre-meal services if appropriate
TLE_HEFB9-12BS-IIe-f-3
II. CONTENT Serving the different course of the meal

A. References
5. Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, papers
V. PROCEDURES . Constructivist Approach – TGA Activity

a. Reviewing previous lesson or presenting Practice and demonstrate the procedures for the following table set-up (Under Time Pressure)
the new lesson A. American Breakfast C. American Service
B. Russian Service D. French Service
b. Establishing a purpose for the lesson Video presentation about serving foods will be shared to the students
https://www.universalclass.com/articles/business/how to serve food
c. Presenting examples /instances of the

i. How many course meals are there?
new lesson
ii. What is included in a 6 course meal?
iii. What is a 5 course meal consist of?
d. Discussing new concepts and practicing

Procedure in
new skills #1 ROLE PLAYING:
Prepare a short presentation about seating a guest/guests
Explain the procedures to be followed in the assessment for seating guest/s.
e. Discussing new concepts and practicing
DEMONSTRATION:
new skills #2 Each learner will perform table setting based from the type of table service assigned to them.
f. Developing mastery (Leads to

Identify the components of table appointments for American Service. Set the table accordingly.
g. Finding practical applications of concepts
In your own observation, how do restaurant staff s welcome and seat their guests? Describe the table set up they use.
h. Making generalizations and abstractions
Why do we need to familiarize the types of table service?
about the lesson
How important is your knowledge of the procedures in welcoming the guest?
Why the different components of the table appointments and the styles of service need to be known perfectly?
i. Evaluating learning Demonstration
Each learner will prepare the different styles of table service depending on their assignment and demonstrate how to
welcome the guests in a fine dining restaurant.
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
j. Additional activities for application or Review the script in welcoming and serving the guests.
remediation
VI.REMARKS
REFLECTION
No. of learners who earned 80% in the evaluation.

a.No. of learners who
require additional activities
for remediation who scored
below 80%
b.Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
c. No. of learners who
continue to require
remediation
d.Which of my teaching
strategies worked well?
Why did these work?
Session 1 Beverage
I. OBJECTIVES
Services NC II
the establishment.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to the
requested workable terms and conditions.
C. Learning Competencies/ LO 4. Take and process orders
Objectives (Write the LC code for each) 4.1. Present menu and drink lists to customers
4.2. Provide recommendations and suggestions to assist customers with drink and meal selections.
4.3. Answer customers’ questions on menu items courteously
TLE_HEFB9-12BS-IIg-h-4
II. CONTENT 1. Protocol in welcoming/greeting guests

2. Procedure and rationale in seating the guest
3. Present the menu to guests
4. Take food / beverage order
A. References
5. Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, papers, Table Appointments
IV. PROCEDURES.

REVIEW the following;
1. Step by step procedure in welcoming and seating the guests
2. Procedure in taking orders
3. Sequence of table service
B. Establishing a purpose for the lesson Video presentation / picures about presenting menu to guest will be provided
https://www.universalclass.com/articles/business/menu

Prepare all the components of table appointments needed in welcoming the guest
new lesson
Present and explain the assessment procedures and criteria for evaluation.
new skills #1 Presenting The Menu
Here’s your menu Sir / Mr. David
Today we have a special set menu / Chef's Special
May I recommend the Chef's Special ?
We also have a delicious buffet for you today.
This is our special (breakfast / afternoon tea) menu.
I’ll come back in a few minutes to take your order.

Video presentation about protocol in welcoming guest will be shared to the students to trigger their interests
new skills #2
PROCEDURE: 1. Welcome the guest
F. Developing mastery (Leads to 1. Set the table accordingly 2. Take food orders
Formative Assessment 3) a. Russian 3. Bussing out
b. American 4. Bidding goodbye
c. French 5. Clearing of the table

How did you demonstrate the sequences of the table service (A la carte)?
What is the rationale of performing this type of activity & institutional assessment in food and beverage service?
about the lesson
I. Evaluating learning Each learner must demonstrate the different styles of table
service Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
J. Additional activities for application or The students will be given the same activity if the need arises.
remediation
V. REMARKS
VI. REFLECTION
evaluation.
80%
remediation
teachers?
Session 1 Beverage
I. OBJECTIVES
Services NC II
the establishment.
C. Learning Competencies/ LO 4. Take and process orders
Objectives (Write the LC code for each) 4.4. Operate ordering systems promptly
4.5. Take and record orders accurately with minimal disruption to customers
4.6. Relay accurate information about any special request regarding dietary or cultural requirements
TLE_HEFB9-12BS-IIg-h-4
1. Protocol in welcoming/greeting guests

II. CONTENT 2. Procedure and rationale in seating the guest
3. Present the menu to guests
4. Take food / beverage order
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
5.Other Learning Resources Laptop, Projector, Black Board, Marker, Chalk, papers, Table Appointments
IV. PROCEDURES
REVIEW the following;
1. Step by step procedure in welcoming and seating the
guests 2.Procedure in taking orders
3.Sequence of table service
B. Establishing a purpose for the lesson 1.How do you take an order?
2. Which way do you serve food from?
3.How do you serve beverages?
4.What do waiters do when taking orders?

Show pictures on how to do the proper taking of food orders.
new lesson

How are you going to take orders accurately?
new skills #1 What are the things to be remembered when taking orders?
Video presentation
new skills #2
https://www.universalclass.com/articles/business/taking food orders
Role Playing
F. Developing mastery (Leads to Let the students know and be familiar with the correct procedures when taking orders.
Presenting The Menu
Here’s your menu Sir / Mr. David
Today we have a special set menu / Chef's Special
May I recommend the Chef's Special ?
We also have a delicious buffet for you today.
This is our special (breakfast / afternoon tea) menu.
I’ll come back in a few minutes to take your order.

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School: CARRASCAL NATIONAL HIGH SCHOOL Grade Level 12

III. LEARNING RESOURCES

C. Presenting examples /instances of the

Tableau – Group presentation

A. No. of learners who earned 80% in the

REYLONE M. BALDON, LPT, MTTE VICTORINO S. NIMES

Integrative Approach (Scaffold –Knowledge Integration)

3. Restaurant Service & Layout

REYLONE M. BALDON, LPT, MTTE VICTORINO S. NIMES

II. CONTENT 2. Communication and interpersonal skills

III. LEARNING RESOURCES

3. Restaurant Service & Layout

REYLONE M. BALDON, LPT, MTTE VICTORINO S. NIMES

II. CONTENT 3. Duties and Responsibilities of Food Service Personnel

III. LEARNING RESOURCES

Act Mo, Hula Ko!

G. Finding practical applications of

D. Additional activities for application or

II. CONTENT Attributes of Food & Beverage Service Personnel

III. LEARNING RESOURCES

C. Presenting examples /instances of Think & Share!

D. Discussing new concepts and

Factors to be considered in serving a guest

F.Developing mastery (Leads to

H. Making generalizations and FBS Henyo!

BB.Additional activities for application

A. No. of learners who earned 80% in the

II. CONTENT Attributes of Food and Beverage Service Personnel

III. LEARNING RESOURCES

D. Discussing new concepts and practicing

II. CONTENT Hygienic and Appropriate Personal Presentation

III. LEARNING RESOURCES

4. Additional Materials from

1. What is your idea of food hygiene, safety and sanitation?

G. Finding practical applications of

H. Making generalizations and

A. No. of learners who earned 80% in the

B. Performance Standards The learners:

III. LEARNING RESOURCES

B. Establishing a purpose for the lesson Gallery Walk

Dinnerwares Glasswares Silverwares Linens

C. Presenting examples /instances of the

J. Additional activities for application or

No. of learners who earned 80% in the evaluation.

Performance Standards The learner:

III. LEARNING RESOURCES

Flatwares Name Uses

E. Discussing new concepts and practicing

I. Additional activities for application or

C. Presenting examples /instances of the

D. Discussing new concepts and

I. Evaluating learning Answer the following questions.

III. LEARNING RESOURCES

J. Additional activities for application or

Standard of Table Setup

D. Discussing new concepts and practicing new

E. Discussing new concepts and practicing new

G. Finding practical applications of concepts

H. Making generalizations and abstractions

III. LEARNING RESOURCES

Constructivist Approach – TGA Activity

E. Discussing new concepts and practicing new Other Napkin Folds

H. Making generalizations and abstractions

Standard of Table Setup