SESSION1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES:
The learner demonstrates
understanding of the basic
A. Content Standards concept and underlying
theories in presenting
desserts
The learner demonstrates
B. Performance Standards competencies in presenting
desserts
Present and serve plated
desserts
1.1. Portion and present desserts
C. Learning Competencies/
Objectives
according to product items,
occasion and enterprise standards
and procedures
The learner demonstrates
understanding of the basic
concept and underlying
theories in presenting
desserts
The learner demonstrates
competencies in presenting
desserts
1.2. Plate and decorate desserts in
accordance with enterprise
standards and procedures
The learner demonstrates
understanding of the basic
concept and underlying
theories in presenting
desserts
The learner demonstrates
competencies in presenting
desserts
1.2. Plate and decorate desserts in
accordance with enterprise
standards and procedures
The learner demonstrates
understanding of the basic
concept and underlying
theories in presenting
desserts
The learner demonstrates
competencies in presenting
desserts
Apply the skills and knowledge in
making hot desserts.

Define desserts
II. CONTENT Nature and Characteristics of Evaluating opinions Assessment/Demonstration
desserts (Continuation) (Practicum)

III.LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Bread and Pastry Production Bread and Pastry Production Bread and Pastry Production Bread and Pastry Production
Pages Page 155-156 Page 157-158 Page 157-158
3. Textbook Pages
4. Additional Materials
from Learning
http:/www.breadandpastrypro http:/www.breadandpastryprod http:/www.breadandpastrypro http:/www.breadandpastryprod
Resource (LR) portal duction.com uction.com duction.com uction.com
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Activity and Reviewing the past Unlocking difficulty Presentation of types of
lesson or presenting the
new lesson lesson Matching Meanings: On the products/samples by pictures Mis en place
board, write the terms to study or actual samples in front of the Assessment/demonstration
in one column. On the opposite class.
column, write the meanings of
the terms at random. Let the
students connect the terms to its
meaning by drawing a
 connecting line, then let them
use it in the sentence.
B. Establishing a purpose Ask: Will you give examples of Ask: What are the two kinds of Students will identify each of
for the lesson desserts that you know? desserts? the sample products. Demonstration/Practicum
C. Presenting examples/ Cite examples from the LM Cite examples from the LM Cite examples from the LM
instances of the new
lesson (Brain-teasers) (Brain-teasers) (Brain-teasers)
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery Graded Recitation Evaluating opinions Evaluating opinions
(Leads to Formative
Assessment 3)

G. Finding practical
applications of concepts Teachers demonstration
and skills in daily living

H. Making generalizations Ask: What is a dessert? What are the nature and Evaluating opinions about the Evaluating opinions about the
and abstractions about
the lesson characteristics of dessert? demonstration demonstrations

I. Evaluating learning Evaluating opinions Quiz Quiz 1-25 item Activity: Return Demonstration

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTIONS
A. No.of learners who
earned 80% on the
formative assessment
B. B. No.of learners who
require additional
activities for
remediation.
C. C. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
D. D. No.of learners who
continue to require
remediation
E. E. Which of my teaching  Question and answer  Group Discussion  Practicum  Practicum
strategies worked well?
Why did these work?
(discussion)