DAILY School NANGKA HIGH SCHOOL
LESSON
LOG Teacher
JUNIOR Teaching Dates
HIGH SCHOOL and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Grade Level 9
FEBBIE ELAINE S. Learning COOKERY
MINDORO Area
JANUARY 9, 2024 Quarter SECOND
11:20AM-12:20AM
The learners demonstrate an understanding the knowledge, skills, and attitudes required in
preparing salad and salad dressings
The learners independently prepare salad and salad dressings.
LO 3. Present a variety of salads and dressings
CODE: TLE_HECK912SD-IIh-i-9
At the end of the lesson, 75% to 100% of the students should be able to:
1. identify the structures of salad;
2. discuss the guidelines in arranging salad;
3. present salad attractively;
4. appreciate the importance of salad in one’s meal.
PRESENT A VARIETY OF SALAD AND SALAD DRESSINGS
*no specific teacher’s guide
Self-Learning Module Cookery 9 Quarter 2: Module 2.3 pp. 3-4
TVL – HE pp. 111-115
Smart TV, PPT, Video Clips, Laptop, charts, marker
YouTube:
Daily Routine: INDICATOR NO.
5, 6
- Prayer
- Greetings To be able to actively
- Checking the Cleanliness of the Room encourage learners to
- Checking of the Attendance take responsibility for
their behavior, citing
- Discuss classroom rules: class etiquette will be
4 P’s given as a guide to
 Be Positive. ensure a learning-
 Be Productive focused environment.
 Be Polite
 Be Prepared
INDICATOR NO.
3, 4
Motivation:
Presenting new lesson: .
The students will compare the two pictures of salad presented, salad A and salad
B, and then answer the given questions.
A B
1. Can you tell what is in salad A and salad B?
2. Which salad looks more visually appealing?
3. Which one would you think would be appetizing to eat? Why?
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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 concepts and
practicing new skills #2
Show video clip on plating salad INDICATOR NO.
Shows the use of
ICT as tools for
students to learn
using video
presentations.
Comprehension Check:
Base on the video, how can you make your salad be perfect picture food?
Engagement: INDICATOR
1, 2, 3, AND 4, 6
Activity: Picture Analysis: 2 minutes
(Cutout pictures and arrange). Classify the pictures and paste according to which The teacher prepares
table they belong. a collaborative activity
Base Body Garnish Dressings which helps learner to
build comprehension
and encourages
cooperation among
other students.
Processing Questions:
1. Based on the activity, can you identify the different structure of the
salad?
2. Which part of the salad is the largest and usually provides the
The students apply
foundation?
literacy skills by
3. Which part of the salad do you think adds the main flavors and texture critically analyzing the
guidelines and be able
The teacher will give a brief discussion with the aid of PPT on to share their insight
about it.
-Structure of Salad-
Explanation:
The teacher will group the class into three. Each group will pick 2 guidelines that
they will discuss with each other and share their thoughts in the class.
Guidelines for arranging salad.
1. Keep the salad off the rim of the plate - think of your bowl or plate as
your canvas. Be sure that it is clean and free from smudges. Keep your
salad in the center of your plate. Use white plates or bowls as much as
possible.
2. Strive for a good balance of color - fruits, and vegetables add the most
wonderful colors, like carrots, beets, lettuce, strawberries, mangoes,
and a lot more. Use at least three-color combinations like carrots
(orange), bell pepper (red), and salad greens.
3. Height makes a salad more attractive - when making a salad, think tall.
Tall could mean piling leafy vegetables in a high, airy pile. It can also
mean a bowl that is taller than it is wide. It can also include putting your
salad in a tall glass.
4. Cut ingredients neatly - cut in a uniform manner whenever possible –
diced items should be square.
5. Make every ingredient identifiable - Do not overload your salad with
many ingredients.
6. Keep it simple - you can never go wrong with simplicity. Always make
your presentation look neat and fresh.
Within:
Present a Range of Appetizer
1.1 identify the fundamental of plating.
1.3 present appetizers attractively
Code: TLE_HECK9-12PA-Ii-5
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F. Developing mastery A. Compare: Compare the art pictures with the way how a salad INDICATOR
should be presented? What elements does it resembles with 1,3, 4, 7
(leads to Formative Assessment
3) each other?

Across: MAPEH 9- ARTS

analyzes art elements and principles in the production of work following a
specific art style Code: A9EL-IIa-2 Weeks 3-5/ 2nd Quarter.

B. Open-ended questions:
 What special occasions do you usually serve salad?
 How do you usually present your salad? What
consideration you take note?

G. Finding practical application of The teacher will show different pictures of salad and elicit on student to INDICATOR
give their idea on what are elements needed to improve the appearance 1, 3, 4
concepts and skills in daily living
of the given example of salad and salad dressings.
H. Making generalizations and Concept Mapping: INDICATOR
1. What are the guidelines in arranging salad? 3
abstractions about the lesson This part will
enhance students
critical thinking
skills as well as
higher other
thinking skill by
analyzing and has
deep understanding
of the lessons.

2. In 2 -3 sentences, describe each guideline.

3. How important is proper presenting of salad and salad
dressings in a meal?

I. Evaluating learning INDICATOR

In a group of three, students will make a salad and must observe the guidelines 4, 6, 9
in presenting salad and salad dressings (balance, harmony, height, color and
texture of the salad and dressing).
Output will be judge through a rubric.

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 J. Additional activities for Extend: INDICATOR
3, 4
application or remediation
Give and explain the precautionary measures when handling and presenting
In this part, the
salad and salad dressings. Write your answer in a short bond paper. students will
individually discover
additional ideas and
information that they
will share.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the _______No. of learners who earned 80% above
evaluation
B. No. of learners who require additional _______No. of learners who require additional activities for remediation.
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of _______Yes _________No
learners who have caught up with the _______No. of learners who caught up lesson
lesson
D. No. of learners who continue to require _______No. of learners who continue to require remediation.
remediation
E. Which of my teaching strategies worked
well? Why did this 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 by:

FEBBIE ELAINE S. MINDORO JOVELYN M. BUHIAN

Cookery Teacher Head Teacher III
:

ERNESTO A. DOROJA JR.

Master Teacher I

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