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DLL TLE 10 2nd Quarter (Autosaved)

Bachelor of Secondary Education (Don Mariano Marcos Memorial State University)

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School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10

DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
LESSON LOG Date & Week: November 7-11, 2022 Week 1 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
November 7, 2022 November 8, 2022 November 9, 2022 November 10, 2022 November 11, 2022
Monday Tuesday Wednesday Thursday Friday
TOPIC/
SUBJECT Lesson 1 – Principles of Lesson 2 –Characteristics of Lesson 3 – Thawing Frozen Lesson 4 – Washing Raw SUMMATIVE TEST/
MATTER Preparing Vegetables Quality Vegetables Vegetables Vegetables PERFORMANCE TASK
LEARNING LO 1: Perform mise’en place LO 2. Prepare vegetable dishes LO 2. Prepare vegetable dishes LO 2. Prepare vegetable
COMPETENCY: 1.1 Prepare ingredients according to a given recipe, required form (TLE_HECK9-12VD-IIa-10) (TLE_HECK9-12VD-IIa-10) dishes
and time frame, thaw frozen ingredients (TLE_HECK9-12VD-IIa-10)
(TLE_HECK9-12VD-IIa-9) Subtasks: Subtasks: Subtasks:
3.1. describe own experience 4.1. identify steps in washing 1. Recall all the
Subtasks: in thawing frozen foods at home; vegetables; concepts of the
1.1. classify vegetables according to the type they belong; 3.2. recall facts in thawing 4.2. recognize facts in washing raw previous topics;
1.2. identify vegetables that has flavor and components; frozen foods; vegetables; 2. Assess what they
1.3. write a journal; 3.3. compose a journal; 4.3. explain how to wash raw have learned from the
1.4. identify ingredients according to standard recipe; 3.4. thaw frozen vegetables vegetables following the standard lesson.
2.1. know the characteristics of quality vegetables; following standard procedures; procedure;
2.2. recognize facts about the characteristics of quality 4.4. wash raw vegetables following
vegetables; the standard procedure;
2.3. write a journal;
2.4. prepare ingredients according to a given recipe, required
form, and time frame;
LEARNING TLE– COOKERY 10 TLE– COOKERY 10 TLE– COOKERY 10 TLE– COOKERY 10 Self-Learning Module 1. PPT,
RESOURCES: Quarter 2 – Module 1; PPT Quarter 2 – Module 1; PPT Quarter 2 – Module 1; PPT Quarter 2 – Module 1; PPT TV, Learners Worksheet
BEFORE THE Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
LESSON a. Prayer a. Prayer a. Prayer Play “Coding Pictures” b. Prayer
b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan Direction: c. Quick Kumustahan
c. 5-Minute Reading – c. 5-Minute Reading a. 5-Minute Reading-  Each of the learner will pick a d. 5-Minute Reading-
Vocabulary Building -Phonics Vocabulary Building picture in the jar, then they will Vocabulary
Direction: “Reading Aloud” Direction: predict the action or word being Direction:
Write down at least 5 new words Direction:  The teacher present the list of  The teacher present the
portrayed.
they have heard from the topic, Read aloud the selection about vocabulary terms used in the list of vocabulary terms
look for its meaning then read. the topic; lesson (Vegetables)  After getting the correct word, they used in the lesson
 Read aloud. will use it in a sentence. (Vegetables)

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A. ACTIVITY Administer pre-test for 2nd
Quarter
B. ANALYSIS Introduce the “Guess What” (Pinoy
Henyo) games about the different
tools, equipment, and ingredients
in preparing vegetable dish.
C. ABSTRACTION Small Group Discussion:
 Discuss the tools and
techniques of preparing,
serving, plating and
garnishing of vegetable
dishes.
D. APPLICATION  Show them the proper usage
of the tools & equipment in
preparing vegetables
E. ASSESSMENT  Classify the different
tools/equipment to be used in
preparing vegetables dishes
ASSIGNMENT/  What are the different types
AGREEMENT of vegetables;
 List down at examples each
category.
Other activities; In your journal, why is it important
(RRE) to know the proper use of each
kitchen tool and equipment?
Prepared by:
MHAYLANI O. OTANES-FLORES
Teacher III
School:
Individual Activity:
Before they enter in class, each
of them will give a name of
vegetable and what category;
Small Group Discussion:
Let each group perform their
task.
G1. Classification of Vegetables
G2: Flavor Components of
Vegetables
G3: Characteristics of Quality
Vegetables
Small Group Discussion:
 Let each group discuss their
output;
 The teacher will guide and
give supplement to each
group.
Game: “Guess What”
They will identify what category
of vegetables being presented
in the projector of TV/Screen.
Fill up the template of Learner’s
Worksheet.
Research the following;
How is the process of thawing?
Answer the reflection part:
Fill-in the 3-2-1 template
SANTOL VOCATIONAL HIGH SCHOOL
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Game: “Guess What?” (Pinoy Video Presentation: Video presentation of
Henyo)  Let the learners identify the documentations of washing
Different ways of preparing different activities/verbs in the vegetables
vegetables presentation.
BRAINSTORMING: Graphic Organizer: Review details of previous
Sharing of ideas about  Fill-up the Flow Chart on preparing discussion about vegetables.
 Recall ways of thawing food at vegetables
home;  Discuss the output on the class.
 describe own experience in
thawing frozen foods at home;
Lecture discussion on: Lecture discussion on: Perform Question in Answer
a. Process of thawing  Present different pictures on as a form of review,
vegetables in standard preparing vegetables, they will
identify the procedure.
Vlogger alike: Graphic Organizer: Administer Summative Test.
Through a short video clip, present Fill-up the Flow Chart on preparing
how to thaw a frozen vegetable. vegetables
Fill up the template of Learner’s Answer Learners Worksheet given by Write in their journal their
Worksheet. the teacher. learnings this week.
Make a documentation of yourself What are the nutritional content of Fill-in the reflection part:
while washing vegetables. Vegetables? Things I’ve learned
today______
Answer the reflection part: Answer the reflection part: No. of Learners who
I have learned that ___ 1. The things I found interesting are mastered the
I have realized that ___ ____________________ lesson:_______
I will apply ______ 2. Today, I learned that ...
Noted:
REMEDIOS ELSIE P. APOSTOL, Ph. D.
Secondary School Principal III
Grade Level: 10
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Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY

DAILY Date & Week: November 14 - 19, 2022 Week 2 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
LESSON LOG
November 14, 2022 November 15, 2022 November 16, 2022 November 17, 2022 November 18, 2022
Monday Tuesday Wednesday Thursday Friday
TOPIC/ Lesson 1 – Market Forms of Lesson 2 – Factors to Lesson 3 – Methods of Lesson 4 – Preparation of Sauces SUMMATIVE TEST/
SUBJECT Vegetables Consider in the Selection of Cooking Vegetable Dishes and Accompaniment for Serving PERFORMANCE TASK
MATTER: Vegetables Used for Culinary Vegetable Dishes
LEARNING LO 2. Prepare vegetable LO 2. Prepare vegetable LO 2. Prepare vegetable dishes LO 2. Prepare vegetable dishes LO 2. Prepare vegetable
COMPETENCY: dishes dishes (TLE_HECK9-12VD-IIb-c-10) (TLE_HECK9-12VD-IIb-c-10) dishes
(TLE_HECK9-12VD-IIb-c-10) (TLE_HECK9-12VD-IIb-c-10) Subtasks: Subtasks: (TLE_HECK9-12VD-IIb-c-10)
Subtasks: Subtasks: 3.1. recall some ideas in 4.1. create a mind web; Subtasks:
1.1. recall facts on the 2.1. know the factors to cooking vegetables; 4.2. identify some facts about 1. Recall all the concepts
different forms of vegetables; consider in choosing vegetables; 3.2. distinguish differences on sauces and accompaniments used in of the previous topics;
1.2. recognize details on the 2.2. recall facts in selecting the methods of cooking serving 2. Assess what they
market forms of vegetables; vegetables for culinary; vegetables; vegetable dishes; have learned from the
1.3. recall some 2.3. select various kinds of 3.3. cook variety of vegetable 4.3. discuss the importance of lesson.
characteristics of the market vegetables according to a given dishes following appropriate sauces in vegetable dishes;
forms of vegetables; menu; cooking methods to 4.4. prepare suitable sauces and
1.4. identify market forms of preserve optimum quality accompaniment in serving vegetable
vegetables; and nutrition; dishes.

LEARNING TLE– COOKERY 10 TLE– COOKERY 10 TLE– COOKERY 10 TLE– COOKERY 10 Self-Learning Module 2. PPT,
RESOURCES: Quarter 2 – Module 2; PPT Quarter 2 – Module 2; PPT Quarter 2 – Module 2; PPT Quarter 2 – Module 2; PPT TV, Learners Worksheet
BEFORE THE  Begin with classroom  Begin with classroom routine;  Begin with classroom routine;  Begin with classroom routine;  Begin with classroom
LESSON routine;  5-Min. Reading Activity –  5-Min. Reading Activity –  5-Min. Reading Activity – Reading routine;
 5-Min. Reading Activity – Reading Aloud Reading Aloud Aloud  5-Min. Reading Activity –
Reading Aloud *Read the “Trivia and Facts *Read the “Trivia and Facts about * Vocabulary Building
*Read the “Trivia and Facts about Vegetables” Vegetables” *Let the learner identify which is Fact *List down unfamiliar words
about Vegetables” - Flower Vegetable - Seed Vegetable from Trivia. Share in class.
- Stem Vegetable - Stalk/Bulb Vegetable - Root Vegetable they had encountered from
- Leafy Vegetable *Let the learner identify which is *Let the learner identify which is the lesson.
*Let the learner identify which is Fact from Trivia. Share in class. Fact from Trivia. Share in class. *Find the meaning of each
Fact from Trivia. Share in class.
term. Share in class.
A. ACTIVITY VOCABULARY BUILDING: Small Group Activity: Small Group Activity: *Define the following terms: Review terms and concepts of
*Let the learner define the ff. *Each group will prepare a *Each group will brainstorm on the - SAUCES the previous lessons through
Terms, then they will form a market list of the ingredients of process how the following dishes - ACCOMPANIMENT a Question and Answer.
sentence out of it. G1- “Pinakbet” prepared. - ROUX
*PRESERVATION G2 – Buttered Vegetables G1- Chopsuey - HOLLANDAISE

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*SHELF LIFE
*BLANCHED
*BATTER
B. ANALYSIS *Discussion on:
 Market Forms of Vegetables
 Each group will check
their outputr on the
previous task.
C. Small Group Activity:
ABSTRACTION *Uisng the FLASH CARD/
PICTURES let each group
identify the type of vegetables
according to their market forms.
Then, they will describe each
form. Share in the class.
D. Small Group Activity:
APPLICATION Name the Market Forms of the
pictures presented in the
screen/pictures.
E. Individual Activity:
ASSESSMENT Let them answer the Learner
Worksheet / Graphic Organizer
about market forms of
Vegetables
F. Answer the following questions:
ASSIGNMENT/ 1. What are the the factors
AGREEMENT to consider in choosing
vegetables?
2. What are the effects of
cooking vegetables?
Other Fill-up the 3-2-1 Template.
activities;
(RRE)
Prepared by:
MHAYLANI O. OTANES-FLORES
G3 – Chopsuey
*Discussion on:
- Factors to Consider in the
Selection of Vegetables for
Culinary
- Tips in Buying Fresh
Vegetables
Small Group Activity:
*If you’re going to buy all the
ingredients you have listed, what
are the things/point to consider in
buying vegetables and fruits?
*Let them discuss /share their
answers in the class.
Individual Activity:
Play the rule of being
“Vegetable Vendor”
*What tips you could give to
those who wants to buy fresh
vegetables?
Individual Activity:
Let them answer the
Assessment part of the Module.
What are the cooking methods of
vegetables?
“What I have learned”
Write your understanding of the
topic presented.
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G2 – Banana Blossom - MAYONAISE
G3 –Tortang Talong - BECHAMEL
G3 – Bamboo Shoot - VELOUTE
Present and discuss the different *Discuss each terms (defined earlier) Give instructions.
methods of cooking vegetables and each connections.
and the effect of heat to *Discuss about the sauces and
su aces
vegetables. accompaniment of vegetable dishes,
and its importance.
Using the Graphic Organizer, fill-up Creating a mind web on the kinds of Administer oral exam/written
with the terms that describe the sauces. exam and performance task.
effects of heat to vegetables.
.
.
.
Perform the Performance Task. Small Group Activity: Make a unique recipe of
Direction: From the six methods of At home, practice preparing a vegetable indigenous vegetable dishes.
cooking vegetable, select two and sauce.
compare
Individual Activity: Individual Activity: Make an analysis report.
Let them answer the Assessment Let them answer the Assessment part Checking and recording
part of the Module of the Module
Individual Activity: Answer the reflection part: Answer the reflection part:
Direction: At home, prepare 1 1 question I have____ 1 question I have____
vegetable dish using the roasting 2 interested things I’ve got today 2 interested things I’ve got
method of cooking vegetables . ________________________ today
Invite your siblings to work with _________________________ _______________________
you.
Answer the reflection part:  No. of Learners who mastered the  No. of Learners who
1. The things I found interesting lesson:_______ mastered the lesson:_
are _____________  No. of Learners who need  No. of Learners who need
2. Today, I learned that ... remediation: ______ remediation: ______
Noted:
REMEDIOS ELSIE P. APOSTOL, Ph. D.
 lOMoARcPSD|13554768

Teacher III Secondary School Principal III

School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10
DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
LESSON LOG Date & Week: November 21-25, 2022 Week 3 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
November 21, 2022 November 22, 2022 November 23, 2022 November 24, 2022 November 25, 2022
Monday Tuesday Wednesday Thursday Friday
TOPIC/ COOK VARIETY OF COOK VARIETY OF COOK VARIETY OF VEGETABLE COOK VARIETY OF VEGETABLE SUMMATIVE TEST
SUBJECT VEGETABLE DISHES VEGETABLE DISHES DISHES DISHES
MATTER: (Performance Task) (Performance Task) (Performance Task) (Performance Task)
LEARNING LO 2. Prepare vegetable dishes (TLE_HECK9-12VD-IIb-c-10) 1. Evaluate student learning,
COMPETENCY: 2.3 cook variety of vegetable dishes following appropriate cooking methods to preserve optimum quality and nutrition prepare skill acquisition, and
suitable sauces and accompaniment in serving vegetable dishes academic achievement at the
LO 3. Present vegetable dishes end of the week.
3.1 present vegetable recipes with appropriate sauces and accompaniments 2. Identify the least mastered
SUBTASKS: competency.
a. Prepare and present vegetables dishes with appropriate sauces, accompaniment and plating.
LEARNING Kitchen lab., Tools & Materials, Kitchen lab., Tools & Materials, Kitchen lab., Tools & Materials, Kitchen lab., Tools & Materials, SLM, PPT, TV, Learners
RESOURCES: Ingredients, PPEs, Recipe Ingredients, PPEs, Recipe Ingredients, PPEs, Recipe Ingredients, PPEs, Recipe Worksheet
A. ACTIVITY Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer
b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan
c. 5-Minute Reading- c. 5-Minute Reading -“By- c. 5-Minute Reading- “Spelling c. 5-Minute Reading – “Mind c. 5-Minute Reading-
“Think-Pair-Share” Pair Activity” Bee” Mapping “Spelling Bee”
D: Arrange the following words in Each pair will make a list of at  Write down the sentences being Direction: Write on the lines the Use terms from the topic
the box below, let them least 10 Compound Culinary read by the teacher with correct correct word or group of words. discussed and/or modules.
talk/discuss with each other words. Find the meaning of each spelling. This will also serve as a
about the term, then share in the words and use it in a sentence. 1. Keep food off the rim of the review of the previous
class. *Sharing of output. plate. lessons.
1. GIBANK 2. Arrange the items for the
2. SMEATING convenience of the customer.
*Define each terms used in
3. OILBING 3. Keep space between items,
4. RABISING the previous activity (Spelling
unless, they are stacked on one
5. PEDE – FYRING Bee) serves as a recall
another.
6. NAP GNIYRF 4. Maintain unity. activity.
7. AUTESING
8. BOIRLIGN
5. Make every component count.
9. OTASTING 6. Add sauce or gravy attractively
10. GIRLLIGN on plate.
*Note: 7. Pour sauce around or under the
Terms were taken from the dish or covering only a part of the
dish.

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lesson. 8. Always think of the sauce as

B. ANALYSIS Discussion on the ff;
*The different cooking methods
of vegetables;
*Plating of vegetable dishes.
part of the overall design of the
plate.
9. Keep it simple.
10. Avoid making food too
elaborate.
Discussion on: Small Group Activity Small Group Activity: Review previous
* Essential Factors of Food *Watch different vegetable dishes; *Divide the class in small group. lessons/topic.
Presentation *Fill up the graphic organizer below; *Create recipes from the vegetables
* Plating Styles with Vegetable
. .
using the Recipe Template.
Dishes Vegetable
Dishes
. .

C. Present the rubrics/criteria in *Watch a Video Presentation about *Let the group prepare the assigned *Let the group prepare the assigned Administer oral exam/written
ABSTRACTION rating the sauces to be prepared. creative techniques in plating task. “Perform Mise’en place” task. “Perform Mise’en place” exam
vegetables. - Prepare their tools, materials , and - Prepare their tools, materials , and
ingredients ingredients
- Check the PPEs and Recipe. - Check the PPEs and Recipe.
*Instruct learners to follow the recipe of *Instruct learners to follow the recipe of
cooking variety of egg dishes. cooking variety of egg dishes.
D. Perform the different methods of Small Group Activity: Small Group Activity: Small Group Activity: Checking and recording
APPLICATION cooking vegetables. Prepare one vegetable dish. *Prepare vegetable dishes/an *Prepare vegetable dishes/an
Arrange and garnish it. Be ready innovated recipe/new recipe. innovated recipe/new recipe.
to explain your presentation. *Guide the learners while doing their *Guide the learners while doing their
task. task.
*Observe CLAYGO in the process *Observe CLAYGO in the process
E. Individual Activity: Individual Activity: *Let them present their output, *Let them present their output, Make an analysis report.
ASSESSMENT Let them answer the Learner’s Let them answer the Learner’s Assess cooked eggs based on the Assess cooked eggs based on the
Worksheet. Worksheet. Standard Qualities of starch/cereal Standard Qualities of starch/cereal
recipes. recipes.
F. Research: List down at least 5 *Why do you have to choose Bring materials/ingredients for Bring some materials in making Answer the reflection part:
ASSIGNMENT/ vegetable recipes; fresh vegetables in preparing tomorrow’s activity. storage boxes. Or you may bring I have learned that
AGREEMENT a. Asian dishes various vegetable dishes? empty bottles. __________
b. European dishes
Other Answer the reflection part: Answer the reflection part: Answer the reflection part: Answer the reflection part:  No. of Learners who
activities; I have learned that __________ I have learned that __________ I have learned that __________ 1 question I have____ mastered the
(RRE) I have realized that __________ I have realized that __________ I have realized that __________ 2 interested things I’ve got today lesson:_______
I will apply ________________ I will apply ________________ I will apply ________________ __________________________  No. of Learners who
__________________________ need remediation: ___

Prepared by: Noted:

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MHAYLANI O. OTANES-FLORES REMEDIOS ELSIE P. APOSTOL, Ph. D.

Teacher III Secondary School Principal III

School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10

DAILY
LESSON LOG
November 28, 2022
Monday
PREPARE AND PRESENT
TOPIC/
VEGETABLE DISHES
SUBJECT (Vegetable Sauces)
MATTER:
LEARNING LO 2. Prepare vegetable dishes
COMPETENCY: (TLE_HECK9-12VD-IIb-c-10)
2.3 cook variety of vegetable
dishes following appropriate
cooking methods to preserve
optimum quality and nutrition
prepare suitable sauces and
accompaniment in serving
vegetable dishes
SUBTASKS:
 Prepare and present
vegetables dishes with
appropriate sauces,
accompaniment and plating.
LEARNING Kitchen lab., Tools & Materials,
RESOURCES: Ingredients, PPEs, Recipe
A. ACTIVITY Begin with classroom routine:
a. Prayer
b. Quick Kumustahan
c. 5-Minute Reading- “Market
List of Compound Words”
D: In 1 minute, each learner will
list down Compound Words
joining the words below and a
kind of vegetable in the basket.
Teacher: MHAYLANI O. OTANES-FLORES
Date & Week: November 28-30,Dec.1-2, 2022
Time G10 A: 10:00 – 12:00
November 29, 2022
Tuesday
PREPARE AND PRESENT
VEGETABLE DISHES
LO 3. Present vegetable
dishes
3.1 present vegetable recipes
with appropriate sauces and
accompaniments
3.1. identify and discuss
guidelines in presenting food
properly;
3.2. present vegetable dishes
following standard procedures;
and
3.3. appreciate the value of
properly presenting food.
Kitchen lab., Tools & Materials,
Ingredients, PPEs, Recipe
Begin with classroom routine:
a. Prayer
b. Quick Kumustahan
c. 5-Minute Reading
-“Entrance Slip”
D:Before entering in the class,
each of them pick 1 question to
answer orally in the “Talk for 1
minute Food”
Learning Area: TLE-COOKERY
Week 4 Quarter: SECOND
G10 B: 3:00 – 5:00
November 30, 2022 December 1, 2022 December 2, 2022
Wednesday Thursday Friday
STORE VEGETABLES PERFORM MISE’EN PLACE SUMMATIVE TEST
Kitchen Tools and Equipment Needed in
Preparing and Cooking Seafood Dishes
Based on Required Standards
LO4 Store vegetables (TLE_HECK9- • Prepare kitchen tools, equipment, 1. Evaluate student learning,
12VD-IId-12) and ingredients based on required skill acquisition, and
4.1 store vegetables based on the standards academic achievement at the
prescribed location and temperature • Assemble ingredients according to end of the week.
4.2 demonstrate vegetable storage in recipes, recipe card and enterprise 2. Identify the least mastered
accordance with FIFO operating standard competency.
procedures follow standard safety (TLE_HECK9-12PC-II-e-14)
and hygiene procedure Subtasks:
LO 5. Evaluate the finished product 1. List down tools, equipment and
(TLE_HECK9-12VD- IId-13) ingredients needed in preparing
5.1 rate the finished products using seafood dishes
rubrics 2. Define seafood
Kitchen lab., Tools & Materials, Kitchen lab., Tools & Materials, SLM, PPT, TV, Learners
Ingredients, PPEs, Recipe Ingredients, PPEs, Recipe Worksheet
Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
a. Prayer a. Prayer a. Prayer
b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan
c. 5-Minute Reading- “Spelling c. 5-Minute Reading – c. 5-Minute Reading-
Bee” “Entrance Slip” “Spelling Bee”
d. “Think-Pair-Share” Direction: As they enter in the Use terms from the topic
D: Arrange the following words in the classroom, each of them write a tool, discussed. This will also
box below, let them talk/discuss with material or equipment in the kitchen use serve as a review of the
each other about the term, then for cooking seafood. previous lessons.

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*After one minute, each of them
read aloud their output as they
share in class.
B. ANALYSIS Picture Analysis:
-Show different cooked
vegetables in the class, ask them
what appropriate dip/sauce/gravy
best suited to the vegetable dish.
C. Present the rubrics/criteria in
ABSTRACTION rating the sauces to be prepared.
D. Demonstrate how to make
APPLICATION different sauces of vegetables
dishes.
E. Individual Activity:
ASSESSMENT Let them answer the Learner’s
Worksheet.
F. *Bring a Picture of Plated
ASSIGNMENT/ Vegetables. If you’re having the
AGREEMENT power to change what is in the
picture? Why yes? Why NO?
Other Answer the reflection part:
activities; I have learned that __________
(RRE) I have realized that __________
Examples of question:
*Talk about food you dislike
most.
*Talk about your favorite dish
and how to cook it?
*Talk about foods you can’t live
without and why?
*If in case the learner doesn’t
know the answer, allow them to
pick other or maybe call a
friend.
Discussion on:
* Essential Factors of Food
Presentation
* Plating Styles with Vegetable
Dishes
*Watch a Video Presentation
about creative techniques in
plating vegetables.
Small Group Activity:
Prepare one vegetable dish.
Arrange and garnish it. Be
ready to explain your
presentation.
Individual Activity:
Let them answer the Learner’s
Worksheet.
*Why do you have to choose
fresh vegetables in preparing
various vegetable dishes?
Answer the reflection part:
I have learned that __________
I have realized that
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share in the class. 1. Vegetable purees
1. FIDGER – FRIDGE 2. Aesthetic
2. ZERONF – FROZEN *Define each terms used in
3. WLEL - VETILANTED the previous activity (Spelling
4. TAINERCON
5. FRITORREGEAR Bee) serves as a recall
*Note: activity.
Terms were taken from the lesson.
Small Group Activity: Small Group Activity: Review previous
*Divide the class in small group. *Divide the class in small group. lessons/topic.
*Each group have a list of vegetable *Brainstorm on the following;
they need to search the best way to - SEAFOOD
store them, and to maximize its - Classification of seafood
freshness. Give them time to share -Tools, Materials in preparing
their answers. seafood dishes.
**Watch a Video Presentation about the Administer oral exam/written
different tools and equipment; exam
Small Group Activity: Individual: Checking and recording
*Classify the Vegetables using the * Perform an actual presentation of
template below. tools/materials in making seafood
REFRIGERATE DO NOT REF. dishes.
Individual Activity: Individual Activity: Make an analysis report.
Let them answer the Learner’s Let them answer the Learner’s
Worksheet. Worksheet.
List down at least 10 available What are the different classification of Answer the reflection part:
materials/tools at home. seafood? I have learned that
__________
Answer the reflection part: Answer the reflection part:  No. of Learners who
I have learned that __________ 1 question I have____ mastered the
I have realized that __________ 2 interested things I’ve got today lesson:_______
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I will apply ________________ __________ I will apply ________________ __________________________  No. of Learners who
I will apply ________________ __________________________ need remediation: ___

Prepared by: Noted:

MHAYLANI O. OTANES-FLORES REMEDIOS ELSIE P. APOSTOL, Ph. D.

Teacher III Secondary School Principal III
School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10
DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
Date & Week: December 5-9, 2022 Week 5 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
December 5, 2022 December 6, 2022 December 7, 2022 December 8, 2022 December 9, 2022
Monday Tuesday Wednesday Thursday Friday
Quarter 2: PREPARE SEAFOOD DISHES
TOPIC/ TYPES AND VARIETIES OF COMPOSITION AND NUTRITIVE STEPS IN PROCESSING FISH HANDLING SEAFOOD SUMMATIVE TEST
SUBJECT SEAFOOD VALUE OF FISH AND HYGIENICALLY
MATTER: MARKET FORMS OF FISH SHELLFISH
AND SHELLFISH
LEARNING • Prepare the kitchen tools, equipment, and ingredients based on • Identify steps in processing fish (TLE_HECK9-12PC-IIe-14) 1. Evaluate student learning,
COMPETENCY: required standards • Handle seafood hygienically skill acquisition, and
• Identify types, varieties, market forms, nutritive value and • Thaw frozen seafood correctly to ensure maximum quality and maintain academic achievement at the
composition of fish and seafood nutritional value (TLE_HECK9-12PC-IIf-15) end of the week.
(TLE_HECK9-12PC-II-e-14) Subtasks: 2. Identify the least mastered
Subtasks: 1. Discuss the steps in processing fish competency.
1. Identify types and market forms of seafood; 2. Follow steps in processing fish
2. Explain the structure of fish and sea foods. 3. How to handle seafood hygienically
4. How to thaw frozen seafood correctly to ensure maximum quality and
3. Discuss the composition and nutritive value of fish
maintain nutritional value
LEARNING Cookery LM (Quarter 2: Prepare Cookery LM (Quarter 2: Prepare Cookery LM (Quarter 2: Prepare Cookery LM (Quarter 2: Prepare Cookery LM (Quarter 2:
RESOURCES: Vegetable and Seafood Dishes) Vegetable and Seafood Dishes) Vegetable and Seafood Dishes) Vegetable and Seafood Dishes) Prepare Vegetable and
pp. 194-237; pp. 194-237; pp. 194-237; pp. 194-237; Seafood Dishes)
Video clip /presentation; Video clip /presentation; Video clip /presentation; Templates; Video clip /presentation; Templates; pp. 194-237;
Templates; Tools & Materials, Templates; Tools & Materials, Tools & Materials, Ingredients, Tools & Materials, Ingredients, PPEs, Video clip /presentation;
Ingredients, PPEs, Recipe Ingredients, PPEs, Recipe PPEs, Recipe Recipe Templates;
A. ACTIVITY Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer
b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan
c. 5-Minute Reading- “Flash c. 5-Minute Reading -“By-Pair c. 5-Minute Reading- “Vocabulary c. 5-Minute Reading – “Sentence c. 5-Minute Reading-
Cards” Activity” Building” Formation” “Spelling Bee”
D: Identify the term/s being Arrange me right *Unscramble the word PROCESS *From the term “PROCESS”,  Thawing

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 lOMoARcPSD|13554768

described in the flash cards. Direction: Arrange the jumbled to make different words out of it. present the meaning of each new  Cleansing
 Fin fish letters to form the nutrient found in *Read aloud. terms being formed yesterday.  Eviscerating
 Vertebrates fish and shellfish. *Find the meaning of each word *Form a simple sentence out of  Bulging
 Saltwater  I N O D I E - __ __ __ __ __ formed from the term “PROCESS”. those words.  Reddish
 Freshwater  T I E R N O P - __ __ __ __ *Read aloud.  Defrosted
 Shellfish  G E M 3 A O - __ __ __ __ 7 6 5 4  Visceral
 Mollusks  C L A M I C U - __ __ __ __ words words words words  Entrails
 Cephalopods  T I M N A V I S - __ __ __ __  Hygienically
 Crustaceans  S L A M I N E R - __ __ __ _ Example: *Note:
 Univalves  R O N I - __ __ __ __ *Note: Define each terms used in
Use in the sentence the word CORPSES=cadaver, a dead body,
 Seafood  RACBOHADRYTES - __ __ the previous activity (Spelling
formed from the unscramble term especially of a human being
Bee) serves as a recall
“PROCESS”.  The actor had to play a corpse
*Note: *Note: activity.
lying in a morgue.
Terms were taken from the After getting the correct answers,
lesson. the learners will check the
benefits of those nutrients to
human body.
B. ANALYSIS Discussion on the ff; Discussion on: Small Group Activity: Small Group Activity: Review previous
*Types of Seafood * Essential Benefits of Nutritive Let them watch simple videos on *Divide the class in small group, lessons/topic.
*Market Forms of Fish and Value of Fish and Shellfish how to clean the fish by scaling, and assigned them a task.
Shellfish *Composition of Fish and Shellfish cutting of tails and fins. * How to check a fish or shellfish if it
*Parts of Fish is fresh?
*Handling of seafood hygienically.

C. *Watch the video presentation of *Watch a short Video Presentation *Sum up the various techniques/ *Watch a short video about handling of Administer oral exam/written
ABSTRACTION different types of Fish then fill-up Each of them state at least 1 thing steps in cleaning fish or seafood. seafood. exam
the worksheet below. they’ve got from the video *Differentiate the 3 ways of thawing
presented. frozen seafood.

D. Visit the nearest market, list
APPLICATION down the different types of
seafood being sold in the market;
*What can you say about the
quality of the seafood in the
market?
E. Individual Activity:
ASSESSMENT Let them answer the Learner’s
Small Group Activity:
Fishy Rap
Direction: Make a 1 stanza rap
showing health benefits of eating
seafood. Write your output on a
short bond paper. Your output will
be evaluated using the rubrics
below.
Individual Activity:
Log-in or open the link below
Small Group Activity: Small Group Activity: Checking and recording
* Let them clean fish. Make a short Demonstrate the proper way of
video clip on how it is being deboning a fish.
made/done.
*Observe CLAYGO in the process
Fill up the graphic organizer about *Let them perform a return demo on Make an analysis report.
how to clean the fish. how to debone milkfish/tilapia.

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Worksheet.
Direction: Identify the market
form of seafood described in
each of the sentences below.
Choose your answer inside the
box. Write the letter only.
F. Answer the following;
ASSIGNMENT/ 1. What type of seafood do you
AGREEMENT prefer best? Why did you choose
it among all kinds of seafood?
2. What can you say about the
quality of seafood sold in the
market?
Other Answer the reflection part:
activities; I have learned that __________
(RRE) I have realized that __________
I will apply ________________
Prepared by:
MHAYLANI O. OTANES-FLORES
Teacher III
using your phones for the activity.
https://www.liveworksheets.com/w
orksheets/en/Natural_Science/Ani
mals/Fish_kp301415kh
*How to clean a shell fish.
Answer the reflection part:
I have learned that __________
I have realized that __________
I will apply ________________
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lOMoARcPSD|13554768
*
Bring materials/ingredients for How to handle and store fish and Answer the reflection part:
tomorrow’s activity shelf hygienically. I have learned that
- Deboning of fish __________
Answer the reflection part: Answer the reflection part:  No. of Learners who
I have learned that __________ 1 question I have____ mastered the
I have realized that __________ 2 interested things I’ve got today lesson:_______
I will apply ________________ __________________________  No. of Learners who
__________________________ need remediation: ___
Noted:
REMEDIOS ELSIE P. APOSTOL, Ph. D.
Secondary School Principal III
 lOMoARcPSD|13554768

School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10

DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
LESSON LOG Date & Week: December 12 – 16, 2022 Week 6 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
December 12, 2022 December 13, 2022 December 14, 2022 December 15, 2022 December 16, 2022
Monday Tuesday Wednesday Thursday Friday
TOPIC/ PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE TASK - Methods in thawing frozen
SUBJECT (How to clean, remove scales (Make Butterfly Fish-Tilapia) (How to Debone Fish-Bangus) (Prepare Marinated Fish- ingredients
MATTER and cut fish and Filleting) Bangus)
- OHS
LEARNING • Identify steps in processing fish (TLE_HECK9-12PC-IIe-14)
COMPETENCY: • Handle seafood hygienically
• Thaw frozen seafood correctly to ensure maximum quality and maintain nutritional value (TLE_HECK9-12PC-IIf-15)
Subtasks: Subtasks: Subtasks: Subtasks: Subtasks:
1. Discuss the steps in processing 1. Discuss the steps in processing 1. Discuss the steps in 1. Discuss the steps in * How to handle seafood
fish fish processing fish processing fish hygienically
2. Follow steps in processing fish 2. Follow steps in processing fish 2. Follow steps in processing fish 2. Follow steps in processing fish * How to thaw frozen seafood
(cleaning, scaling, eviscerating, (cleaning, scaling, eviscerating, (cleaning, scaling, eviscerating, and making a marinated bangus correctly to ensure maximum
filleting, deboning) filleting, deboning) filleting, deboning) or daing na bangus. quality and maintain nutritional
value
LEARNING Recipes, Cooking utensils, eggs, Recipes, Cooking utensils, eggs, Recipes, Cooking utensils, eggs, Recipes, Cooking utensils, eggs, Self-Learning Module 3; PPT, TV,
RESOURCES: PPEs PPEs PPEs PPEs Learners Worksheet
BEFORE THE Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
LESSON a. Prayer a. Prayer 1. Prayer 1. Prayer a. Prayer
b. Quick Kumustahan b. Quick Kumustahan 2. Quick Kumustahan 2. Quick Kumustahan b. Quick Kumustahan
c. 5-Minute Reading- c. 5-Minute Reading- 3. 5-Minute Reading- Reading 3. 5-Minute Reading- Reading c. 5-Minute
Reading Aloud- Reading Aloud- Aloud- Comprehension Aloud- Comprehension Reading-“Silent
Comprehension Check Comprehension Check Check Check Reading”
Direction: Direction: Direction: Direction: Direction:
1. Read the text entitled “Facts 1. Scanning- Read the text 1. Scanning- Read the text 1. Scanning- Read silently the Use terms from the topic
about Seashells”, in chorus. entitled “Mollusks”, in chorus. entitled “Crustaceans”. text entitled “Finfish” discussed and/or modules. This
2. Then let them answer the 2. Then let them answer the 2. Then let them answer the 2. Then let them answer the
will also serve as a review of
posted questions after posted questions after posted questions after posted questions after
the previous lessons.
reading. reading. reading. reading.
*Define each terms used in the
activity (Spelling Bee) serves as

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A. ACTIVITY Video Presentation:
Have a short video presentation of
the different ways or steps in
cleaning a seafood. Let them take
note on different steps.
B. ANALYSIS Discuss the steps in processing
fish;
a. Scaling
b. Cutting of fins/tail
c. Eviscerating
d. Cleaning
e. Canning
D. APPLICATION Small Group Activity:
Let each group demonstrate the
first 3 steps in processing fish.
a. Scaling
b. Cutting of fins/tail
c. Eviscerating
E. ASSESSMENT Presentation of output
Allow the other group to
comment for the output of the
other group.
ASSIGNMENT/ Search other ways of scaling fish.
AGREEMENT
Other activities; Answer the reflection part:
(RRE) 1. The things I found interesting
are ____________________
Today, I learned that ...
Prepared by:
MHAYLANI O. OTANES-FLORES
Teacher III
*Let the group prepare the assigned
task. “Perform Mise’en place”.
* Demonstrate how to make a
butterfly fish
*Instruct learners to follow
procedure during the
demonstration.
* Fill up the graphic organizer
regarding the procedure in
making a butterfly fish.
Small Group Activity:
*Let them clean fish and make a
“butterfly fish”.
*Make a short video clip on how
it is being made/done.
*Observe CLAYGO in the process
Presentation of output
Allow the other group to
comment for the output of the
other group.
Search the steps in deboning a
bangus fish.
Answer the reflection part:
1. The things I found interesting
are ____________________
Today, I learned that ...
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lOMoARcPSD|13554768
Video Presentation:
Have a short video presentation of
the different techniques on how to
Debone Bangus Fish
*Let the group prepare the assigned
task. “Perform Mise’en place”
*Present the RUBRICS/ Criteria in
performing their task
*Discuss the process of making a
butterfly fish.
Small Group Activity:
Make an infographic steps in
deboning a fish. It can be an
sketch or picture.
Presentation of output
Allow the other group to
comment for the output of the
other group.
Search the steps in deboning a
bangus.
Answer the reflection part:
I have learned that __________
I have realized that __________
I will apply ________________
Noted:
REMEDIOS ELSIE P. APOSTOL, Ph. D.
Secondary School Principal III
Video Presentation:
Have a short video presentation of
the different kinds of marinade.
*Discuss and demonstrate the
process of making a debone fish.
Small Group Activity:
Using the debone fish yesterday,
make a marinade. Marinate the
debone fish for drying and for
storing purposes.
Presentation of output
Allow the other group to
comment for the output of the
other group.
How to handle seafood
hygienically?
Answer the reflection part:
1. The things I found interesting
are ____________________
2. Today, I learned that ...
a recall activity.
Small Group Activity:
*Brainstorm on the word
‘HYGIENICALLY”
*Let them clean fish. Make a
short video clip on how it is
being made/done.
*Observe the proper handling
of seafood and how to thaw it.
List down reasons why we need
to clean the fish. (Sharing of
outputs)
* Presentation of output
Have a short assessment/quiz.
Fill-in the reflection part:
Things I’ve learned today______
__________________________
No. of Learners who mastered
the lesson:_______
 lOMoARcPSD|13554768

School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10

DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
LESSON LOG Date & Week: January 23-27, 2023 Week 11 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
January 23, 2023 January 24, 2023 January 25, 2023 January 26, 2023 January 27, 2023
Monday Tuesday Wednesday Thursday Friday
TOPIC/ PERFORMANCE TASK PERFORMANCE TASK Compilation of Activity Sheets/ SECOND QUARTER TEST
SUBJECT (Evaluation of the fished product (Evaluation of the fished product using Completion of Projects
MATTER using rubrics) rubrics)
LEARNING LO5. Evaluate the Finish Products LO5. Evaluate the Finish Products LO5. Evaluate the Finish Products 1. Evaluate student learning, skill acquisition,
COMPETENCY: 1. Identify their strength and 1. Identify their strength and weakness in 1. Identify their strength and weakness in and academic achievement at the end of the
weakness in preparing vegetable and preparing vegetable and seafood dishes, preparing vegetable and seafood dishes, quarter.
seafood dishes, 2. Rate the finished products using rubrics. 2. Make a portfolio, and compile Recipe
2. Rate the finished products using cards, documentations and Activity
rubrics sheets of the quarter.
LEARNING Recipes, Cooking utensils, PPEs, Recipes, Cooking utensils, PPEs, Learning Portfolio, SLM Test Paper
RESOURCES: Learning Modules Modules
BEFORE THE Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
LESSON a. Prayer a. Prayer a. Prayer d. Prayer
b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan e. Quick Kumustahan
c. 5-Minute Reading – Silent c. 5-Minute Reading- “Spelling Bee” c. 5-Minute Reading- Reading f. 5-Minute Reading-“Silent Reading”
Reading Direction: Aloud
Direction: Use terms from the topic discussed and/or Direction: Direction:
Read the text about storing of fish modules. This will also serve as a review of 1. Let the learner read the short text Use terms from the topic discussed and/or
and shellfish. the previous lessons. “A disappointing meal at a modules. This will also serve as a review of
*Define each terms used in the activity restaurant” the previous lessons.
(Spelling Bee) serves as a recall activity. 2. Then, answer the questions.
*Define each terms used in the activity
(Spelling Bee) serves as a recall activity.
A. ACTIVITY Demonstrate how to present Set criteria in evaluating finished products; Small Group Activity: A. Checking attendance
seafood dishes. Collection of performance task output rating, B. Give instructions about the flow of
documentations and materials in making a examination.
portfolio.

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B. ANALYSIS *Let the group prepare the assigned
task. “Perform Mise’en place”
- Prepare their tools, materials , and
ingredients
- Check the PPEs and Recipe.
*Present the RUBRICS/ Criteria in
performing their task
C. APPLICATION PERFORMANCE TASK
*Prepare and present the
recipe/dish you had choose.
*Observe CLAYGO during the
process
D. ASSESSMENT *Let them present their output,
Assess cooked products based on
the Standard Qualities.
E. ASSIGNMENT/ Bring materials/ingredients for
AGREEMENT tomorrow’s activity.
Other activities; Answer the reflection part:
(RRE) Today, I learned that ...
Prepared by:
MHAYLANI O. OTANES-FLORES
Teacher III
lOMoARcPSD|13554768
*Let the group prepare the assigned task. Let them recall their cooking experiences *Administer the test proper.
“Perform Mise’en place” and make a reflection out of it.
- Prepare their tools, materials , and
ingredients
- Check the PPEs and Recipe.
*Instruct learners to follow the recipe of
cooking variety of seafood dishes.
*Present the RUBRICS/ Criteria in
performing their task
PERFORMANCE TASK Compile all the output, documentation and Checking and recording
*Prepare and present the seafood dishes. Recipe Card.
*Observe CLAYGO during the process
*Let them present their output, *Let them present their output in class. Make an analysis report
Assess cooked products based on the
Standard Qualities.
Bring materials/ingredients for tomorrow’s Review in preparation of the upcoming Answer the reflection part:
activity. exam. 1 question I have____
2 interested things I’ve got today
________________________
_________________________
Answer the reflection part: Continue the phrase,  No. of Learners who mastered the
Today, I learned that ... Today, I’ve learned lesson:_______
__________________________________  No. of Learners who need remediation:
______________________ ______
Noted:
REMEDIOS ELSIE P. APOSTOL, Ph. D.
Secondary School Principal III
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 lOMoARcPSD|13554768

School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10

DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
LESSON LOG Date & Week: January 16-20, 2022 Week 10 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
January 16, 2023 January 17, 2023 January 18, 2023 January 19, 2023 January 20, 2023
Monday Tuesday Wednesday Thursday Friday
TOPIC/ *Presentation of fish and * Garnishing Module 8: Store and Evaluate Fish PERFORMANCE TASK CHAPTER TEST (Module 8)
SUBJECT seafood dishes *Guidelines in serving fish and Seafood Dishes (Evaluation of the fished product
MATTER *Plating and seafood dishes using rubrics)
LEARNING 4.1 prepare and present fish and seafood dishes • Ensure that trimmings, fish, and seafood are stored hygienically 1. Evaluate student learning,
COMPETENCY: • Check date stamps and codes where applicable to ensure quality skill acquisition, and
4.2 perform guidelines in serving fish and seafood dishes control academic achievement at the
Plate and present fish and seafood dishes (TLE_HECK9- end of the week.
• Store seafood in accordance with FIFO operating procedures and
12PC-IIj-17)
standard storage requirements (TLE_HECK9- 12PC-IIj-18)
Subtasks:
• Rate the finished products using rubrics (TLE_HECK9-12PC-IIj-19)
1. Identify fundamentals of plating
2. Follow guidelines to help make plating attractive
LEARNING Recipes, Cooking utensils, Fishes Recipes, Cooking utensils, Fishes Recipes, Cooking utensils, Fishes & Recipes, Cooking utensils, Test paper
RESOURCES: & Ingredient, PPEs & Ingredient, PPEs Ingredient, PPEs Fishes & Ingredient, PPEs
BEFORE THE Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
LESSON a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer
b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan
c. 5-Minute Reading- c. 5-Minute Reading- c. 5-Minute Reading- c. 5-Minute Reading- c. 5-Minute Reading-
Reading Aloud- Reading Aloud- Scanning- Comprehension Scanning- “Spelling Bee”
Comprehension Check Comprehension Check Check Comprehension Check Direction:
Direction: Direction: Direction: Direction: Use terms from the topic
*Small Group Activity *Small Group Activity *Small Group Activity *Small Group Activity discussed and/or modules.
1. In each group, read the short 1. In each group, read once 1. In each group, read once again 1. In each group, read once This will also serve as a
story “My Healthy Breakfast”, again the short story “Food”, the short story “Healthy Food”, in again the short story “Street review of the previous
in chorus. in chorus. chorus. Foods”, in chorus. lessons.
2. Then let them answer the 2. Then let them answer the 2. Then let them answer the posted 2. Then let them answer the *Define each terms used in
posted questions after posted questions after questions after reading. posted questions after the activity (Spelling Bee)
reading. reading. reading. serves as a recall activity.

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A. ACTIVITY ACTIVITY 1. Good or bad
Study the pictures presented and
identify whether it shows good or
bad plating presentation of seafood
dishes.
B. ANALYSIS Discuss the following;
a. Fundamentals of Plating
b. Guidelines in serving
Seafood Dishes
- Serving Baked Fish
-Serving Broiled Lobster
- Serving Sautéed and Pan
Fried
- Serving Poached Fish in
Fumet and Wine
- Glazing
C. APPLICATION By Pair:
Prepare examples of garnishes or
accompaniment for plating out the
different vegetable trimmings.
D. ASSESSMENT Small Group Activity
Fill up the graphic organizer below;
. .
Fundamentsls
of plating
. .
E. ASSIGNMENT/ Answer the following;
AGREEMENT What is the proper way
of arranging food on a
plate?
Other activities; Answer the reflection part:
Video Presentation:
Have a short video presentation of
the different seafood dishes and
how it is presented.
https://www.youtube.com/watch?
v=kjzOcUxH2-M
*Take note on the different
techniques presented on the video.
Recipe Analysis:
From the video presented/pictures
below, the learners will choose 1
dish that they replicate.
Small Group Activity:
In your bond paper, draw or
sketch your plan on how you
present your seafood dishes.
*Let them present their output in
class.
Answer the following;
How will you enhance
the appearance and
palatability of a plated
dish?
Answer the reflection part:
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lOMoARcPSD|13554768
Small Group Activity:
Let the learner interview different
ways to store and stock seafood
dishes according to the ff;
a. Fresh fish
b. Frozen Fish
c. Oyster
d. Lobster and Shrimp
e. Leftovers (Cooked)
Discussion on;
Storing of seafood dishes according
to the ff;
a. Fresh fish
b. Frozen Fish
c. Oyster
d. Lobster and Shrimp
e. Leftovers (Cooked)
Storage Infographics
Directions: Make an infographic
about storing fish and seafood. Use a
bond paper for your output.
List down at least 5 FIFO Operating
Procedure
Make a simple recipe of seafood
dish.
Continue the phrase,
*If you’re going to rate the Recall all the concepts on the
presentation below, ranging previous lesson and
from 1-10, what is the score? performances.
Why?
In rating your seafood dish, Administer Chapter Test
what criteria did you use?
*Discuss the different cooking,
criteria for evaluating a finished
product particularly on food
presentation.
Small Group Activity: Checking and recording of
Evaluate the plated seafood dish scores
using the given rubrics,
*Presentation of output in class. Make an analysis report.
Prepare a picture of the plated Make a short reflection note
seafood dish which you cooked on the previous tasks you
in your performance task in had conducted..
cooking seafood dishes.
Answer the reflection part: No. of Learners who
 lOMoARcPSD|13554768

(RRE) The things I found interesting are The things I found interesting are Today, I’ve learned Today, I learned that ... mastered the
____________________ ____________________ ______________________________ lesson:_______
_____________________________
Prepared by: Noted:
MHAYLANI O. OTANES-FLORES REMEDIOS ELSIE P. APOSTOL, Ph. D.
Teacher III Secondary School Principal III

School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10

DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
LESSON LOG Date & Week: January 3-6, 2023 Week 7 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
January 2, 2023 January 3, 2023 January 4, 2023 January 5, 2023 January 6, 2023
Monday Tuesday Wednesday Friday Friday
TOPIC/ Special Non-working day Lesson 1: Clean, Cut, and Fillet Lesson 2: Cook Fish and Shellfish CHAPTER TEST
SUBJECT Seafood (Module 5-6)
MATTER
LEARNING  Clean, cut and fillet Seafood 1. Evaluate student learning, skill
COMPETENCY:  Prepare ingredients according to a given recipe acquisition, and academic achievement at
 Demonstrate various methods of cooking fish and shellfish the end of the week.
(TLE_HECK9- 12PC-IIgi-16)
Subtasks:
1. List down steps on how to clean, cut and fillet seafood
2. Prepare ingredients according to a given recipe
3. Cook fish and shellfish
LEARNING TLE-Cookery 10 - Module 6 TLE-Cookery 10 - Module 6 Test paper
RESOURCES:
BEFORE THE Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
LESSON a. Prayer a. Prayer a. Prayer
b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan
c. 5-Minute Reading- Reading c. 5-Minute Reading- Reading c. 5-Minute Reading- “Spelling Bee”
Aloud Aloud Direction:
Direction: Direction: Use terms from the topic discussed and/or
1. Let the learner read the short text 1. Let the learner read the short text modules. This will also serve as a review of
entitled “A disappointing meal at a entitled “My Favorite Food” the previous lessons.
restaurant” 2. Then, answer the questions. *Define each terms used in the activity
2. Then, answer the questions. (Spelling Bee) serves as a recall activity.

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A. ACTIVITY Demonstrate the steps on how to clean, Recall the steps in cleaning a fish by Administer Chapter Test
cut and make a fillet cut on seafood. filling-up the Graphic Organizer
B. ANALYSIS Discuss the methods of cleaning Present different cooking methods of Checking and recording of scores
seafood products. seafood dishes.

C. APPLICATION Differentiate the steps in processing fish Using a Venn Diagram, find the Make an analysis report.
and methods of preparing a fish for similarities and differences of Dry-heat
cooking using a Venn Diagram. and Moist Heat Cooking
D. ASSESSMENT *Let them present their output in class. Make a compilation of 5 cooking fish Make a short reflection note on the
dishes into different methods. previous tasks you had conducted..
E. ASSIGNMENT/ Review in preparation of the upcoming Make a short reflection note on task No. of Learners who mastered the
AGREEMENT exam. being performed. lesson:_______
Other activities; NOTE:
(RRE) *Lesson NOT Carried. On leave
Prepared by: Noted:
MHAYLANI O. OTANES-FLORES REMEDIOS ELSIE P. APOSTOL, Ph. D.
Teacher III Secondary School Principal III

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School: SANTOL VOCATIONAL HIGH SCHOOL Grade Level: 10

DAILY Teacher: MHAYLANI O. OTANES-FLORES Learning Area: TLE-COOKERY
LESSON LOG Date & Week: January 9-14, 2023 Week 8 Quarter: SECOND
Time G10 A: 10:00 – 12:00 G10 B: 3:00 – 5:00
January 9, 2023 January 10, 2023 January 11, 2023 January 12, 2023 January 13, 2023
Monday Tuesday Wednesday Friday Friday
TOPIC/ Lesson 1: Clean, Cut, and Lesson 2: Cook Fish and PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE TASK/
SUBJECT Fillet Seafood Shellfish (Moist-heat Method of Cooking (Dry-heat Method of Cooking SUMMATIVE TEST
MATTER Seafood Dishes) Seafood Dishes)
LEARNING  Clean, cut and fillet Seafood  Clean, cut and fillet Seafood 1. Evaluate student learning, skill
COMPETENCY:  Prepare ingredients according to a given recipe  Prepare ingredients according to a given recipe acquisition, and academic
 Demonstrate various methods of cooking fish and shellfish  Demonstrate various methods of cooking fish and shellfish achievement at the end of the
(TLE_HECK9- 12PC-IIgi-16) (TLE_HECK9- 12PC-IIgi-16) week.
Subtasks: Subtasks:
1. List down steps on how to clean, cut and fillet seafood 1. Prepare ingredients according to a given recipe
2. Prepare ingredients according to a given recipe 2. Cook fish and shellfish
LEARNING Cookery LM (Quarter 2: Cookery LM (Quarter 2: Prepare Cookery LM (Quarter 2: Prepare Cookery LM (Quarter 2: Prepare Test paper
RESOURCES: Prepare Vegetable and Vegetable and Seafood Dishes) Vegetable and Seafood Dishes) Vegetable and Seafood Dishes)
Seafood Dishes) pp. 194-237; pp. 194-237; pp. 194-237;
pp. 194-237; Video clip/presentation; Video clip/presentation; Video clip/presentation;
Video clip/presentation; Templates Templates; PPEs, Ingredients Templates, PPEs, Ingredients
Templates
BEFORE THE Begin with classroom Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
LESSON routine: a. Prayer a. Prayer a. Prayer a. Prayer
a. Prayer b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan b. Quick Kumustahan
b. Quick Kumustahan c. 5-Minute Reading- c. 5-Minute Reading- c. 5-Minute Reading- c. 5-Minute Reading-
c. 5-Minute Reading- Reading Aloud Reading Aloud Reading Aloud “Spelling Bee”
Reading Aloud Direction: Direction: Direction: Direction:

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Direction:
1. Let the learner read the
short text entitled “A
disappointing meal at a
restaurant”
2. Then, answer the
questions.
A. ACTIVITY Demonstrate the steps on
how to clean, cut and make
a fillet cut on seafood.
B. ANALYSIS Discuss the methods of
cleaning seafood products.
C. APPLICATION Differentiate the steps in
processing fish and methods
of preparing a fish for
cooking using a Venn
Diagram.
D. ASSESSMENT *Let them present their
output in class.
E. ASSIGNMENT/ Review in preparation of the
AGREEMENT upcoming exam.
Other activities; Answer the reflection part:
(RRE) The things I found interesting
are ____________________
Prepared by:
MHAYLANI O. OTANES-FLORES
Teacher III
1. Let the learner read the
short text entitled “My
Favorite Food”
2. Then, answer the
questions.
Recall the steps in cleaning a
fish by filling-up the Graphic
Organizer
Present different cooking
methods of seafood dishes and
discuss the principles of
cooking seafood dishes.
Using a Venn Diagram, find the
similarities and differences of
Dry-heat and Moist Heat
Cooking
Make a compilation of 5
cooking fish dishes into
different methods.
Prepare seafood recipe for
moist-heat and dry-heat
method,
Answer the reflection part:
The things I found interesting are
____________________
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lOMoARcPSD|13554768
1. Let the learner read the short
text entitled “Food Groups”
2. Then, answer the questions.
Let them set a standard and
decide of criteria in preparing
seafood dish by a short video
clips.
Discuss the moist heat cooking
methods and check the presented
seafood dishes (Recipe Card)
Small Group:
*Cook fish and shellfish using the
moist-heat cooking methods,
*Plate and present their finished
product.
*Let them present their output in
class.
Review in preparation of the
upcoming exam.
Continue the phrase,
Today, I’ve learned
____________________________
___________________________
Noted:
REMEDIOS ELSIE P. APOSTOL, Ph. D.
Secondary School Principal III
1. Let the learner read the short
text entitled “Methods of
Cooking”
2. Then, answer the questions.
Video Presentation:
Let them watch the different
recipes using the dry-heat
methods of cooking.
Present different cooking recipes
under dry-heat method.
Small Group:
*Cook fish and shellfish using
the dry -heat cooking methods,
*Plate and present their finished
product.
*Let them present their output in
class.
Make a short reflection note on
task being performed.
Answer the reflection part:
Today, I learned that ...
Use terms from the topic
discussed and/or modules. This
will also serve as a review of the
previous lessons.
*Define each terms used in the
activity (Spelling Bee) serves as a
recall activity.
Administer Chapter Test
Checking and recording of scores
Make an analysis report.
Make a short reflection note on
the previous tasks you had
conducted..
No. of Learners who mastered the
lesson:_______
No. of Learners who mastered the
lesson:_______
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