School:
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2. Curriculum Guide
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B. Other Learning Resources
Teacher:
Teaching Dates and Time:
SESSION 1
The learners demonstrate an
understanding in preparing
stocks for menu items.
The learners independently
prepare and cook stocks for
menu items.
LO 1. Prepare Stocks for Menu
Items
1.1 Use ingredients and
flavoring according to enterprise
standards.
At the end of the session,
students can classify the stocks.
TLE_HECK9-12SSS-IIIa-20
Principles of Preparing Stocks
- Classifications of Stocks
- Ingredients in Preparing
Stocks
NA
NA
LM pages 242-244
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Grade Level:
SESSION 2
The learners demonstrate an
understanding in preparing
stocks for menu items.
The learners independently
prepare and cook stocks for
menu items.
LO 1. Prepare Stocks for Menu
Items
1.1 Use ingredients and
flavoring according to enterprise
standards.
At the end of this session, the
learners can enumerate the
guidelines in preparing stocks.
TLE_HECK9-12SSS-IIIa-20
-Guidelines in Preparing Stocks
NA
NA
LM pages 245
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
10
SESSION 3
The learners demonstrate an
understanding in preparing
stocks for menu items.
The learners independently
prepare and cook stocks for
menu items.
LO 1. Prepare Stocks for
Menu Items
1.2 Produce variety of stocks
according enterprise
standards.
At the end of the session, the
learners can familiarize
themselves in different kinds
of spices.
TLE_HECK9-12SSS-IIIa-20
-Different Kind of Spices
-Sample Recipe of White
Stock
NA
NA
LM pages 246-249
NA
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
Learning Area: Cookery
Quarter: 3-WEEK 1
SESSION 4 FREE DAY
The learners demonstrate an
understanding in preparing
stocks for menu items.
The learners independently
prepare and cook stocks for
menu items.
LO 1. Prepare Stocks for
Menu Items
1.1 Use ingredients and
flavoring according to
enterprise standards.
1.2 Produce variety of stocks
according enterprise
standards.
1.2 Produce variety of stocks
according enterprise
standards.
At the end of the session,
students should be able to
attain at least 75% mastery
from the long quiz.
TLE_HECK9-12SSS-IIIa-20
- Topics from Session 1- -
Session 3
NA
NA
NA
NA
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the Lesson
(Motivation)
C. Presenting examples /instances of the
new lessons (show pics, videos, ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre-Discussion
Activity)
E. Discussing new concepts & practicing
and concern to new skills #2
F. Developing Mastery (Leads to
Formative Assessment) (activity after
the lesson)
G. Finding Practical Applications of
concepts and skills in daily living
(application)
H. Making Generalizations &
Abstractions about the lessons
I.Evaluating Learning (assessment/test)
J. Additional activities for application or
remediation (assignment/homework)
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
Conduct a recap of the previous
meeting.
Tell Me What You See!
Show different pictures of
stocks, and the learners will spot
the difference.
-Power point Presentation
- Video Presentation
Conduct a 5-item pretest
Using visual aids, the teacher
will deliver the lesson for the
day.
The class will identify the
pictures shown on the screen
and they will identify the
different kinds of stocks and its
ingredients.
Why is it important for us to
properly identify the different
classifications of stocks? How
likely are we to apply this
knowledge on our day to day
activities?
If time permits, have a synthesis
of the lesson.
The teacher will conduct a ten
(5) – item formative assessment,
advice students to prepare a ¼
sheet of paper)
On your TLE notebook, look for
the different Filipino stocks and
their ingredients. List down at
least five (5).
Conduct a recap of the previous
discussion.
Show video presentation about
preparing of stocks.
-Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
The class will fill up the missing
words under the guidelines for
preparing stocks.
Why is it important for us to
follow the guidelines for
preparing stocks?
If time permits, have a synthesis
of the lesson.
The teacher will conduct a ten
(5) – item formative assessment,
advice students to prepare a ¼
sheet of paper)
Study the lecture prepare for
graded recitation tomorrow.
Conduct a recap of the Not Applicable (NA)
previous discussion.
The teacher will ask the LONG QUIZ
learners about the herbs and
spices that they know.
-Power point Presentation LONG QUIZ
- Video Presentation
Pretest LONG QUIZ
Show 5 different pictures of
different spices and
seasonings and the learners
will try to name them.
Using visual aids, the LONG QUIZ
teacher will deliver the
lesson for the day.
Conduct of the graded LONG QUIZ
recitation. Ten points if able
to answer correctly and five
points it not. Ten seconds
will be given to answer the
question per students.
How important is it to LONG QUIZ
identify the different kinds
of spices and seasoning used
for stocks?
If time permits, have a LONG QUIZ
synthesis of the lesson.
The teacher will conduct a LONG QUIZ
seven (5) – item formative
assessment, advice students
to prepare a ¼ sheet of
paper.
Prepare for a summative test Have an advance reading
tomorrow. about Preparing Soups for
Menu Items.
 C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal/supervisor can help me solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

 GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B.Performance Standards
C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2. Curriculum Guide
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
Teacher:
Teaching Dates and Time:
SESSION 5
The learners demonstrate an
understanding preparing soups
required for menu items.
The learners independently
prepare soups for menu items.
LO 2. Prepare soups required
for menu items.
2.1 Select and assemble correct
ingredients in preparing soups
including stocks and garnishes.
TLE_HECK9-12SSS-IIIb-21
Classification of soups
NA
NA
pp.255-258
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
SESSION 6
The learners demonstrate an
understanding preparing soups
required for menu items.
The learners independently
prepare soups for menu items.
LO 2. Prepare soups required for
menu items.
2.1 Select and assemble correct
ingredients in preparing soups
including stocks and garnishes.
TLE_HECK9-12SSS-IIIb-21
-Basic Principles of Preparing
Soup
- Cooking soups
NA
NA
pp.258-259
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Learning Area: COOKERY
Quarter: 3- WEEK 2
SESSION 7 SESSION 8 FREE DAY
The learners demonstrate an The learners demonstrate
understanding preparing an understanding preparing
soups required for menu soups required for menu
items. items.
The learners independently The learners independently
prepare soups for menu prepare soups for menu
items. items.
.
LO 2. Prepare soups LO 2. Prepare soups
required for menu items. required for menu items.
2.3 Present and evaluate 2.2 Prepare variety of soup
soup recipes in accordance recipes according to
with the criteria enterprise.
2.3 Present and evaluate
soup recipes in accordance
with the criteria
At the end of the session,
students should be able to
come up and present a
soup.
TLE_HECK9-12SSS-IIIb- TLE_HECK9-12SSS-IIIb-
21 21
-Suggested Soups Recipe LO 2. Prepare soups
required for menu items.
NA NA
NA NA
p.260-262 NA
NA NA
NA NA
Visuals from Laptop and Visuals from Laptop and
TV, pictures, actual tools, TV, pictures, actual tools,
chalk, eraser, masking tape, chalk, eraser, masking
speaker, tape, speaker,
A.Review Previous Lessons
B. Establishing purpose for the Lesson
(Motivation)
C. Presenting examples /instances of the new
lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing
new skills #1. (Pre-Discussion Activity)
E. Discussing new concepts & practicing and
concern to new skills #2
F. Developing Mastery (Leads to Formative
Assessment) (activity after the lesson)
G. Finding Practical Applications of concepts
and skills in daily living (application)
H. Making Generalizations & Abstractions
about the lessons
I.Evaluating Learning (assessment/test)
J. Additional activities for application or
remediation (assignment/homework)
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
Conduct a recap of the previous
discussion.
The teacher will ask some
students, “what is their favorite
soup and why?”
-Power point Presentation
- Video Presentation
Conduct a 5-item pretest
Using visual aids, the teacher
will deliver the lesson for the
day..
The teacher will show different
pictures of soups and the
students will classify them
where they belong.
Why soup is important in every
meal?
If time permits, have a synthesis
of the lesson.
The teacher will conduct a ten
(10) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Have an advance reading about
the Principles in Preparing
Soup.
Conduct a recap of the previous
discussion.
The teacher will show a picture of
a soup, he/she will ask the
question, “WHAT DO YOU
THINK ARE THE FACTORS
THAT MAKES SOUP
PRESENTABLE?”
Show picture
Using visual aids, the teacher will
deliver the lesson for the day.
The teacher will show different
pictures and the students will
identify what principle of
preparing soups it belongs.
Do we really need to consider
doing basic principles of
preparing soup? Why?
If time permits, have a synthesis
of the lesson.
The teacher will conduct a ten (5)
– item formative assessment,
advice students to prepare ¼ sheet
of paper.
List down (5) soups that they
already tasted. Describe each
taste.
Conduct a recap of the
previous discussion.
Video Presentation of
Different Kinds of Soups
and its recipe
-Power point Presentation
- Video Presentation
-Power point Presentation
The teacher will give
instructions for the coming
Performance Task.
Groupings
If time permits, have a
synthesis of the lesson.
The students will divide in
(5) groups and they will
discuss their chosen soup
recipe for the PT Day.
Prepare for tomorrow
Laboratory.
LABORATORY TIME
LABORATORY TIME
LABORATORY TIME
LABORATORY TIME
LABORATORY TIME
LABORATORY TIME
LABORATORY TIME
LABORATORY TIME
The students will have
their Performance Task. A
rubric will be used to rate
their output.
Look for five (5) ways to
store vegetables. Write it
on your TLE notebook.
 G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: COOKERY
DAILY LESSON LOG Teaching Dates and Time: Quarter: 3/ WEEK 3

I. OBJECTIVES SESSION 9 SESSION 10 SESSION 11 SESSION 12 FREE DAY

A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Subtasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2. Curriculum Guide
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the Lesson
The learners demonstrate an
understanding preparing and
cooking sauces required for
menu items.
The learners independently
prepare and sauces required
for menu items.
LO 3. Prepare Sauces
Required for Menu Items
3.1 Classify various types of
sauces.
3.2 Prepare a variety of hot
and cold sauces based on the
required menu items.
At the end of the session,
students should be able to
classify the various types of
sauces.
TLE_HECK9-12SSS-IIIc-22
-Overview of Sauces
-Basic Sauces for Meat,
Vegetables, and Fish
-Variation of Sauces
NA
NA
pp. 271
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
NAME ME!
The learners demonstrate an
understanding preparing and
cooking sauces required for
menu items.
The learners independently
prepare and sauces required for
menu items.
LO 3. Prepare Sauces Required
for Menu Items
3.3 Identify the types of
thickening agents and
convenience products used in
preparing sauces.
3.4 Use thickening agents and
convenience products
appropriately.
At the end of the session, the
students should be able to name
the different thickening agents.
TLE_HECK9-12SSS-IIIc-22
-Thickening Agents
-Hygienic Principles and
Practices in Sauce Making
NA
NA
pp. 272-273
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the previous
discussion.
Identify the words in forms of
The learners demonstrate an
understanding preparing and
cooking sauces required for
menu items.
The learners independently
prepare and sauces required
for menu items.
LO 3. Prepare Sauces
Required for Menu Items
3.5 Evaluate sauces for flavor,
color and consistency.
Observation
TLE_HECK9-12SSS-IIIc-22
Observation
NA
NA
pp. 274
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
The teacher and learners will
The learners demonstrate an
understanding preparing and
cooking sauces required for
menu items.
The learners independently
prepares and sauces required
for menu items.
LO 3. Prepare Sauces
Required for Menu Items
3.6 Identify and deal with
the problems of sauces.
At the end of the session,
students should be able to
identify and deal with the
problems of sauces.
TLE_HECK9-12SSS-IIIc-
22
-Basic Finishing Techniques
in Sauce Making
- Common problem in the
preparation of
NA
NA
p.275-277
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
Conduct a recap of the
previous discussion.
The teacher will show
(Motivation)
C. Presenting examples /instances of the new
lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing
new skills #1. (Pre-Discussion Activity)
E. Discussing new concepts & practicing and
concern to new skills #2
F. Developing Mastery (Leads to Formative
Assessment) (activity after the lesson)
G. Finding Practical Applications of concepts
and skills in daily living (application)
H. Making Generalizations & Abstractions
about the lessons
I. Evaluating Learning
(assessment/test)
J. Additional activities for application or
remediation (assignment/homework)
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
The teacher will present a
video about making different
sauces. You will observe what
is the easiest and hardest sauce
to do.
In our daily life, how do you
see the importance of sauces
in every food.
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Directions: Interview one
member of your family in your
home and ask them the
different food that have
sauces. List down 10.
gibberish game.
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
The learners will choose their
partner. They will ask each
other about their favorite sauces
and why.
Why is it important to apply the
hygienic principles and
practices in sauce making?
If time permits, have a synthesis
of the lesson.
The teacher will conduct a ten
(10) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Bring three (3) ready-made
sauces.
bring different kinds of
sauces. The learners will be
divided into 5 groups and they
will choose representative.
The representative will be
blindfolded and will taste the
mystery sauce.
The teacher will bring
different kinds of sauces.
NA
The learners will apply the
basic sauce making using their
ingredients.
The learners will be divided to
(5) groups. They will evaluate
the different sauces.
Why is it important to be more
familiarized in making
sauces?
If time permits, have a
synthesis of the lesson.
The representative of each
group will present their
observations in class
Have an advance study about
the basic finishing techniques
and common problems in
making sauces.
different pictures of failed
sauces. The learners will try
to determine the problems of
each sauces.
Power point Presentation
- Video Presentation
NA
Using visual aids, the
teacher will deliver the
lesson for the day.
By group, flashing of the
various basic finishing
techniques in Sauce Making,
the learners will identify the
finishing techniques.
Why is it important to
identify the common
problems in making sauces.
If time permits, have a
synthesis of the lesson.
The teacher will conduct a
ten (10) – item formative
assessment, advice students
to prepare ¼ sheet of paper.
Make a research on at least
ten sauces and the food
where it is commonly used
in the Philippines. Include
descriptions. Write in one
whole sheet of paper.
 remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: COOKERY
DAILY LESSON LOG Teaching Dates and Time: Quarter: 3/ WEEK 4

I. OBJECTIVES SESSION 13 SESSION 14 SESSION 15 SESSION 16 FREE DAY

A. Content Standards The learners demonstrate The learners demonstrate an The learners demonstrate The learners demonstrate
an understanding concepts and understanding concepts and an understanding concepts and an understanding basic
 principles in storing and
reheating stocks, sauces, and
soups
B. Performance Standards The learners independently
demonstrate competencies in
storing and reheating stocks,
sauces, and soups
C. Learning Competencies LO 4. Store and reconstitute
stocks, sauces, and soups
4.1. Maintain optimum quality
and freshness of stocks,
sauces, and soups
4.2. Reconstitute stocks,
sauces, and soups
D. Subtasking (if needed) At the end of the session,
students should be able to
enumerate the different
methods in storing and
reconstituting stocks, sauces
and soups.
Write the LC code for each TLE_HECK9-12SSS-IIId-23
II. CONTENT
(Subject Matter) -Store and Reconstitute Stocks,
Sauces and Soups
III. Learning Resources
A. References
1.Teacher’s Guide Pages NA
2. Curriculum Guide NA
2.Learner’s Materials Pages pp. 284-285
3.Textbook Pages NA
4. Additional Materials from Learning NA
Resources (LR) Portal)
B.Other Learning Resources Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the
principles in storing and
reheating stocks, sauces, and
soups
The learners independently
demonstrate competencies in
storing and reheating stocks,
sauces, and soups
LO 5. Evaluate the finish
product using rubrics.
At the end of the session,
students should be able to come
up and present a soup.
TLE_HECK9-12SSS-IIId-24
LABORATORY TIME
NA
NA
NA
NA
NA
LABORATORY
LABORATORY TIME
principles in storing and
reheating stocks, sauces, and
soups
The learners independently
demonstrate competencies in
storing and reheating stocks,
sauces, and soups
LO1-LO5
Competencies
At the end of the session,
students should be able to
attain at least 75% mastery
from the long quiz.
- LO1-LO5
NA
NA
NA
NA
NA
Not Applicable (NA)
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 1. Performs mise en
Place
1.1identify the market forms
of poultry determine poultry
cuts in accordance with
prescribed dish
At the end of this session,
the learners can
independently select and
purchase poultry and game.
TLE_HECK9-12PGD-IIIe-
25
- Tools and Equipment in
Cooking Poultry and
Game
- Selecting and Purchasing
Poultry and Game
NA
NA
pp.287-288
NA
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
Conduct a recap of the
 previous discussion. previous discussion.
B. Establishing purpose for the Lesson JUMBLED WORDS LABORATORY TIME UNIT TEST JUMBLED WORDS
(Motivation)

C. Presenting examples /instances of the new Power point Presentation LABORATORY TIME UNIT TEST Power point Presentation
lessons (show pics, videos, ppt) - Video Presentation - Video Presentation
D. Discussing new concepts and practicing NA LABORATORY TIME UNIT TEST Conduct a 10-item pretest
new skills #1. (Pre-Discussion Activity)

E. Discussing new concepts & practicing and
concern to new skills #2
F. Developing Mastery (Leads to Formative
Assessment) (activity after the lesson)
G. Finding Practical Applications of concepts
and skills in daily living (application)
H. Making Generalizations & Abstractions
about the lessons
I.Evaluating Learning (assessment/test)
J. Additional activities for application or
remediation (assignment/homework)
V.REMARKS
VI. Reflection
Using visual aids, the teacher
will deliver the lesson for the
day.
The learners will group into
five. They will talk about their
performance task in stocks,
soups and sauce making next
meeting.
Why do we need to follow the
proper storage of stocks, soups
and sauces?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Prepare for performance task
next meeting.
LABORATORY TIME
The learners will evaluate each
group’s finish product.
LABORATORY TIME
LABORATORY TIME
The students will have their
Performance Task. A rubric will
be used to rate their output.
Prepare for Unit Test tomorrow
UNIT TEST
UNIT TEST
UNIT TEST
UNIT TEST
UNIT TEST
Make an album (collage or
scrapbook) of different stocks,
sauces, and soups. Includes
description, ingredients, and
procedures, storing procedures
and how it is reconstituted.
Your output will be evaluated
using rubrics. To be submitted
next week.
Using visual aids, the
teacher will deliver the
lesson for the day.
The teachers will show
different kinds of poultry
and games and they will
answer them in “Quiz Bee”
style.
Why is it important to
classify the poultry and
games?
If time permits, have a
synthesis of the lesson.
If time permits, have a
synthesis of the lesson.
Have an advance reading in
Selecting Good Quality
Poultry and Game

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

evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
 D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: COOKERY
DAILY LESSON LOG Teaching Dates and Time: Quarter: 3/WEEK 5

I. OBJECTIVES SESSION 17 SESSION 18 SESSION 19 SESSION 20 FREE DAY

A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2. Curriculum Guide
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B. Other Learning Resources
IV.PROCEDURES
A. Review Previous Lessons
The learners demonstrate an
understanding basic concepts
and underlying theories in
preparing poultry and game
dishes
The learners prepare a
variety of poultry and game
dishes found in different culture
LO 1. Performs mise en Place
1.1identify the market forms of
poultry determine poultry cuts
in accordance with prescribed
dish
At the end of this session, the
learners can classify poultry
and games.
TLE_HECK9-12PGD-IIIe-25
-Classification of Poultry and
Games
NA
NA
pp. 288-289
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the previous
discussion.
The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 1. Performs mise en Place
1.1identify the market forms
of poultry determine poultry
cuts in accordance with
prescribed dish
At the end of this session the
learners can explain the
nutritional value/ components
of poultry and game.
TLE_HECK9-12PGD-IIIe-25
-Nutritional Value/
Components of Poultry and
Game
-Preparation of Poultry for
Cooking
NA
NA
pp. 289-290
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 1. Performs mise en Place
1.1identify the market forms
of poultry determine poultry
cuts in accordance with
prescribed dish
At the end of this session, the
learners can differentiate the
different market forms of
poultry.
TLE_HECK9-12PGD-IIIe-25
--Market Forms of Poultry
NA
NA
pp. 291-294
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 1. Performs mise en
Place
1.1identify the market forms
of poultry determine poultry
cuts in accordance with
prescribed dish
At the end of this session,
the learners can
demonstrate how to cut
poultry.
TLE_HECK9-12PGD-IIIe-
25
-Different Cuts of Poultry
NA
NA
pp. 291-294
NA
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
Conduct a recap of the
previous discussion.
B. Establishing purpose for the Lesson
(Motivation)
C. Presenting examples /instances of the new
lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing
new skills #1. (Pre-Discussion Activity)
E. Discussing new concepts & practicing and
concern to new skills #2
F. Developing Mastery (Leads to Formative
Assessment) (activity after the lesson)
G. Finding Practical Applications of concepts
and skills in daily living (application)
H. Making Generalizations & Abstractions
about the lessons
I. Evaluating Learning (assessment/test)
J. Additional activities for application or
remediation (assignment/homework)
GOOD or BAD
Power point Presentation
- Video Presentation
The teacher will show different
videos of poultry and game.
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
Using their last group, the
learners will give their reaction
about the video that they
watched.
What can you say about the
ordinance of the said city about
their meat products? Should we
need to follow them or not?
Explain your answer.
If time permits, have a synthesis
of the lesson.
The teacher will conduct a ten
(5) – item formative assessment,
advice students to prepare ¼
sheet of paper.
Make a research about the
nutritional value and
components of poultry and
game.
TELL ME WHAT YOU
SEE!
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
The learners will watch a
video about the preparation
process of chicken in the
slaughtered house.
Give a reaction about the
video showing the preparation
of poultry in slaughtered
house.
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Market Visit
Directions: This will be a
collaborative activity. Follow
the instructions below: Find a
partner. Visit a supermarket or
a wet market near you and do
the following:
1. List down the market
forms of poultry being
DESCRIBE ME!
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
SHARING
Share your experience in
visiting your nearby market.
Describe the place and what
can you say about the different
market forms of poultry.
As a Grade 10 learners, how is
it important to know the
different market forms of
poultry?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Have an advance reading
about the different cuts of
poultry.
FOUR PICS, ONE WORD
Power point Presentation
- Video Presentation
NA
Using visual aids, the
teacher will deliver the
lesson for the day.
Chicken Wings, Chicken
Wings Song
The learners will sing the
song while passing the fish
bowl to each other. If the
song stops, the learner who
hold the bowl will pick up a
piece of paper that contain a
question about the different
cuts of chicken.
Write a journal about
I learned that……..
I realized that……..
If time permits, have a
synthesis of the lesson.
The teacher will conduct a
ten (5) – item formative
assessment, advice students
to prepare ¼ sheet of paper.
Prepare for a long quiz.
 sold.
2. Take note of the
appearance, color, odor
and its cuts.
3. Make a report of your
activity.
4. Submit your report in a
short bond paper with
folder.

V.REMARKS
VI. Reflection

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

evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: COOKERY
 DAILY LESSON LOG Teaching Dates and Time:
I. OBJECTIVES SESSION 21 SESSION 22
A. Content Standards The learners demonstrate an The learners demonstrate
understanding basic concepts an understanding basic
and underlying theories in concepts and underlying
preparing poultry and game theories in preparing poultry
dishes and game dishes
B. Performance Standards The learners prepare a The learners prepare a
variety of poultry and game variety of poultry and game
dishes found in different culture dishes found in different
culture
C. Learning Competencies Week 5 Lessons LO 2. Cook poultry and game
bird dishes
2.1 prepare poultry and game
birds hygienically to minimize
risk of food spoilage and
cross- contamination cook
various poultry and game bird
dishes appropriately.
D. Sub tasking (if needed) At the end of the session, At the end of this session, the
students should be able to attain learners can determine the
at least 75% mastery from the types and causes of food
long quiz. spoilage and cross
contamination.
Write the LC code for each TLE_HECK9-12PGD-IIIf-h-
26
II. CONTENT Week 6 Lessons -Types and causes of food
(Subject Matter) spoilage and cross
contamination
III. Learning Resources
A. References
1.Teacher’s Guide Pages NA NA
2. Curriculum Guide NA NA
2.Learner’s Materials Pages NA pp. 297-298
3.Textbook Pages NA NA
4. Additional Materials from Learning NA NA
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
SEESION 23
The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 2. Cook poultry and game
bird dishes.
2.1 prepare poultry and game
birds hygienically to minimize
risk of food spoilage and
cross- contamination cook
various poultry and game bird
dishes appropriately.
At the end of this session, the
learners can explain the
difference between dry-heat
method and moist-heat
method.
TLE_HECK9-12PGD-IIIf-h-
26
Methods of cooking poultry
and game birds
- Dry-heat cookery
- Moist-heat cookery
NA
NA
pp. 298
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Quarter: 3/WEEK 6
SESSION 24 FREE DAY
The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 2. Cook poultry and
game bird dishes.
2.1 prepare poultry and
game birds hygienically to
minimize risk of food
spoilage and cross-
contamination cook various
poultry and game bird dishes
appropriately.
At the end of this session,
the learners can be
familiarized in fabricating
and deboning of chicken.
TLE_HECK9-12PGD-IIIf-
h-26
Steps in Fabricating and
Deboning of Chicken
NA
NA
pp. 299-306
NA
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
IV.PROCEDURES
A. Review Previous Lessons Not Applicable (NA) Conduct a recap of the Conduct a recap of the Conduct a recap of the
previous discussion. previous discussion. previous discussion.
B. Establishing purpose for the Lesson UNIT TEST CROSSWORD PUZZLE GUESS THE DISH! Ask the learners what is
(Motivation) their favorite parts of
chicken and Why?

C. Presenting examples /instances of the new UNIT TEST Power point Presentation Power point Presentation Power point Presentation
lessons (show pics, videos, ppt) - Video Presentation - Video Presentation - Video Presentation
The teacher will show video
about food poisoning.
D. Discussing new concepts and practicing UNIT TEST NA NA NA
new skills #1. (Pre-Discussion Activity)

E. Discussing new concepts & practicing and
concern to new skills #2
F. Developing Mastery (Leads to Formative
Assessment) (activity after the lesson)
G. Finding Practical Applications of concepts
and skills in daily living (application)
H. Making Generalizations & Abstractions
about the lessons
I. Evaluating Learning (assessment/test)
J. Additional activities for application or
remediation (assignment/homework)
V.REMARKS
VI. Reflection
UNIT TEST Using visual aids, the teacher
will deliver the lesson for the
day.
UNIT TEST The learner will group into 5.
They will search about the
news in food poisoning. They
will share their thoughts and
what they think the possible
ways to prevent the food
poisoning/contamination.
UNIT TEST As a member of your family,
how can you make sure that
the food of your family is safe
to eat?
UNIT TEST If time permits, have a
synthesis of the lesson.
UNIT TEST The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Search for the Principles of Make a research about the
Poultry Cookery. Write it in Different Methods of Cooking
your TLE Notebook. Poultry
Using visual aids, the teacher
will deliver the lesson for the
day.
The learners will identify the
different cooking methods by
naming the pictures flashes on
the board.
What is the healthiest cooking
method and why?
What do you think is the
dangerous cooking method?
Why?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(10) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Search about the methods in
Fabricating Chicken
Using visual aids, the
teacher will deliver the
lesson for the day.
The teacher will explain the
performance task about
fabricating and deboning of
chicken.
As a student, why is it
important to familiarized in
fabricating and deboning
chicken?
If time permits, have a
synthesis of the lesson.
The learners will group into
8 members. They will talk
about their next performance
task.
Take Home Performance
Task
Each group will make a
video presentation with the
title” Fabricating Chicken”
or “Deboning Chicken”. The
rubric will be given to them.
 A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: COOKERY
DAILY LESSON LOG Teaching Dates and Time: Quarter: 3/WEEK 7

I. OBJECTIVES SESSION 25 SESSION 26 SESSION 27 SESSION 28

A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2. Curriculum Guide
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B. Other Learning Resources
The learners demonstrate an
understanding basic concepts
and underlying theories in
preparing poultry and game
dishes
The learners prepare a
variety of poultry and game
dishes found in different culture
LO 3. Plate/present poultry and
game bird dishes
3.1 identify the type of service
ware to be utilized in serving
poultry and game-bird dishes
present plated poultry and
game-bird dishes with
appropriate sauces, garnishes,
and accompaniments
At the end of this session, the
learners can identify the factors
in presenting/plating poultry
dishes.
TLE_HECK9-12PGD-IIIi-27
- Portion Control for Cooked
Poultry and Game
- Factors to consider in
presenting/plating poultry
dishes.
- Present plated poultry and
game-bird dishes with -
appropriate sauces, garnishes,
and accompaniments
NA
NA
pp. 313-314
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 3. Plate/present poultry
and game bird dishes
3.1 identify the type of
service ware to be utilized in
serving poultry and game-bird
dishes present plated poultry
and game-bird dishes with
appropriate sauces, garnishes,
and accompaniments
At the end of this session, the
learners can independently
present poultry dishes.
TLE_HECK9-12PGD-IIIi-27
-Plating/Presenting Poultry
Dishes
- Plating the Food
- Decorate the Frame
- Mix Shapes, Colors and
Textures
Garnishes
NA
NA
pp. 314-318
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
The learners demonstrate The learners demonstrate
an understanding basic an understanding basic
concepts and underlying concepts and underlying
theories in preparing poultry theories in preparing poultry
and game dishes and game dishes
The learners prepare a The learners prepare a
variety of poultry and game variety of poultry and game
dishes found in different dishes found in different
culture culture
LO 4. Store poultry and LO 4. Store poultry and
game bird game bird
4.1 store and maintain 4.1 store and maintain
poultry and game bird poultry and game bird
according to standards according to standards
At the end of this session, the At the end of this session,
learners can familiarize in the the learners can apply the
techniques of storing poultry safety practices in handling
and game bird dishes. and storing poultry and
game products.
TLE_HECK9-12PGD-IIIj-28 TLE_HECK9-12PGD-IIIj-
28
Techniques in storing poultry - Safety Practices in
and game bird dishes. Handling and Storing
Poultry and Game
Products
NA NA
NA NA
pp. 320-321 pp. 320-321
NA NA
NA NA
Visuals from Laptop and TV, Visuals from Laptop and
pictures, actual tools, chalk, TV, pictures, actual tools,
 eraser, masking tape, speaker,
IV.PROCEDURES
C. Review Previous Lessons Conduct a recap of the previous
discussion.
B. Establishing purpose for the Lesson JUMBLED WORDS
(Motivation)
C. Presenting examples /instances of the new Power point Presentation
lessons (show pics, videos, ppt) - Video Presentation
D. Discussing new concepts and practicing NA
new skills #1. (Pre-Discussion Activity)
E. Discussing new concepts & practicing and Using visual aids, the teacher
concern to new skills #2 will deliver the lesson for the
day.
F. Developing Mastery (Leads to Formative Enumerate the factors to
Assessment) (activity after the lesson) consider in presenting/plating
poultry dishes.
G. Finding Practical Applications of concepts If you were going to present
and skills in daily living (application) poultry dishes, will you consider
following these factors in
presenting/plating poultry
dishes? Why?
H. Making Generalizations & Abstractions If time permits, have a synthesis
about the lessons of the lesson.
I. Evaluating Learning (assessment/test) The teacher will conduct a ten
(5) – item formative assessment,
advice students to prepare ¼
sheet of paper.
J. Additional activities for application or Search what is plating?
remediation (assignment/homework) Write it on your TLE Notebook.
V.REMARKS
VI. Reflection
A. No. of learners who earned 80% in the
evaluation
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
WORD HUNT
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
Fill in the blanks.
Why food creative
presentation is important in
food business’s like
restaurant?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Search for the Different
Techniques in Storing Poultry
and Game Bird
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
CRUMBLED WORD
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
MULTIPLE CHOICE
Why is it important to practice
proper handling and storing of
poultry?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Search the following
1. Manufacturing date
2. Expiration date
3. Best before date
chalk, eraser, masking tape,
speaker,
Conduct a recap of the
previous discussion.
CROSSWORD PUZZLE
Power point Presentation
- Video Presentation
NA
Using visual aids, the
teacher will deliver the
lesson for the day.
MULTIPLE CHOICE
Why proper storing is
important for all types of
foods?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a
ten (5) – item formative
assessment, advice students
to prepare ¼ sheet of paper.
Prepare for a long quiz.
 B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: COOKERY
DAILY LESSON LOG Teaching Dates and Time: Quarter: 3 WEEK 8
I. OBJECTIVES SESSION 29 SESSION 30 SESSION 31 SESSION 32 FREE DAY
A. Content Standards The learners demonstrate an The learners demonstrate The learners demonstrate REMEDIAL DAY
understanding basic concepts an understanding basic an understanding basic
and underlying theories in concepts and underlying concepts and underlying
preparing poultry and game theories in preparing poultry theories in preparing poultry
dishes and game dishes and game dishes
B. Performance Standards The learners prepare a The learners prepare a The learners prepare a
variety of poultry and game variety of poultry and game variety of poultry and game
dishes found in different culture dishes found in different dishes found in different
culture culture
C. Learning Competencies Week 7 Lessons LO 5. Evaluate the finish LO 5. Evaluate the finish
product using rubrics. product using rubrics.

D. Subtasking (if needed) At the end of the session, At the end of the session, At the end of the session,
students should be able to attain students should be able to students should be able to
at least 75% mastery from the come up and present a come up and present a
long quiz. chicken dish using dry heat chicken dish using moist heat
method. method.
Write the LC code for each
II. CONTENT Week 7-8 Lessons LABORATORY TIME LABORATORY TIME
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages NA NA NA
2. Curriculum Guide NA NA NA
2.Learner’s Materials Pages NA NA NA
3.Textbook Pages NA NA NA
4. Additional Materials from Learning NA NA NA
Resources (LR) Portal)
B. Other Learning Resources LABORATORY LABORATORY
IV.PROCEDURES
D. Review Previous Lessons Not Applicable (NA) LABORATORY TIME LABORATORY TIME

B. Establishing purpose for the Lesson UNIT TEST LABORATORY TIME LABORATORY TIME
(Motivation)

C. Presenting examples /instances of the new UNIT TEST LABORATORY TIME LABORATORY TIME
lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing UNIT TEST LABORATORY TIME LABORATORY TIME
new skills #1. (Pre-Discussion Activity)

E. Discussing new concepts & practicing and UNIT TEST LABORATORY TIME LABORATORY TIME
concern to new skills #2
 F. Developing Mastery (Leads to Formative UNIT TEST The teacher will rate the finish The teacher will rate the finish
Assessment) (activity after the lesson) product using the rubric. product using the rubric.
G. Finding Practical Applications of concepts UNIT TEST LABORATORY TIME LABORATORY TIME
and skills in daily living (application)
H. Making Generalizations & Abstractions UNIT TEST LABORATORY TIME LABORATORY TIME
about the lessons
I. Evaluating Learning (assessment/test) UNIT TEST The students will have their The students will have their
Performance Task. A rubric Performance Task. A rubric
will be used to rate their will be used to rate their
output. output.
J. Additional activities for application or Prepare for Performance Task Prepare for the next Accomplish your requirements 4.
remediation (assignment/homework) Performance Task. for third quarter.

V.REMARKS
VI. Reflection

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

evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________
__________________________
Teacher Principal