School Cuenca National High School Grade Level Grade 10

DAILY LESSON LOG Teacher Marilou C. Untalan Specialization Cookery

Teaching Dates
Quarter Fourth
and Time
DAY 3
I. OBJECTIVES
A. Content Standards Preparing and cook meat dishes.
B. Performance Standards Independently prepare and cook meat dishes

LO 2. Cook Meat cuts

TLE_HECK10PCM-IVb-g-31
C. Learning Competencies
 Identify the market forms and cuts of meat

II. CONTENT Variety of meat dishes

III. LEARNING RESOURCES
A. References
1. Curriculum Guide & pages
2. Learner’s Materials pages Cookery G-10 p.340
3. Textbook pages
https://www.shutterstock.com/pic-86584882/stock-photo-raw-meat-isolated-on-white.html?
4. Additional Materials from Learning Resource (LR)
src=cPqut8d97m7nWQBKKo4myA-1-13
Portal
http://powerpictures.crystalgraphics.com/photos/view/cg2p653450c/pork_chop
Print Materials, Laptop Led TV, pictures of meat
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson/presenting the new lesson

Pass-D _Question
  Read 1 question then call another group to answer.
What are the different compositions of meat?
 The group who answered will get the chance to ask.

B. Establishing a purpose for the lesson Share it!

Do you like to Cook ?Why or Why not? Who taught you to cook? What are your favorite
food/dishes to cook ?

Picture Parade!

C. Presenting examples/instances of the new lesson

Based on the pictures, students will identify if the sample in the picture is cooked or uncooked
food.
 Follow up Question.
 What have you noticed on the picture?
 When can you say that your food or dishes is already cooked?

D. Discussing new concepts and practicing new skills#1

Watch and Learn!

The teacher present powerpoint about meat dishes and entrees .Have a follow up discussion
through powerpoint.
E. Discussing new concepts and practicing new skills#2
 Word factory
Based on discussion find words/terms that is related to meat dishes and entrees.Letters should be
chronologically arranged either horizontally,vertically,or diagonally.Write your answer on a
sheet of paper and give the meaning of each.The finish group to finish will get 5 pts.

A R E B W C S M E
R B S S E B N E R
M E D U L O T D A
R H S I L D X U R
T R T M C B Y I M

Match Me
a. When pressed with a finger,the meat is very soft A.Well Done
with jelly like texture.
b. When pressed with a finger ,meat feels springy B.Rare
F. Developing mastery and resistant
c .When pressed with finger meat feels firm and there C.Meduim Rare
is a definite resistance.
d. When pressed with a finger the meat feels hard and D. Meduim
Rough.

G. Finding practical applications of concepts and skills in

daily living
 Why is it important to know the different doneness in meat ?
 How will you apply your learning in cooking some dishes at home? Do you think you can
perform better now? Why did you say so?
H. Making generalizations and abstractions about the
lesson
 Based on our discussion how will you differentiate hot from cold entrees.
 Give the four kinds of doneness in meat

Directions: Complete Me!

1.Rare-the meat is very soft with jelly like ______.
2.Well Done-the meat feels hard and _____
I. Evaluating learning 3.Hot and cold entrees are frequently described as simple dishes on the _______
4.Meduim,meat feels firm and there is a definite ____.
5.Meduim Rare, meat feels springly and ______.

Performance Activity!
J. Additional activities for application or remediation Follow up in a food lab to apply on how to know the different doneness of meat.

V. REMARKS

VI. REFLECTION

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

B. No. of learners who require additional activities for

remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners who
have caught up with 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?
 School Cuenca National High School Grade Level Grade 10
DAILY LESSON LOG Teacher Marilou C. Untalan Specialization Cookery
Teaching Dates
Quarter Fourth
and Time

DAY 4
I. OBJECTIVES
A.Content Standards Preparing and cook meat dishes.
B.Performance Standards Independently prepare and cook meat dishes

LO 2. Cook Meat cuts

TLE_HECK10PCM-IVb-g-31
C.Learning Competencies
 Prepare meat cuts according to the given recipe

II. CONTENT Variety of meat dishes (Nutrient Content Of Meat)

III. LEARNING RESOURCES
A. References
1.Curriculum Guide & pages
2.Learner’s Materials pages Cookery G-10 p.340
3.Textbook pages
4.Additional Materials from Learning
Resource (LR) Portal
Print Materials, Laptop Led TV, /
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous
lesson/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
Match Me.
 Students will arrange the jumbled words to form the different kinds of doneness in meat.
 Then ,they will match it to its corresponding definition.
“3 Pics. Theme”
 Three pictures about meat will be shown through a power point presentation.
 Students will guess and write the theme of the pictures seen on the presentation.
Watch and Learn!
 A video Clip presentation will be presented to students about the nutrient content of meat, Then ,
the students will take down important details from the presentation
http://www.bing.com/videos/search?q=nutrients%20content%20of%20meat&qs=n&form=QBVR&pq=nutrients
%20conte&sc=0-0&sp=-1&sk=
“Think- Create –Share”
Students will work in groups. Each group will make a graphic organizer using the ideas from the video clip
presented previously This format may be followed.
  One reporter will explain the graphic organizer created by the group.

“MNM: MEAT,Nutrients,Magpasikat”
 Using the same groupings, students will make a short presentation about the nutrient content of
meat through
E. Discussing new concepts and a. Song
practicing new skills#2 b .poem
c. acronym
d .jazz chant
e .yell
Criteria: Presentation 5
Content 5
10 pts.

F. Developing mastery “Pick And Tell”

Chosen students will pick a picture of apple ,meat, vegetables ,egg, fish and bread tell its nutrient content. Then
another student will give the definition of nutrients.
 https://www.bing.com/images/search?q=images+of+meat&go=Search&qs=bs&form=QBIRMH

https://www.bing.com/images/search?q=images+of+fruits&qs=n&form=QBIR&pq=images+of+fruits&sc=0-
0&sp=-1&sk=

G. Finding practical applications of

concepts and skills in daily living
 Why is it important to know the nutrient content of meat?
 How will you cook a meat without losing nutrient content ?
 What disease will a person have if he lacks any of these nutrients?

H. Making generalizations and

abstractions about the lesson  What are the different nutrient content of meat?
 Give the meaning of its nutrient.

Complete The Table below

Word Nutrient Definition
Content
I. Evaluating learning fish Ex.Protein One of many substance found in food.
fruits
bread
Milk
Meat

J. Additional activities for application

or remediation
Gather information about market forms of meat.
V. REMARKS
VI. REFLECTION
A .No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with 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?

School Cuenca National High School Grade Level Grade 10

 Teacher Marilou C. Untalan Specialization Cookery
DAILY LESSON LOG Teaching Dates
Quarter Fourth
and Time

DAY 5
I. OBJECTIVES
A. Content Standards Preparing and cook meat dishes.
B. Performance Standards Independently prepare and cook meat dishes

LO 2. Cook Meat cuts

TLE_HECK10PCM-IVb-g-31
C .Learning Competencies
 Identify the market forms and cuts of meat

II. CONTENT Market forms of meat

III. LEARNING RESOURCES
A. References
1.Curriculum Guide & pages
2.Learner’s Materials pages Cookery G-10 p.340
3.Textbook pages
4.Additional Materials from Learning
Resource (LR) Portal
Print Materials, Laptop Led TV, /
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous
lesson/presenting the new
lesson

“The Answer”
The teacher will give the answer and students will construct a question regarding the answer.

B .Establishing a purpose for the
lesson
C .Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills#1
a. Fat
b. Minerals
c. Protein
d. Carbohydrates
e. Vitamins
Watch Me!
Video Clip Presentation
The teacher will share a video clip showing the market forms of meat then thestudents give some explanations about
the video.
https://www.youtube.com/watch?v=3u_9lW5brYo&spfreload=10
Group Activity And Reporting.
Using the ideas from the video clip, The students will be grouped to discuss about.
Group 1. Fresh meat
Group 2 Chilled Meat
Group 3.Cured Meat
Group 4. Processed Meat
Picture Parade!
Pictures of Meat cuts will be shown through power point presentation. Students will guess and write on their activity
notebook if it is beef cuts, veal cuts, lamb cuts or pork cuts.
https://www.bing.com/images/search?q=Cuts%20of%20Beef&qs=n&form=QBIDMH&pq=cuts%20of
%20beef&sc=0-0&sp=-1&sk=
 https://www.bing.com/images/search?q=Cuts+of+pork+meat&go=Search&qs=bs&form=QBIR
https://www.bing.com/images/search?q=Cuts%20of%20veal%20cuts&qs=n&form=QBIRMH&pq=cuts
%20of%20veal%20cuts&sc=0-0&sp=-1&sk=&ajf=70

E. Discussing new concepts and

practicing new skills#2 Pick And Carry!
The class will be divided into groups with 4-5 members. The teacher will ask each group to pick strips of paper about
meat cuts written on paper. Then the group will explain about it.

F. Developing mastery Work by pair.

Each pair will have one hand up. Each free hand will mould using a clay (any material available) the different cuts of
meat. Display the output and label each. The most number of correct cuts and label will receive the highest point.

G.Finding practical applications of

concepts and skills in daily living 1. Which cut is most commonly used at home? Why?
2. Do you find it important to learn different meat cuts?

H. Making generalizations and

abstractions about the lesson
As the teacher shows the cut pictures, students will name each and briefly describe.
I. Evaluate learning Give 2 examples of each different cuts of meat.

J .Additional activities for application

or remediation
Each Student will make an album about the different cuts of meat.

V. REMARKS

VI. REFLECTION
A .No. of learners who earned 80% in
the evaluation
B .No. of learners who require
additional activities for remediation
who scored below 80%.
C .Did the remedial lessons work?
No. of learners who have caught up
with 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?
 School Cuenca National High School Grade Level Grade 10
DAILY LESSON LOG Teacher Marilou C. Untalan Specialization Cookery
Teaching Dates
Quarter Fourth
and Time

Day 6
I. OBJECTIVES
A.Content Standards Preparing and cook meat dishes.
B.Performance Standards Independently prepare and cook meat dishes

LO 2. Cook Meat cuts

TLE_HECK10PCM-IVb-g-31
C.Learning Competencies
2.3 Prepare and use suitable marinades for a variety of meat cuts

II. CONTENT Types of marinades

III. LEARNING RESOURCES
A.References
1.Curriculum Guide & pages
2.Learner’s Materials pages Cookery G-10 p.344-345
3.Textbook pages
4.Additional Materials from Learning
Resource (LR) Portal
Print Materials, Laptop Led TV, /
B.Other Learning Resources
https://sg.images.search.yahoo.com/search/images;_
IV. PROCEDURES
A .Reviewing previous
lesson/presenting the new lesson
Meat Market Go! MMG Game
Group Activity.
Prepare a basket with picture of meat and another basket for the words that will be associatedwith basket no.1
 Task1. Have 5 representatives to each group and for 2 minutes let each representative market a word that will pair
to the word from basket no.1
2.Provide a timer and a checker of the basket of the marketer and the recorder of the points being earned.Each
word to be paired correspond to 1 point.

Guess This Tagline

1.Finger –lickin’ good
B. Establishing a purpose for the
2.The More, the Manyer
lesson
3.Juicylicious
4.Mapapa-bok-bok bok ka sa sarap

Hula Word!
Based on the meaning given on each number write the correct answer for each Hula word.
Lemon juice vinegar
yougurt wine
1.Sharp or tasting or sour
Answer_4 letters (acid)
C. Presenting examples/instances of vegatable canola
the new lesson olive corn
2.Used for cooking food
Answer 3 letters (oil)
Black pepper garlic
Red pepper Ginger

3.Strong flavoured with spices.

Answer:5 letters( spicy)
D. Discussing new concepts and
practicing new skills#1

Tap Me On the Top!

1. Show top ten slides with photos of different types of marinade.
 From the slides presented, What are the different types of marinating you’ve learned
Poster Making
1. Assign 6 groups and let each group make their own poster making..
2. Give 10 minutes of making their poster and another 3 minutes to explain their outputs per group.
E. Discussing new concepts and 3. Use this rubric in selecting the best group output.
practicing new skills#2 Concept based 2 pts
Creativity 3 pts
Presentation 3 pts
10 pts.
Match The Picture
Using a picture a student will match a meaning of each.
COLUMN A COLUMN B
1. a .add flavour to whatever youre grilling
2. b. tenderizes and add flavour
F. Developing mastery 3. c. works perfectly on any food

4. d. sweet ,fruity marinade work great on any cut of pork or chicken.

5. e .uses a pork rib for the seasoning with vinegar and water to turn into
marinade
https://sg.images.search.yahoo.com/search/images;

G. Finding practical applications of

concepts and skills in daily living
Real Time Application
You want to marinate porkchops for your mothers birthday. Which of the following marinate techniques will you
apply. Why

H. Making generalizations and

abstractions about the lesson
Answer Me
Based on our discussion what are the different types of marinades
 Answer The Following.
1.What are the common ingredients in preparing
A. Teriyaki Marinade
I. Evaluating learning B. Pork chop marinade
C. Bourbon Marinade

J. Additional activities for application

or remediation
.
Give the effects of heat to meat.

V. REMARKS

VI. REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No. of learners who require
additional activities for remediation
who scored below 80%.
C.Did the remedial lessons work? No.
of learners who have caught up with
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?
 School Cuenca National High School Grade Level Grade 10
DAILY LESSON LOG Teacher Marilou C. Untalan Specialization Cookery
Teaching Dates
Quarter Fourth
and Time

DAY 7
I. OBJECTIVES
A.Content Standards Preparing and cook meat dishes.
B.Performance Standards Independently prepare and cook meat dishes

LO 2. Cook Meat cuts

TLE_HECK10PCM-IVb-g-31
C.Learning Competencies
 Identify appropriate cooking methods for meat cuts.

II. CONTENT Cooking specialty cuts

III. LEARNING RESOURCES
A.References
1.Curriculum Guide & pages
2.Learner’s Materials pages
3.Textbook pages Cookery pp.346-347
4.Additional Materials from
Learning Resource (LR) Portal
Print Materials, Laptop Led TV, /
B.Other Learning Resources

IV. PROCEDURES
A. Reviewing previous
lesson/presenting the new lesson
 “Fill Me”
Students will fill the boxes with the letters to make a word/s that was being described in each number.
1.Sweet, fruity marinade works great on any cut of pork or chicken.
2.Add flavour to whatever you are grilling.
3.Works perfectly on any food.
4.It tenderizes and add flavour to any food.
5.Uses a pork rib for the seasoning with vinegar and water to turn into marinade.

B. Establishing a purpose for the

lesson What happened to me?
Some pictures will be shown through power point presentation?
Students will describe the structures of each food in each slide.

C. Presenting examples/instances of
the new lesson
Watch And Learn!
A video clip presentation will be presented to students about the effects of heat in food. Then the student will
take down important details from the presentation

D. Discussing new concepts and

practicing new skills#1
“Heat Me”
Students will make a web diagram about the effects of heat in food

E. Discussing new concepts and

practicing new skills#2 Think –Pair-Share
The class will be grouped. Each group will discuss the effects of heat assigned to them. After 10 minutes of
discussion within the group, the leader will show their output to the class.
F. Developing mastery
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
Petals
On each petal write important idea on which the student learned.
Answer Me.
Why is it important to know/understand the type of food being prepared?
Why is it important to control the amount of heat given to a food?
 Based on our discussion how do you explain the effects of heat to meat
Complete Me.
Effects of heat to meat
It tenderizes connective tissue if _____ is present and cooking is _______.It coagulates________.Even meats
low in connective ________can be tough and dry if _______ at excessively high heats for ________.High ___
toughens and ______ protein and results in excessive. Roast _______ at low temperature ____less and loss less
moisture.
Take home/Journal Activity
Think for some instances in your life that you experienced the effects of heat while you are cooking food.
Write your answers in your journals and be ready to share it to the class.
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with 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?
 School Cuenca National High School Grade Level Grade 10
DAILY LESSON LOG Teacher Marilou C. Untalan Specialization Cookery
Teaching Dates
Quarter Fourth
and Time

DAY 8
I. OBJECTIVES
A. Content Standards Preparing and cook meat dishes.
B. Performance Standards Independently prepare and cook meat dishes

LO 2. Cook Meat cuts

TLE_HECK10PCM-IVb-g-31
C. Learning Competencies
 Identify the appropriate cooking met

Methods of Cooking Meat

II. CONTENT a.dry heat cooking
b. moist heat cooking
III. LEARNING RESOURCES
A.References
1.Curriculum Guide & pages
2.Learner’s Materials pages Cookery G-10 p.347-352
3.Textbook pages Not Applicable
4.Additional Materials from
Learning Resource (LR) Portal
Print Materials, Laptop Led TV, /
B. Other Learning Resources

IV. PROCEDURES
 “The Answer”
The teacher will give the answer and students will construct a question regarding the answer.
A. Reviewing previous
3-2-1(assessment)
lesson/presenting the new lesson
3-learnings
2-importance
1-question

B. Establishing a purpose for the

lesson
Watch Me!
The class will reflect on the picture prepared by the teacher containing the methods of cooking meat.

C. Presenting examples/instances of Activity

the new lesson One minute paper
The different methods of cooking meat will be presented to the students through video clip. Their
understanding on the different cooking method will be written on their journal.

D. Discussing new concepts and

practicing new skills#1
Loop A Word
The teacher will post a cross word puzzle about the cooking techniques on the board and chosen students
will find some terms/words then another student will give its definition/meaning.

E .Discussing new concepts and

practicing new skills#2
The class will be divided into groups with 4-5 members. The teacher will ask each group to pick strips of
paper about different cooking method written on paper. Then the group will explain about it.
F. Developing mastery
 Share It.
Some students will make a brief summary about the different methods of cooking meat.

G. Finding practical applications of

concepts and skills in daily living Real Life Application
If you are giving a chance to put up a business in cookery someday which of the cooking techniques are you
going to apply or use. Why?

H. Making generalizations and

abstractions about the lesson Answer Me.
Differentiate dry heat cooking method from moist heat cooking method.

Match Me.
Column A Column B
1.The heat is transferred to the food item without A. Steaming
I. Evaluating learning using any moisture B. Roasting and cooking with moisture
2. Use hot, dry air to cook food C. Moist heat
3.Any techniques that involve baking D. Boiling
4.A moist heat cooking technique that employs
hot steam to induct heat to the food item. E. Cooking with steam
5.IT can be done on a stovetop, with a pot containing F. Dry heat cooking
a small amount of liquid that is brought to a simmer

J. Additional activities for application

or remediation
Take home Activity
Gather information about the tools to be used in each cooking techniques.
V. REMARKS
VI. REFLECTION
A .No. of learners who earned 80% in
the evaluation
B .No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with 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?
 School Cuenca National High School Grade Level Grade 10
DAILY LESSON LOG Teacher Marilou C. Untalan Specialization Cookery
Teaching Dates
Quarter Fourth
and Time

I. OBJECTIVES
A .Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A .References
1.Curriculum Guide & pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) Portal
B.Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson/presenting the new lesson
DAY 2
The learners demonstrate an understanding the knowledge, skills and attitudes required in preparing and
cooking meat dishes
The learners independently prepare and cook meat dishes
LO 1 . Perform Mise en Place
TLE_HECK10PCM-IVa- 30
1.2 Prepare the tools ,equipment ,ingredients and other supplies based on the given recipe.
4.Different types of meat cuts
5.Tools,utensils and equipment for meat preparation
6.Techniques in meat tenderizing
Home Economics-Cookery pp.26-27
Cookery G10,pp.335-338
Print Materials, Laptop Led TV, /real objects ,manila papers. markers. piggybank or a box, strips of papers
http://www.nfsmi.org/documentlibraryfiles/pdf/20100210094010.pdf
http;//food-hacks.wonderhowto.com/how-to/why-you-shouldnt-rinse-raw-meat-before –cooking-evev-if your-
recipe-says-to-0151255/
http://www.recipetips.com/kitchen-tips/t--400/trimming -pork.asp
Sing And Learn
The teacher will prepare an old piggy bank where small strips of paper with questions are rolled inside.AS
 the music plays, the students will pass the piggy bank to their classmates. When the music stops, the student
holding the piggy bank will open it to get one piece of paper. He/She will read and answer the question.

Palengke King and Queen

B. Establishing a purpose for the Two groups of students, A & B will act out a scene in the meat section ,wet market and in the
lesson supermarket ,respectively

1. What is the scene shown by your classmate about?

2. Have you experienced buying meat from a wet market or from a supermarket?
3. How do they prepare the meat?

C. Presenting examples/instances of
the new lesson Meaty Talk
Students will bring out their assignments the previous meeting about the basic preparation methods done
by their family members. They will share this in class and anybody from the class can give additional ideas to
the “meaty talk” of the class.
D. Discussing new concepts and
practicing new skills#1

Fact or Bluff
Several statements will be presented in class. Students will identify wether the statement about meat
preparation and sources of meat is afact by raising a happy face and a sad face if it is a bluff. Students will
justify their answers by sharing their own experience in meat preparation
1.Rinsing meat is unsafe
2.Washing meat doesn’t make any difference.
3.Ground meat should be washed before cooking.
4.Meat should be dried with kitchen towels after washing.
 5.Salt toughens meat tissue
6.Beef and Carabeef are the same.

Watch and Learn

Students will view video clips about the basic preparation of meat; washing, skinning, dicing, trimming,
slicing, seasoning, and coating.They will be guided by the following questions and will take notes of the
important details mentioned in the videos

Guide Questions:
1. When is washing meat done?
2. What must be done after washing meat?
E. Discussing new concepts and 3. Why is skinning meat necessary?
practicing new skills#2 4. How is trimming meat done?
5. Why is trimming meat important?
6. Why should you cut meat across the grain?
7. What are the common seasoning added to meat?
8. What are the basic coatings used in meat preparation?

https://www.youtube.com/watch?v=SC7HmbrUq2c
https://www.youtube.com/watch?v=zy_mWPdXjwg
https://www.youtube.com/watch?v=ll_znkTc_j4
https://www.youtube.com/watch?v=vCLx_tjQ8zA
https://www.youtube.com/watch?v=JD9puY3-vbE

F. Developing mastery Circle of Knowledge

Working in groups ,the students will share and discuss their answers to the questions given.They will
summarize their answers ,write on a piece of manila paper and present in class for further discussions and
clarification of ideas.
G. Finding practical applications of
concepts and skills in daily living Answer Me.
How will you make the learning gained from the day’s lesson useful at home and in your cookery class?

H. Making generalizations and

abstractions about the lesson Journal Writing
The students will write the important concepts learned from the days lesson in their journal.

Directions: Write the word True if the statement is true and False If otherwise.
I. Evaluating learning 1.Trimming improves the appearance of the cut or joint.
2.Skinning meat reduces its nutritive value.
3.Quality of meat depends on the age of animals being slaughtered’
4.Meat is better sliced against its grains.
5.Coatings improve the flavour of meat.

J. Additional activities for application

or remediation Take home
You want to cook adobo for lunch for your family what types of meat cuts are you going to choose in the
supermarket. Why?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with 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?

School Cuenca National High School Grade Level Grade 10

DAILY LESSON LOG Teacher Marilou C. Untalan Specialization Cookery
Teaching Dates
Quarter Fourth
and Time

DAY 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Curriculum Guide & pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson/presenting the new lesson
B. Establishing a purpose for the
lesson
The learners demonstrate an understanding the knowledge, skills and attitudes required in preparing and cooking
meat dishes.
The learners independently prepare and cook meat dishes.
LO 1. Perform mise en place
TLE_HECK10PCM-IVa-30
1.1 Prepare the tools, equipment ,ingredients and other supplies based on the given recipe.
1.Principles in meat preparation
2.Market forms of meat
3.Different kinds of meat
3.1 Beef
3.2 Pork
3.3 Carabeef
3.4 Others
Home Economics-Cookery pp.26-27
Cookery G10,pp.329-334
Print Materials ,Laptop ,DLP,/TV Real Objects, Meta Cards ,Markers
http://www.professionalsecrets.com/en/ps/ps-university/chef-de partie-meat/preparing-mea/
http://www.webstaurantstore.com/guide/538/types -of -knives.html
Answer Pre-Test found in the Learners ’Material
Wanted : WORD HUNTERS!
The students will search for the terms described or discussed below from the Word Hunt Puzzle. This will be
done for three minutes only.
 P A N B C D P 1.Flesh of cattle ,pig and cattle

R E O F G M I 2large section into which pork is divided

I D I L S B G 3.Meat from matured sheep

M A T U R B S 4.Meat classification of pork

A Z U V J M Y 5.Meat derived from cattle

L E M Z U A O 6.Meat from young sheep

C B E E F L I

U N A N O D E
T E T Q Y F O
S H E E P I E
I C E B E R G
R E D M E A T
P I P O R K O
E R G K H E Y
C A R C A S S
1. What words did you find in the puzzle?
2. What are these words about?

C. Presenting examples/instances of
the new lesson
Family Feud
Group the class into six. Groups A,C, and F will play the game about the types of knives used in meat
preparation while groups B,D and E will play the game about the composition of meat. The players will write
their answers in meta cards to be posted on the board .The group to get the highest number of points will be
declared as the winner.
Types of Knives Composition of meat

D. Discussing new concepts and
practicing new skills#1
E .Discussing new concepts and
practicing new skills#2
F. Developing mastery
https://www.google.com.ph/search?
q=images+of+family+feud&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwit8_iN65HUAhUEW5
QKHf6lBnEQ7AkIOg&biw=
Watch and Learn!
A slide show or video on the different types of knives and composition of meats will be shown to the
students. The students will then take note of the important details and concepts about the video based on the
guide questions below. Individual responses of students will be discussed after viewing.
1. What are types of knives in meat preparation?
2. What are the functions of each one?
3. What are the compositions of meat?
4. How many percentage of water is in meat?
5. How do you differentiate marbling and barding?
Think –Group –Share!
The students will work with the same group they had in the family Feud Activity. They will share their
answers in the guide questions given in the video viewing activity and discuss them with their classmates .These
will be summarized in a concept map and will be presented in class.
Let’s Investigate and Report
To have a further understanding of the composition of meat, the students will analyse a meat sample
provided by each group .Each group will present their analysis and observation of the sample through news
casting.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
ttps://www.google.com.ph/search?
q=images+of+meat&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwiS1ZmL75HUAhWCnpQKHWa5C
tIQ7AkIOg&biw=1366&bih=651
Real Life Application
Your mother told you to prepare meat for Sinigang and for a Steak, which meat will you choose? What kind of
knife will you use in preparing the meat? Why?
Complete Me
Meat is a term for the flesh of_______,_______and________.The kinds of knives used are the
following:_____________,_____________,____________,__________,and _____________.Meat is compose of
__________% water,20%____________and 5%________________.
Directions :Identify the following:
1. Used for cutting through bones
2 Used for cutting, sectioning and trimming raw meats.
3.Used for boning raw meats and poultry
4-6 Contributions of fat in meat
7-10 Composition of meat and corresponding percentage/amount.
Take home Activity
 Interview your mother or family member who prepares food at home about the tools he/she usually used in meat
preparation and the basic preparation methods done. Be ready to share this in class next meeting.

V. REMARKS

VI. REFLECTION
A .No. of learners who earned 80% in
the evaluation
B .No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with 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?