Republic of the Philippines

Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/ (054) 440-4464
Daet, Camarines Norte DepEd Camarines Norte

GRADES School COLASI INTEGRATED SCHOOL Grade Level 8 Quarter 3

1 to 12 COMMERCIAL
DAILY Teacher LORLIE T. BUSMENTE Learning Area
COOKING/COOKERY
LESSON
PLAN Teaching Date and Time MARCH 5 and 7:30-8:30 & 8:30-9:30

The learner demonstrates an understanding performing mensuration

A. Content Standards
and calculation in cookery.
B. Performance The Learner independently measure and calculate ingredients in
Standards cookery.
LO1 –Carry out measurement and calculations in a required task
I. OBJECTIVES

Code: TLE_HECK7/8PM-0d - 4
Objectives:
C. Learning 1. Identify the types of measuring tools;
Competencies/ 2. Describe the functions of measuring tools;
Objectives 3. Perform the correct ways of measuring liquid and dry
ingredients;
4. Realize the importance of using correct tools in measuring
ingredients.
II. CONTENT (Subject Matter/Lesson)
1. Teacher’s Cookery Teachers Guide page 14
Guide pages
2. Learner’s Cookery Module for Grade 7 and 8 pages 28-36
A. REFERENCES

Materials pages
III. LEARNING RESOURCES

3. Textbook
pages
4. Additional
Materials from
Learning Resource
portal
Activity Sheets, Progress Chart, Instruction Card, Learning Station
B. Other Learning
Activity Guide, Audio- Visual Materials, Measuring tools , containers
Resources
and SIM
A. Reviewing Activity 1. The teacher will provide a list of ingredients and the
previous lesson or students will orally classify them if they are solid or liquid
presenting the new ingredients. They will also identify the measuring tools to be used.
lesson Sesame Apple Worcestershire Cornstarch Chocolate
Seeds Cider Sauce syrup
IV. PROCEDURES

Vinegar
Mustard Yeast Paprika Yogurt Basil
Cookery Airlines
The students will act as an airline passenger and will be given a
plane ticket. The students will be seated according to their
groupings. (The first group answer first gets the entrance ticket)
ENTRANCE TICKET

WHAT DO I KNOW ABOUT INGREDIENTS’ MEASUREMENT AND

SYSTEM OF CONVERTION?
 The students will watch a video – A Chefs Life, to give those
B. Establishing a insights or background about the lesson.
purpose for the lesson The teacher will call 4 students to read their responses to the
entrance ticket.
DIFFERENTIATED INSTRUCTION
ACTIVITY
Station 1 – Reading Station
C. Presenting Station 2 – Mystery Box – Ingredients identification
examples/instances of Station 3 – Picking a tool (Identification and Giving of Function)
the new lesson Station 4 – Measuring Ingredients Station
Each group will be given an instruction card, the group leader will
monitor and facilitate the performance and accomplishment of the
members.
Station 1 – Reading Station
Direction: Give the meaning of the following cookery
abbreviations. Answer the following questions based on the reading
materials in the station.
Abbreviatio Meaning Guide Questions
n
Tbsp. or T 1 What are the different tools used in
measuring dry and wet ingredients?
Lbs.
c. 2. How do you differentiate measuring
techniques and tools for solid and liquid
ingredients?
D. Discussing new
Tsp. o t
concepts and practicing
Oz
new skills #1
Station 2 – Mystery Box
There will be five mystery boxes with secret ingredients inside. The
students will touch and smell the ingredients inside the box. They
will describe the ingredients and identify the tools to be used in
measuring the ingredients.
Name of Description of the ingredients and tools to
ingredients be used in measurement.
1
2
3
4
5
E. Discussing new Station 3 – Pick a Tool
concepts and practicing Direction: The student will pick a tool inside the box. He will orally
skills #2 identify the tool, its function and describe the proper technique/way
of using the tool.
Rubrics for scoring
Description Score
Identify describe the function and proper way of using the 5
tool completely and accurately with no mistake
Identify, describe the function and proper way of using 4
the tool accurately with 1 or 2 mistakes.
Identify, describe the function and proper way of using 3
the tool with incomplete info. with 1 or 2 mistakes
Identify, describe the function and proper way of using 2
the tool with incomplete info. with 3 or 5 mistakes
Identify, describe the function and proper way of using 1
 the tool with incomplete details and information
Station 4 – Measuring Station
Direction: The students will measure five ingredients. They will use
the appropriate measuring tools and perform the proper way of
measuring dry and wet ingredients. A reading material will be
provided to guide the students on the proper measuring techniques
of ingredients.

Rubrics for scoring (self – assessment) will be provided for the

activity. The students will write their observations on the activity
sheet.

Rubrics in Scoring
Description Score
Observes the proper way of measuring ingredients with 10
no mistake
Observes the proper way of measuring ingredients with 7
1 mistake
Observes the proper way of measuring ingredients with 5
2 mistakes
Observes the proper way of measuring ingredients with 3
3 mistakes
Observes the proper way of measuring ingredients with 1
4 mistakes
F. Developing Extra Ticket (Stop Over)
mastery
Why measurement of ingredients is necessary while
cooking?

G. Making
Guide Questions:
generalizations and
1. How do you measure dry and wet ingredients accurately?
abstractions about the
2. Why do we need to choose the proper tools in measuring
lesson
ingredients?
H. Finding practical
Exit Ticket
applications of concepts
and skills in daily living
What are the three best things I have learned from the activities
today?
Emoticons
The students will reflect on the different activities. They will
I. Evaluating learning
choose an emotion to represent their feelings towards the activities.
They will explain the reason why they choose that emoticon.
Visit one native delicacies owner in your locality. Interview on how
J. Additional activities for
they measure and convert ingredients and the price of their product.
application or
Make a narrative report in a bond paper and share it to the class.
remediation
V. REMARKS
A. No. of learners
who earned 80% in the
VI. REFLECTION

evaluation
B. No. of learners
who require additional
activities for remediation
C. Did the lesson
work? No. of learners
 who have caught up w/
the lesson
D. No. of learners
who continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these 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?

PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing skills #2
F. Developing mastery

G. Making generalizations and

abstractions about the lesson
H. Finding practical applications
of concepts and skills in daily
living
I. Evaluating learning

J. Additional activities for

application or remediation

Prepared by:

LORLIE T. BUSMENTE
TLE Teacher

Noted:

MARILOU M. CABALLERO
Officer In Charge