Annex 2B.6 to Dep Ed Order No. 42, s.

2016
GRADES 1 TO 12 School SAN JUAN NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher GERALDINE S. SITOY Learning Area FOOD AND BEVERAGE SERVICES NC II
Time MTWTH (1:00pm – 3:00pm) Quarter & Week Q_1ST – Week 1

SESSION 1
I. OBJECTIVES
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.
C. Learning The learners
Competencies/Objectives 1. Explain core concepts in food and beverage services
Write the LC Code for each 2. Discuss the relevance of the course
3. Understand the significance of food and beverage service in today’s market job demands
4. Explore career opportunities
II. Content 1.Core concepts in food and beverage services
2. Relevance of the course
3. Career opportunities
III. LEARNING RESOURCES
A. References

1. Teacher’s guide pages

2. Learner’s material pages Food and Beverage Services NC II Module 1 (ROX)

3. Textbook pages
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel
4. Additional Materials from
Learning Resources(LR)
portal
B. 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

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment 3)
G. Finding practical applications of
Integrative Approach (Scaffold –Knowledge Integration)
Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it regarding the history of food and beverage services.
PICTURE ANALYSIS: Pictures of different types of food service.
1. What is food service?
2. How important is the food service in today’s living?
2. What is food and beverage service?
1.Brainstorming
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.
Think About This!
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
Group A- Food and Beverage Services history
Group B- Career Opportunities of FBS graduates
 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 You Activity”
Each student will answer a questionnaire.
J. Additional activities for
Let’s do it!
application
Make a journal about the history of Food and Beverage Services and its importance in today’s world.
or remediation
V. REMARKS Each learner will learn in his/her own pace. For this week’s topic, all learners will familiarize the sequence of waitering and its
importance in the food industry.

Prepared by: Checked by: Noted by:

GERALDINE S. SITOY PEPITO D. SINODLAY RIZZA M. OCMEJA

Subject Teacher SHS Focal Person SS Principal I

Annex 2B.6 to Dep Ed Order No. 42, s. 2016

 GRADES 1 TO 12 School SAN JUAN NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher GERALDINE S. SITOY Learning Area FOOD AND BEVERAGE SERVICES NC II
Time MTWTH (1:00pm – 3:00pm) Quarter & Week Q_1ST – Week 2 (SEPT 4-8, 2023)

IV. OBJECTIVES
D. Content Standards
E. Performance Standards
F. Learning
Competencies/Objectives
Write the LC Code for each
V. Content
VI. LEARNING RESOURCES
B. References
SESSION 2
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
The learner independently provides a service link between the kitchen and service area.
LO 1. Liaise between kitchen and service areas
1.1 Attend and monitor kitchen service points to ensure efficient pick up of food items
1.2 Identify traditional items required from the kitchen through monitoring of service areas and consultation with other service
colleagues
1.3 Advise colleagues promptly regarding readiness of items for service
TLE_HEFB9-12KS-Ia-h-1
Workflow structures within the food and beverage service location

4. Teacher’s guide pages

5. Learner’s material pages Food and Beverage Services NC II Module 1 (ROX)

6. Textbook pages
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 9- 12
4. Additional Materials from
Learning Resources(LR)
portal
B. 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.
C. Presenting examples/instances of
the new lesson
D. Establishing a purpose for the
lesson
E. Discussing new concepts and
practicing new skills #1
F. Discussing new concepts and
practicing new skills #2
G. Developing mastery
(Leads to formative assessment 3)
H. Finding practical applications of
1. Why do we need to know the different areas of a restaurant?
2. How the different facilities contribute to the functions of a restaurant?
3. How can you differentiate each restaurant service layout?
PICTURE ANALYSIS: Pictures of different restaurant facilities will be flashed and the students will briefly explain /
described it.
1.Brainstorming
Group activity: Each group will have 5 minutes to give their ideas about F&B Service Facilities
2.Video Presentation
A video clip that shows a complete restaurant layout will be presented to the students.
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
1. Draw a restaurant layout and label each part.
2. Creatively present the output in class
How do designs help make the restaurant and home kitchen organized and systematic?
 concepts and skills in daily living
I. Making generalizations and
abstractions about the lesson
J. Evaluating learning
K. Additional activities for
application or remediation
V. REMARKS
In Food and Beverage Services, how important is a complete and organize service facilities in a restaurant? Prove your answer.
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.
Let’s do it!
Make a journal. Write your remarkable learning for the day.
Each learner has its own pace. For this week’s topic, all learners will familiarize the sequence of waitering and its importance in the
food industry.

Prepared by: Checked by: Noted by:

GERALDINE S. SITOY PEPITO D. SINODLAY RIZZA M. OCMEJA

Subject Teacher SHS Focal Person SS Principal I