Division of Marinduque

YOOK NATIONAL HIGH SCHOOL

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DAILY LESSON LOG IN TLE 9

School YOOK NATIONAL HIGH SCHOOL Grade/Section GRADE 9 – DAFFODIL, HYACINTH, DANDELION
Teacher JOAN FAITH V. SALAZAR Learning Area TLE-COOKERY
Time (8:10-9:10) (9:30-10:30) (3:00-4:00) Quarter FIRST QUARTER
Date September 27, 2023
Teaching Pedagogy Differentiated Instruction /Demonstration Teaching
I.OBJECTIVES
CONTENT STANDARD The learners demonstrate an understanding the knowledge, skills, and attitudes required in
preparing appetizers.
PERFOMANCE STANDARDS The learners independently prepare appetizers.
LEARNING LESSON 2: PREPARE APPETIZERS
COMPETENCY/CODE TLE_HECK9-12PA-Ic-3
LEARNING 1. Identify the key characteristics of various types of appetizers
OBJECTIVES 2. Develop an appreciation for the artistry and creativity involved in the preparation and
presentation of appetizers.
II. CONTENT Lists of Ingredients According to the Given Recipe (Cocktail, relishes, dip and hors d
Sub-content ‘oeuvres)
III. LEARNING RESOURCES
References
 Module Page
 Learner’s Material
Pages
 Other Learning Visuals from Laptop and TV, pictures, chalk, eraser, masking tape, speaker
Resources
IV. PROCEDURES
FACT OR BLUFF
Reviewing Previous Lesson Directions: Write FACT if the statement is correct, and BLUFF it’s not.

_________1. Good Mise En Place is not essentials.

_________2. Assemble as close as possible to serving time.
_________3. Select harmonious flavor combinations in spreads and garnish
_________4. Make sure that at least one of the ingredients is sweet in flavor.
_________5. Use high quality ingredients.
_________6. Simple meat arrangements are more attractive than extravagant one.
_________7. Arrange canapés unevenly and on trays.
_________8. Each tray should carry only one flavor and textures, so there is something for every
taste.
_________9. Leftover can be used for canapés, but they must be carefully handled and stored to
retain freshness.
_________10. Lemon butter and caviar are harmonious flavor in spread and garnish

Establishing a Purpose for the

lesson

Presenting Examples/ Lists of Ingredients According to the Given Recipe

instances of the new lesson
The following are examples of appetizers including the materials/ingredients on how to prepare
them.
Cocktails
Cocktail appetizers are made of seafood or fruit, usually with a tart or tangy sauce. These
appetizers are always served chilled, often on a bed of crushed ice.

Kinds of Cocktail Appetizers


Discussing new concepts and
practicing new skills
Discussing new concepts and
practicing skills
 Oysters and clams on the half shell
 Shrimps
 Crab meat
 Lobster
 Fruits
 Firm flaked white fish
Relishes
Relishes are raw or pickled vegetables cut into attractive shapes served as appetizer. Relishes
include two categories:
1. Raw vegetables with dips
There are known as crudités (croo-dee-tays). Cru in French means “raw”. Common bite
size, cut raw vegetables served with dips are:
 Celery
 Radishes
 Green and Red pepper
 Zucchini
 Cucumber
 Cauliflower
 Broccoli florets
 Broccoli Stems
 Cherry Tomatoes
 Carrots Scallions
Dips – accompaniment to raw vegetables, and sometime potato chips and crackers. Any
mixture of spreads can be used as dips. Proper consistency is important to any dip. It must
not be so thick that it cannot be scooped up without breaking the cracker. It must be thick
enough to stick to the items used as dippers. Thin or soften them by adding mayonnaise, cream
or other appropriate liquid. Sauces and salad dressings can be used as dips.
2. Pickled items. Includes variety of items like cucumber pickles, olives, watermelon pickles,
pickled peppers, spiced beets, and other preserved fruits and vegetables.
Miscellaneous hors d ‘oeuvres
These are variety of food both hot and cold served as appetizers. The serving is smaller in unit
size or portion size that can be eaten with forks from small plates or with fingers.
1. Antipasto - Italian Appetizer. This includes the following:
 Cured meats – Salami, prosciutto, bologna, boiled ham
 Seafood items-Canned items like sardines, anchovies, and tuna
 Cheeses – provolone, mozzarella
 Hard cooked egg and stuffed eggs
 Relishes – raw vegetables
 Mushrooms and other vegetables
2. Bruschetta - slice of Italian bread that is toasted, rubbed with brushed garlic, and
drizzled with olive oil, served with toppings like canapés.
3. Tapas - a small food item intended to be eaten with wine or other drinks usually in bars.
They are served in a small portion intended to be eaten immediately.
4. Caviar – salted roe, or eggs, of the sturgeon. Any product labeled caviar must come
from sturgeon.Roe from any other fish must be labeled as such (white fish caviar)
5. Amuse Bouche (ah-mews-boosh) – a tiny appetizer or hors d’ oeuvres offered to guest
seated at their tables either before or after they have ordered from the menu. It is an
opportunity to showcase an aspect of the chef’s cooking style and talent and to
welcome the guest.
Anything that can be served in a tiny portion can be served as an amuse bouche like salads,
soups, and little portions of meat, fish or vegetables with the few drops of sauce and garnish. The
chefs don’t use a separate category of recipe for these items but just give a different presentation,
garnish or sauce.
Activity 1: Group Activity: Appetizers Design Challenge
Directions: Divide the class into small groups (3-5 students per group). Provide each
group with printed images or descriptions of different Appetizers. Students should
sketch a design of different appetizers on a poster board or sheet of paper.
Activity2: Question and Answer
Ask the student a higher-order thinking questions to encourage critical thinking and deeper
understanding of the topic. Here are some questions:
1. What are the main characteristics of cocktail appetizers, and how are they typically
served?
2. Can you list some examples of raw vegetables that can be served as crudités with dips
as relishes?

(leads to formative
assessment)
Finding practical applications and
skills in daily living
Making generalizations and
abstractions about the lesson
Evaluating Learning
Additional activity for
remediation
V. REMARKS
VI. REFLECTION
 No of learners who earned 75% on
the formative assessment
3. Describe the two categories of relishes mentioned in the lesson. How do they differ
from each other?
Activity 3: Name It
Directions: Name what appetizer can you make based on the ingredients listed .
 Imagine you are planning a sophisticated dinner party. How would you incorporate the
concept of "amuse bouche" into your menu to impress your guests and showcase your
culinary skills? Describe the specific dish or dishes you would create, including the
ingredients, presentation, and the culinary style you would highlight.
Summarize the key points of the lesson
MULTIPLE CHOICE
Directions: Read the questions carefully. Choose the letter of the correct answer and write it on
¼ sheet of paper.
1. Which of the following best describes cocktail appetizers?
a. Always served hot
b. Typically made with spicy sauces
c. Primarily consist of seafood or fruit
d. Served on a bed of rice
2. What distinguishes "relishes" as appetizers?
a. They are always served with bread.
b. They are made exclusively from meat.
c. They are raw or pickled vegetables cut into attractive shapes.
d. They are typically served as the main course.
3. Miscellaneous hors d'oeuvres are characterized by:
a. Large portion sizes. b. Serving on large plates.
c. Being eaten with utensils. d. Smaller unit or portion sizes.
4. How can a chef showcase their creativity when preparing an amuse bouche?
a. By making it a large, hearty dish
b. By following traditional recipes closely
c. By presenting it with minimal garnish
d. By highlighting their unique culinary style and talent
5. When presenting an Italian antipasto, what role does presentation play in showcasing
artistry?
a. Presentation is not important for antipasto.
b. It highlights the variety of cheeses used.
c. It enhances the perception of flavors.
d. It is solely focused on portion size.
___Lesson carried. Move on to the next objective.
___Lesson not carried.
____ Students did not find difficulties in answering the lesson.
____ Students found difficulties in answering the lesson.
____ Students did not enjoy the lesson because of lack of knowledge, skills and interest
about the lesson.
____ Students were interested on the lesson, despite of some difficulties encountered in
answering the questions asked by the teacher.
____ Students mastered the lesson despite of limited resources used by the teacher.
____ Majority of the students finished their work on time.
____ Some students did not finish their work on time due to unnecessary behavior.
Daffodil Hyacinth Dandelion
 No. of learners who require
additional activities for remediation
 Did the remedial lessons work? No.
of learners who have caught up with
the lesson
 No. of learners who continue to
require remediation
 Which of my teaching strategies
work well? Why did these work?
 What difficulties did I encounter
which my principal or supervisor can
help me solve?
 What innovations or localized
materials did I use/discover which I
wish to share with other teachers?
PREPARED BY:
JOAN FAITH V. SALAZAR
TI/Subject Teacher
Daffodil Hyacinth Dandelion
Daffodil Hyacinth Dandelion
Daffodil Hyacinth Dandelion
Strategies used that work well: Why?
___ Tactile,concrete experiences in math ___ Complete IMs
___Video/videoclip Presentation/PowerPoint ___ Availability of Materials
___ Model/Realia ___ Students’ eagerness to learn
___ Repitition ___ Group member’s collaboration/ cooperation
___ Math Games in doing their tasks
___ Manipulative Tools
___ Pair Work
___ Explicit Teaching
___ Group collaboration
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
__ Bullying among students
__ Students’ behavior/attitude
Planned Innovations:
__ Contextualized/Localized and Indigenized IM’s
__ Localized Videos
__ Making module from views of the locality
__ Recycling of materials to be used as Instructional Materials
CHECKED AND NOTED BY:
MAE LAARNI M. SAPORNA
Principal I