Detailed Lesson Plan Format Teaches SWOT Analysis & Product Development

DETAILED LESSON PLAN (DLP) FORMAT
DLP NO.: 2 Learning Area: TLE – Grade Level: 9 Date:June 10-11, 2019 Quarter: Duration: 120 mins.
Agriculture Time:10:15-12:15 Monday 1
&Tuesday
Learning Competency/ies: Environment and Market Code: TLE_9-12EM-00-1

Key Concepts/ Understandings Identifyand understand the importance of strength,weakeness,opportunities and threats.
to be developed
Learning Objectives 1. Identify the Strength,Weaknesses,Oppurtunies and Threats.
2. Explain what makes a product unique and competitive.
3. Apply creativity and innovative technique to develop marketable product
4. Employ a unique selling proposistion to the product or service
Content Personal Entrepreneurial Competencies , Environment and Market
Learning Resources LM, TG ,PPP
Procedures
1. Introductory Activity Preliminary routine
(10 minutes) Motivation: What is your favourite food, products either goods or service.
What are the basic needs of a person?
2. Activity Think Pair Share.

(15 minutes) What are the activity under SWOT Analysis?
List all the activity and share it to the class.
3. Analysis How does one determined the product or services to be produced and or to offered or deliver to the
(10 minutes) target customers?
How can you sure that your product is the one that the customers need?
4. Abstraction Discuss about the ff.through PPP.
( 35 minutes) 1.Product development
2.Concepts of Developing a product
3.Finding Value
4.Innovation
5Unique Selling Proposition (USP)
6.Branding
5. Application When can one say that a certain product has value?
(30 minutes) How does one determined the product or service to be produce and or to be offered or delivered to the
target customer?
Why you need to apply the unique selling proposition?
How can you relate it to your life as a students?
Assessment Let the class answer and explain the ff. question:
( 15 minutes) 1.Give example of goods and services.
2.How does one select an entrepreneurial activity?
Assignment Study the PEC’s and Environment and Market for the Summative test next meeting.
(10 minutes)
Concluding Activity (Optional)
Remarks
Reflections
A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.
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 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?
Prepared By: LELANI S. PACAÑA
Teacher Noted by: JUSTINA A. DINOPOL
SCHOOL HEAD
DLP NO.: Learning Area: TVL- Grade Level: Date:June 6, 2019 Quarter: Duration: 120 mins.
Time: 1
Learning Competency/ies: Personal Entrepreneurial Competencies Code: TLE_

Key Concepts/ Understandings Identify the good traits that should be practice,
to be developed
Learning Objectives 5. Explain the principles that applies to PECs
6. Demonstrate an understanding of PECs in daily task.
7. Recognize the strength and weakness of a person.
8. Practice correct response with faith in God in every instances encounter.
Content Personal Entrepreneurial Competencies
Learning Resources LM, TG
Procedures
1. Introductory Activity Preliminary routine
(10 minutes) Motivation: What day is today?
What are the activities that you need to perform?
Conduct orientation for the first day of class
Rules and regulation
Requirements
2. Activity Group the learners into 5 groups and talk about the activities during summer.
(15 minutes) What makes them proud of, successful task or other related activities?
What are their skills to be develop?
Share it with the group.
3. Analysis What are the things that need to take out from me?
(11 minutes) How to develop my skills?
How can I improve it?
4. Abstraction Sharing of good values and right attitudes of a person.
( 35 minutes) Characteristics of a successful entrepreneur:
5. Application What do you think what will happen to a person if he fail to do the task?
(30 minutes) What can you advice to your friend if you found he is practicing a bad practice?
Assessment List down all the negative and positive attitudes and what attitudes that you should corrected.
( 15 minutes)
Assignment Identify for a successful entrepreneur and study their life why they become successful.
(10 minutes)
Remarks
Reflections
H. No. of learners who

earned 80% in the
evaluation.
I. No. of learners who
require additional
activities for
remediation.
J. Did the remedial
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my strategies
these work?
M. What difficulties did I
encounter which my
can help me solve?
N. What Innovation or
teachers?
Bibliography
Bibliography http://www.realfoodkosher.com,
Appendices: (attach all materials that will be used)

1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:March 6-7,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Wednesday 4
&Thursday
Learning Competency/ies: Prepare Soup Dishes Code: TLE_HECK9-12
Key Concepts/ Understandings Prepare and present soup dish
to be developed
Learning Objectives 9. Follow direction in giving the test.
10. Conduct Semi-final test
11. Evaluate the result of the semi-final and record the score
Content Conduct Semi-final Test
Learning Resources LM, TG (Cookery)
Procedures
1. Introductory Activity •Prayer/Greetings
(10 minutes) •Checking of Attendance
•Review of the previous discussion
2. Activity Instruction given to the class for semi-final test.

(15 minutes) Review first the coverage of the test.
3. Analysis What is your goal for this semi-final test?

(12 minutes)
What preparation you made for this examination?
4. Abstraction Conduct Semi-Final examination.
( 35 minutes) Distribution of test paper.
5. Application Checking of the paper.

(30 minutes)
Assessment
( 15 minutes) Record their score.
Group the class into 6 for the final performance.
Prepare the ingredients.Wear the PPE.
Assignment 1st Batch Tuesday - Perform the 7 dishes.

(10 minutes) 2nd Batch Thursday -
Remarks
Reflections
O. No. of learners who

earned 80% in the
evaluation.
P. No. of learners who
require additional
activities for
remediation.
Q. Did the remedial
learners who have
caught up with the
lesson.
R. No. of learners who
continue to require
remediation.
S. Which of my strategies
these work?
T. What difficulties did I
encounter which my
can help me solve?
U. What Innovation or
teachers?
Bibliography

9. Answer Key …
10. Handouts …
12. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date: February 20-21,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Wednesday & 4
Thursday
Learning Competency/ies: Prepare Meat Dishes Code: TLE_HECK9-12
Key Concepts/ Understandings Describe the different types of cuts of meat.
to be developed
Learning Objectives 1.Identify the different kinds of pork meat..
2.Describe the diff. cuts of pork meat.
3.Observe proper way of choosing a quality and pork.
Content Perform and present meat dishes
Learning Resources LM, TG (Cookery),PPT
Procedures
2. Activity
(10 minutes)
3. Analysis How do you characterize a good quality pork?

(13 minutes)
4. Abstraction Discuss the kinds of meat

( 10 minutes) Beef is the culinary name of meat for bovines,especially domestic cattle.
Pork – is a meat of domestic pig or swine.
Characteristic of Pork and Beef.
Market forms of meat
1.Fresh Meat
2.Grilled Meat
3.Frozen Meat
4.Cured Meat
5.Processed Meat
6. Dried Meat
5. Application
(55 minutes) How do you characterize a good quality beef and good quality pork?
Assessment
( 15 minutes) Name the part of the beef.
Assignment Search in the internet other recipe for beef and write in the bond paper with picture observe margin. Be
(10 minutes) creative in this activity.
Remarks
Reflections
V. No. of learners who

earned 80% in the
evaluation.
W. No. of learners who
require additional
activities for
remediation.
X. Did the remedial
learners who have
caught up with the
lesson.
Y. No. of learners who
continue to require
remediation.
Z. Which of my strategies
these work?
AA. What difficulties did I
encounter which my
can help me solve?
BB. What Innovation or
teachers?
Bibliography
15. Answer Key …
16. Handouts …
18. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:March 4&5,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Monday 4
&Tuesday
Learning Competency/ies: Prepare Soup Dishes Code: TLE_HECK9-12
Key Concepts/ Understandings Prepare and present soup dish
to be developed
Learning Objectives 12. Identify the different ingredients in preparing soup.
13. Apply the procedure in preparing soup
14. Evaluate the prepared soup.
Content Prepare and present soup
Procedures
2. Activity Let the learners go to their original group and prepare the materials use for preparing soup.
(15 minutes) Each group should Perfom Mise en place.
3. Analysis What are the ingredients in your soup presentation?

(14 inutes) What classification of soup it belongs?
What are the procedure in making the soup?
4. Abstraction Let each group start preparing the soup according to their choice.
( 35 minutes)
5. Application Let each group present the soup.

(30 minutes) How are soup classified?
Assessment Rubrics in preparing Soup

( 15 minutes) Item Very Satisfactory Satisfactory Needs Total
(8-10) (5-7) Improvement(1-
4)
Consistency `Thick soup has Thick soup Thick soup is
heavier has less watery
consistency consistency
Thin soup is clear Thin soup is Thin soup is
,no impurities and little cloudy cloud and
not thickened and has coarse
minimal
impurities
Flavor Well blend flavor, Quite Too spicy, salty
Use of seasoning flavorful or too bland
contributes to the
soup’s maximum
flavor
Garnishes Edible and Edible but Not edible and
desirable not eye not appealing
garnishing, eye appealing
appealing
Accompaniment Appropriate Less Inappropriate
accompaniments appealing accompaniment
and appealing s
Assignment Next meeting we are going to prepare Pork Chop Ala Pobre.
(10 minutes)
Remarks
Reflections
CC. No. of learners who

earned 80% in the
evaluation.
DD. No. of learners who
require additional
activities for
remediation.
EE. Did the remedial
learners who have
caught up with the
lesson.
FF. No. of learners who
continue to require
remediation.
GG. Which of my strategies
these work?
HH. What difficulties did I
encounter which my
can help me solve?
II. What Innovation or
teachers?
Bibliography

21. Answer Key …
22. Handouts …
24. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:February 26,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Tuesday 3
Learning Competency/ies: Prepare meat dishes Code: TLE_HECK9-12

Key Concepts/ Understandings Identify the methods of cooking
to be developed
Learning Objectives 15. Identify in preparing meat for cooking.
16. Determine the ways of cooking meat.
17. Recognize the value of preserving the nutrients of meat.
Content Cook Meats and Cuts
Procedures
2. Activity
(15 minutes) HOUR PPT presentation of the topic.Review
1st
2nd HOUR SUMMATIVE TEST
3. Analysis Identify the method of cooking.

(15 inutes) What are the causes of food spoilage?
4. Abstraction Present the PPP about meat.

( 35 minutes) Meat cuts and Store.
5. Application Conduct Summative after the presentation of the topic as a sort review.
(30 minutes)
Assessment Checking of the test answer and record their score.

( 15 minutes)
Assignment Present a well-plated soup. Choose 1 soup in the recommended activity.

(10 minutes)
Remarks
Reflections
JJ. No. of learners who

earned 80% in the
evaluation.
KK. No. of learners who
require additional
activities for
remediation.
LL. Did the remedial
learners who have
caught up with the
lesson.
MM. No. of learners who
continue to require
remediation.
NN. Which of my strategies
these work?
OO. What difficulties did I
encounter which my
can help me solve?
PP. What Innovation or
teachers?
Bibliography

27. Answer Key …
28. Handouts …
30. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:February 18-19, 2019 Quarter: 2nd Duration: 120 mins.
Time:1:00-3:00 Monday Final
&Tuesday
Learning Competency/ies: Prepare Meat dishes Code: TLE_HECK9-12SD-IVb-f-16
Key Concepts/ Understandings Prepare and present braised pork.
to be developed
Learning Objectives 1. Identify the ingredients used for braised short ribs.
2. Demonstrate to the class on how to prepare braised short ribs.
3. Present meat dish attractively.
Content Perform and Cook Meat
Learning Resources LM, TG (Cookery) , Recipe,ingredients,tools and equipment
Procedures
How was the performance last meeting?
How much is your profit?
Did you appreciate your recipe?
2. Activity Le the learners gather all the materials that they are going to use.
(15 minutes)  Oil
 Ribs
 Flour
 Spices
 carrots
3. Analysis
(10 minutes) What are the ingredients that you are going to use?
What would be the procedure in making the braised short ribs?
What method of cooking it is?
4. Abstraction Braised Short Ribs

( 35 minutes)
Check your books on page 287.
3pcs. Short ribs
75ml oil
1pc. Carrots
1pcs. Onion
2pcs.garlic
Sugar
Tomato paste
Pepper
Procedure:
1.Tie the short ribs so the meat will stay on the bone during cooking.
2.Heat the oil in a heavy skillet until very hot.Brown the meat on all sides.
3.Prepare for stock.
4.Saute onion,garlic,carrots until light brown.Add the meat and cook until tender.
5. Application How do you find the preparation of the braised ribs?

(35 minutes) What are the ingredients we used?
Prepare the group demonstrator for the return demo.While the rest of the group will going to observe on
how to prepare carrot cake.
Assessment A. Product Very Good Good 3 Fair 2 Poor 1

( 15 minutes) 4
1.General Palatability
2.Palatability
3.Nutritive Value
B.Procedure
1.Use of Resources
2.Cleanliness & Sanitation
Assignment Prepare your project plan.Submit on Tuesday next week.
(5 minutes)
Concluding Activity (Optional) Helpful tips: Food presentation is the art of modifying, processing ,arranging or decoration food to
enhance its aesthetic appeal.
Remarks
Reflections
QQ. No. of learners who
earned 80% in the
evaluation.
RR. No. of learners who
require additional
activities for
remediation.
SS. Did the remedial
learners who have
caught up with the
lesson.
TT. No. of learners who
continue to require
remediation.
UU. Which of my strategies
these work?
VV. What difficulties did I
encounter which my
can help me solve?
WW. What Innovation or
teachers?
Bibliography

33. Answer Key …
34. Handouts …
36. Others
Prepared By: LELANI S. PACAÑA Noted by: JUSTINA A. DINOPOL
Teacher SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 30 &31,2019 Quarter: Duration: 120 mins.
Thursday
Key Concepts/ Understandings Describe the diff.cuts of meat.
to be developed
Learning Objectives 1.Identify the classes of beef.
2.Describe the diff. cuts of meat.
3.Observe proper way of choosing a quality beef and pork.
Content Perform and present poultry dishes
Learning Resources LM, TG (Cookery),Project plan,
Procedures
2. Activity Guess the ff. picture:
(10 minutes) Cow,Steer,Heifer,Stag,Bulls
3. Analysis What do you called a young female bovine which has not borne calf?
(16 minutes)
What is bovines?
4. Abstraction Discuss the kinds of meat
( 10 minutes) Beef is the culinary name of meat for bovines,especially domestic cattle.
Pork – is a meat of domestic pig or swine.
Characteristic of Pork and Beef.
Market forms of meat
1.Fresh Meat
2.Grilled Meat
3.Frozen Meat
4.Cured Meat
5.Processed Meat
6. Dried Meat
5. Application
(55 minutes) How do you characterize a good quality beef and good quality pork?
Assessment
( 15 minutes) Name the part of the beef.
Assignment Search in the internet other recipe for beef and write in the bond paper with picture observe margin. Be
(10 minutes) creative in this activity.
Remarks
Reflections
XX. No. of learners who

earned 80% in the
evaluation.
YY. No. of learners who
require additional
activities for
remediation.
ZZ. Did the remedial
learners who have
caught up with the
lesson.
AAA. No. of learners who
continue to require
remediation.
BBB. Which of my strategies
these work?
CCC. What
difficulties did I
encounter which my
can help me solve?
DDD. What
Innovation or localized
materials did I
teachers?
Bibliography

39. Answer Key …
40. Handouts …
42. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 28 &29,2019 Quarter: Duration: 120 mins.
Thursday
Key Concepts/ Understandings
to be developed
Learning Objectives 1.Recall the ways on how to cook the poultry dishes.
2.Compute the cost of production.
3.Validate computed cost of production
Procedures
2. Activity GO to their original group:

(10 minutes) Make a copy of a project plan.
Recall the ingredients,material used last food preparation.
3. Analysis What is the purpose of project plan?

(17 minutes)
Why we need to know the cost of the production?
4. Abstraction Let the learners write and make the project plan.
( 10 minutes) Compute for the total cost.
Compute for the profit.
5. Application How much is the recommended mark up price ?

(55 minutes) Which do you prefer Profit or Loss? Why
Assessment Evaluate and Check their project plan.

( 15 minutes)
Assignment Search in the internet other recipe for chicken and write in the bond paper with picture observe margin.
(10 minutes) Be creative in this activity.
Remarks
Reflections
EEE. No. of learners who

earned 80% in the
evaluation.
FFF. No. of learners who
require additional
activities for
remediation.
GGG. Did the
remedial lessons work?
No. of learners who
have caught up with the
lesson.
HHH. No. of
learners who continue
to require remediation.
III. Which of my strategies
these work?
JJJ. What difficulties did I
encounter which my
can help me solve?
KKK. What Innovation or
teachers?
Bibliography

45. Answer Key …
46. Handouts …
48. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 21-22,2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Monday & 4
Tuesday
Learning Competency/ies: Prepare Poultry and game dishes Code: TLE_HECK9-12
Key Concepts/ Understandings Food Costing
to be developed
Learning Objectives 1.Recall the ways on how to cook the poultry dishes.
2.Compute the cost of production.
3.Validate computed cost of production
Procedures
2. Activity GO to their original group:

(10 minutes) Make a copy of a project plan.
Recall the ingredients,material used last food preparation.
3. Analysis What is the purpose of project plan?

(18 minutes)
Why we need to know the cost of the production?
4. Abstraction Let the learners write and make the project plan.
( 10 minutes) Compute for the total cost.
Compute for the profit.
5. Application How much is the recommended mark up price ?

(55 minutes) Which do you prefer Profit or Loss? Why
Assessment Evaluate and Check their project plan.

( 15 minutes)
Remarks
Reflections
LLL. No. of learners who

earned 80% in the
evaluation.
MMM. No. of
learners who require
additional activities for
remediation.
NNN. Did the
No. of learners who
lesson.
OOO. No. of
PPP. Which of my strategies
these work?
QQQ. What
difficulties did I
encounter which my
can help me solve?
RRR. What
materials did I
teachers?
Bibliography

51. Answer Key …
52. Handouts …
54. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 16&17,2019 Quarter: Duration: 120 mins.
Thursday
Key Concepts/ Understandings Cook poultry dishes
to be developed
Learning Objectives 18. Identify the methods of cooking chicken roll-up and spicy chicken
19. Perform chicken roll-up and spicy chicken .
20. Cooperate and be creative in garnishing the dish.
Learning Resources LM, TG (Cookery),Ingredients,tools and equipment
Procedures
2. Activity Let the learners perform mise en place.

(10 minutes) Tools and equipment for cooking.
Measure the Ingredients accurately.
3. Analysis Why we need to measure the ingredients correctly?

(19 minutes)
What methods of cooking?
4. Abstraction Group Activity:Identify
( 10 minutes) Group 1.Chicken Roll-up
Group 2. Spicy Chicken
Group 3.Spicy Chicken
Group 4. Chichen Roll-up
Group 5 Spicy Chicken
5. Application Perform and present the dishes attractively.
(55 minutes)
Assessment Evaluate their performance using the rubrics

( 15 minutes) B. Product Very Good Good 3 Fair 2 Poor 1
4
1.General Palatability
2.Palatability
3.Nutritive Value
B.Procedure
1.Use of Resources
2.Cleanliness & Sanitation
Remarks
Reflections
SSS. No. of learners who

earned 80% in the
evaluation.
TTT. No. of learners who
require additional
activities for
remediation.
UUU. Did the
No. of learners who
lesson.
VVV. No. of learners who
continue to require
remediation.
WWW. Which of my
strategies worked well?
Why did these work?
XXX. What difficulties did I
encounter which my
can help me solve?
YYY. What Innovation or
teachers?
Bibliography

57. Answer Key …
58. Handouts …
60. Others
SCHOOL HEAD
Time:1:00-3:00 Monday &Tue 3

Key Concepts/ Understandings Identify the kinds of poultry according to age.
to be developed
Learning Objectives 21. Identify in preparing poultry for cooking.
22. Determine the causes of food spoilage.
23. Choose one recipe to be prepared and discuss with the group the method of cooking.
Content Prepare Mise en place
Procedures
2. Activity 1ST I HOUR SUMMATIVE TEST

(15 minutes) 2ND HOUR Activity.
3. Analysis Identify the method of cooking.

(20 inutes) What are the causes of food spoilage?
How do you prepare poultry for cooking?
4. Abstraction Preparing poultry for cooking:
( 35 minutes) 1.Slauhtering
2.Scalding
3.Defeathering
4.Eviscerating
5.Deboning
Causes of Spoilage :
1.Bacterial spoilage
2.Mold Spoilage
3.Yeast Spoilage
4.Enzymes
5.Oxidation
5. Application What are the practices that help prevent cross-contamination.
(30 minutes) Choose 1 recipe for you to discuss that will accompanied with a sauce.
Assessment Evaluate each group about the discussion for choosing the recipe to be perform.
( 15 minutes)
Assignment Present a well-plated poultry recipe on Thursday.

(10 minutes)
Remarks
Reflections
ZZZ. No. of learners who

earned 80% in the
evaluation.
AAAA. No. of
remediation.
BBBB. Did the
No. of learners who
lesson.
CCCC. No. of
DDDD. Which of my
Why did these work?
EEEE. What
difficulties did I
encounter which my
can help me solve?
FFFF. What
materials did I
teachers?
Bibliography

63. Answer Key …
64. Handouts …
66. Others
SCHOOL HEAD

Key Concepts/ Understandings Identify the kinds of poultry according to age.
to be developed
Learning Objectives 24. Identify the kinds of poultry according to age.
25. Recognize the market forms and different cuts of poultry.
26. Show interest in preparing poultry dishes
Content Prepare Mise en place

Procedures
2. Activity Let the learners Identify the common kinds of poultry available in the market and community.
(15 minutes)
3. Analysis 1. What are the different kinds of poultry?

(10 minutes) 2. How do you compare broiler from the broiler fowl?
3. What are the different market forms and poultry cuts.
4. Abstraction Group the class into 4 and discuss each topic;
( 35 minutes) Group1 – Kinds of Poultry
Group2 – Characteristics of Quality Poultry
Group3 – Market Forms of Poultry
Group4 – Preparing Poultry for cooking
5. Application What are the different market forms and cuts of poultry?
(30 minutes) How do you describe a quality poultry?
Assessment Identify the ff.

( 15 minutes) 1.A baby chicken which is four to six weeks old. Pullet)
2.A surgically unsexed male chicken.(capon)
3.A male chicken with coarse skin. (stag)
4.Turkeys under 15 months of age (yearlings)
5.A young goose weighing 4 to 10 pounds (goose)
Assignment Study coverage Stock,soup,sauces,Poultry.
(10 minutes)
Remarks
Reflections
GGGG. No. of
learners who earned
80% in the evaluation.
HHHH. No. of
remediation.
IIII. Did the remedial
learners who have
caught up with the
lesson.
JJJJ. No. of learners who
continue to require
remediation.
KKKK. Which of my
Why did these work?
LLLL. What
difficulties did I
encounter which my
can help me solve?
MMMM. What
materials did I
teachers?
Bibliography
69. Answer Key …
70. Handouts …
72. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:January 3, 2019 Quarter: Duration: 120 mins.
Time:1:00-3:00 Thursday 3
Learning Competency/ies: Prepare Stocks,Sauces and Soup Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Classification of Stocks and Soup
to be developed
Learning Objectives 27. Define Stock and Soup.
28. Determined and Classify the Ingredients used in preparing Stocks and Soup.
29. Appreciate the importance of Stock and Soup in Cooking.
Content Classification of Stock and Soup

Procedures
2. Activity Group the class into 5:

(15 minutes) Each group will be given a topic to discuss.
Group 1 – Classification of Stock
Group 2 – Ingredients used for stock
Group3 – Classification of Soup
Group 4 – Ingredients used for Soup
Group 5 – Choose 1 sample for Stock and Soup
3. Analysis What do you called the thin liquid flavored by soluble substances extracted from, meat,poultry and fish,
(10 minutes) and their bones ,and from vegetables and seasoning.
4. Abstraction Group discussion of the Classification of Stocks.

( 35 minutes) Chicken Stock
White Stock
Ingredients used in preparing stocks.
5. Application What is the purpose of the stocks?

(30 minutes) Why we need to prepare a stock before cooking?
Assessment Enumerate the diff.Ingredients in preparing Stocks.

( 15 minutes) 1.Bones
2. Mirepoix
3. Acid products
4. Scraps and left over
Assignment Choose 1 recipe in the book for stock preparation.
(10 minutes)
Remarks
Reflections
NNNN. No. of
learners who earned
OOOO. No. of
remediation.
PPPP. Did the
No. of learners who
lesson.
QQQQ. No. of
RRRR. Which of my
Why did these work?
SSSS. What
difficulties did I
encounter which my
can help me solve?
TTTT. What
materials did I
teachers?
Bibliography

75. Answer Key …
76. Handouts …
78. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 29&30, 2018 Quarter: Duration: 120 mins.
Learning Competency/ies: Present the Guidelines and Rules and Regulations during the Code: TLE_HECK9-12VD-IIe-14
Immersion.
Key Concepts/ Understandings Give importance of On the Job Training.
to be developed
Learning Objectives 30. Identify and understand the essence of On the Job Training.
31. Prepare and Embrace to yourself the importance of immersion.
32. Develop and Anticipate the possible situation encountered during immersion and positive
response of the situation.
Content Rules and Regulation of Immersion
Learning Resources LM, TG (Cookery) ,Rules and Regulations.
Procedures
2. Activity Game:Form a big circle,bring a ballpen and a piece of bond paper.

(15 minutes) Put the paper at the back of the person next to you.
Write a positive outlook that you’ve seen to him/her.Write additional strength you want to him/her to have
and bear.
3. Analysis What is he relation of our game to us?
(10 minutes)
What is the implication of this to our life?
4. Abstraction Discuss the Rules and Regulation and Training experience during the immersion.
( 35 minutes)
5. Application We have diff.Characteristics.

(30 minutes) One thing we have in common is to follow their Rules and Regulations.
Why we need to do that?
Assessment Let the learners Identify the diff. Rules to observed.
( 15 minutes)
Assignment Study pages 198-210

(10 minutes)
Remarks
Reflections
UUUU. No. of
learners who earned
VVVV. No. of
remediation.
WWWW. Did the
No. of learners who
lesson.
XXXX. No. of
YYYY. Which of my
Why did these work?
ZZZZ. What
difficulties did I
encounter which my
can help me solve?
AAAAA. What
materials did I
teachers?
Bibliography

81. Answer Key …
82. Handouts …
84. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 10 &11, 2018 Quarter: Duration: 120 mins.
Time:8:00-10:00 Wed.and Thur 2
Learning Competency/ies: Present and Perform Fin Fish Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Prepare and present independently and creatively fish dish.
to be developed
Learning Objectives 33. Determine the type of fish and the possible fish dish.
34. Prepare and Present the fish dish.
35. Design and garnish the fish dish.
Content Prepare and present fish dish

Learning Resources LM, TG (Cookery) , fish and materials for cooking
Procedures
2. Activity Batch the class into 2:

(15 minutes) Last meeting it was the batch one who perform and present their fish dish.Batch 1 will be given an
activity to do, compilation of activity and writing their project plan.
Batch 2 will demonstrate fish dish.
Let the learners identify the different fish they brought.
1.Name of the fish,
2.Classification of the fish
3. Market form of the fish
3. Analysis What type of fish is that?
(10 minutes) Do they have a scale?
How are we going to eviscerate the fish?
Why we need to eviscerate them?
4. Abstraction Let each group perform the ff.:
( 35 minutes) 1.Scaling,
2.Filleting fish
3.Skinning
4. Deboning.
5. Application After they perform the activity in preparing the fish, they will going to cook the fish and present with
(30 minutes) garnish.
1.Escabetse
2.Fish Fillet
Assessment Rubrics for the Preparation:
( 15 minutes) 4 – Can perform the skills without supervision and with initiative and adaptability to problem situations.
3- Can perform the skill satisfaction without assistance or supervision
2 – Can perform the skills satisfactorily but requires some assistance and/or supervision
1 – Can perform part of the skill satisfactorily, but requires considerable assistance and or supervision.
Assignment Study for the Summative test and review for the final examination
(10 minutes)
Remarks
Reflections
BBBBB. No. of
learners who earned
CCCCC. No. of
remediation.
DDDDD. Did the
No. of learners who
lesson.
EEEEE. No. of
FFFFF. Which of my
Why did these work?
GGGGG. What
difficulties did I
encounter which my
can help me solve?
HHHHH. What
materials did I
teachers?
Bibliography

87. Answer Key …
88. Handouts …
90. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Present and Perform Fin Fish Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Prepare and present independently and creatively fish dish.
to be developed
Learning Objectives 36. Determine the type of fish and the possible fish dish.
37. Prepare and Present the fish dish.
38. Design and garnish the fish dish.
Content Prepare and present fish dish

Learning Resources LM, TG (Cookery) , fish and materials for cooking
Procedures
2. Activity Batch the class into 2:

(15 minutes) Batch one will be the first to perform while the next batch will perform next meeting:
At the same time, the batch 2 will be given an activity to do, compilation of activity and writing their
project plan.
Let the learners identify the different fish they brought.
1.Name of the fish,
2.Classification of the fish
3. Market form of the fish
3. Analysis What type of fish is that?
(10 minutes) Do they have a scale?
How are we going to eviscerate the fish?
Why we need to eviscerate them?
4. Abstraction Let each group perform the ff.:
( 35 minutes) 1.Scaling,
2.Filleting fish
3.Skinning
4. Deboning.
5. Application After they perform the activity in preparing the fish, they will going to cook the fish and present with
(30 minutes) garnish.
1.Escabetse
2.Fish Fillet
Assessment Rubrics for the Preparation:
( 15 minutes) 4 – Can perform the skills without supervision and with initiative and adaptability to problem situations.
3- Can perform the skill satisfaction without assistance or supervision
2 – Can perform the skills satisfactorily but requires some assistance and/or supervision
1 – Can perform part of the skill satisfactorily, but requires considerable assistance and or supervision.
Assignment Batch 2 you are the next to perform so bring all the necessary materials needed for the presentation.
(10 minutes)
Remarks
Reflections
IIIII. No. of learners who

earned 80% in the
evaluation.
JJJJJ. No. of
remediation.
KKKKK. Did the
No. of learners who
lesson.
LLLLL. No. of
MMMMM. Which of my
Why did these work?
NNNNN. What
difficulties did I
encounter which my
can help me solve?
OOOOO. What
materials did I
teachers?
Bibliography

93. Answer Key …
94. Handouts …
96. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 17&18,2018 Quarter: Duration: 120 mins.
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Conduct final Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings To determine the learners knowledge of the lesson.
to be developed
Learning Objectives 1. Determined the learners understanding of the lesson by giving a Summative test.
2. Conduct and measure learners understanding of the coverage of the final examination.
3. Develop and appreciate that their labor in not in vain.
Content Summative test

Learning Resources LM, TG (Cookery) , picture
Procedures

(20 minutes) Each group will be given 15 minutes to a topic to
 Summarize,
 Create questions from the topic.
3. Analysis
(10 minutes) Sharing of Ideas and Art of Questioning to the class.
4. Abstraction Conduct Review of the ff.topic:

( 40 minutes) Vegetable dishes
Seafoods dishes
Method of Cooking
5. Application Since this is the last sem for this quarter,Another sem,and the last fight for you in SHS.
(20 minutes) Identify your priorities,How are you going to achieve your priorities?
Assessment Create a flowchart of your priorities?

( 10 minutes)
Assignment Study and Prepare for the final Examination tomorrow.

(10 minutes)
Remarks
Reflections
PPPPP. No. of
learners who earned
QQQQQ. No. of
remediation.
RRRRR. Did the
No. of learners who
lesson.
SSSSS. No. of
TTTTT. Which of my
Why did these work?
UUUUU. What
difficulties did I
encounter which my
can help me solve?
VVVVV. What
materials did I
teachers?
Bibliography

99. Answer Key …
100. Handouts …
102. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Conduct Review of the Lesson Code: TLE_HECK9-12VD-IIe-14

Key Concepts/ Understandings Understand the result of learning.
to be developed
Learning Objectives 39. Idenfity the coverage for the final exam.
40. Conduct lesson Review
3.Develop the characteristics of Valuing the Priorities.
Content Review
Procedures

(20 minutes) Each group will be given 15 minutes to a topic to
 Summarize,
 Create questions from the topic.
3. Analysis
(10 minutes) Sharing of Ideas and Art of Questioning to the class.
4. Abstraction Conduct Review of the ff.topic:

( 40 minutes) Vegetable dishes
Seafoods dishes
Method of Cooking
5. Application Since this is the last sem for this quarter,Another sem,and the last fight for you in SHS.
(20 minutes) Identify your priorities,How are you going to achieve your priorities?
Assessment Create a flowchart of your priorities?

( 10 minutes)
Assignment Study and Prepare for the final Examination tomorrow.

(10 minutes)
Remarks
Reflections
WWWWW. No. of
learners who earned
XXXXX. No. of
remediation.
YYYYY. Did the
No. of learners who
lesson.
ZZZZZ. No. of
AAAAAA. Which of my
Why did these work?
BBBBBB. What
difficulties did I
encounter which my
can help me solve?
CCCCCC. What
materials did I
teachers?
Bibliography

105. Answer Key …
106. Handouts …
108. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
Learning Competency/ies: Identify the type,varieties,market forms,nutritive value and Code: TLE_HECK9-12VD-IIe-14
composistion of fish and seafoods.
Key Concepts/ Understandings Learn the types of seafoods,variety anf market form of fish and seafoods.
to be developed
Learning Objectives 41. Identify the steps in preparing the fish for cooking.
42. Determined the ways of thawing frozen fish.
43. Recognize safety practices of OHS
Content Types of Seafood,Variety of Fish,Market form of Fish.
Procedures
2. Activity Pre-test:
(15 minutes) Write C if the Statement is Correct and change the word or group of words if the statement is incorrect
1.Lean fish contain less fat/
2.White fish contain more fat.
3.The whole fish only the entrails removed is a dressed fish.
3. Analysis How are fish bought in the market?
(10 minutes) Why do you consider the market forms and cut of fish in preparing fish dishes.
DO you think seafoods are part of the diet?Why?
4. Abstraction Preparing Fish for Cooking:
( 35 minutes) 1.Scaling
2.Cutting of Tails and Fins
3.Eviscerating
4.Cleansing
Methods of Thawing Frozen Fish
Occupational Health and Safety Procedure.
5. Application How are fish prepared for cooking?How about shellfish?
(30 minutes) Define OHS?
Assessment Answer the ff.question:

( 15 minutes) 1.What would you do if your workplace is hazardous to your health.
Assignment Bring any fish next meeting.

(10 minutes)
Remarks
Reflections
DDDDDD. No. of
learners who earned
EEEEEE. No. of
remediation.
FFFFFF. Did the
No. of learners who
lesson.
GGGGGG. No. of
HHHHHH. Which of my
Why did these work?
IIIIII. What difficulties did I
encounter which my
can help me solve?
JJJJJJ. What
materials did I
teachers?
Bibliography

111. Answer Key …
112. Handouts …
114. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:October 10-11, 2018 Quarter: Duration: 120 mins.
Time:8:00-10:00Mon.&Tue. 2
to be developed
Learning Objectives 44. Identify the steps in processing fish
45. Describe the market forms of fish and shellfish.
46. Recognize the characteristics of fish and shellfish.
Procedures
2. Activity Unlocking of words:

(15 minutes) 1.Bivalve – mollusk with two halved shell covering.
3.Stale – not fresh
4.Crustaceans – are animals with segmented shells and jointed legs
5.Drawn – viscera removed.
3. Analysis In balance diet, What sources of food that are rich in natural iodine, protein, calcium, phosphorus and
(10 minutes) omega 3?
What do you called the food that comes from the sea?
4. Abstraction Classification of Seafoods:
( 35 minutes) 1.Fin fish – fish with fins and internal skeleton
 Saltwater
 Freshwater
2.Shellfish – fish with external fish but no internal bone structure. They have hard outer shells. Most of
shellfish are lean and contain little fat.
 Mollusk
 Crustaceans
Market forms of fish:
 Whole or round
 Drawn
 Dressed
 Steak
 Fillet
 Butterflied fillet
 Stick or tranches
5. Application How are crustaceans different from mollusks?
(30 minutes) How are shellfish bought in the marker?
What are the characteristics of the fresh shellfish?
Assessment Let the learners answer the ff. questions:
( 15 minutes) 1.How are fish classified? Give example.
2. How do you describe a fresh fish?
(10 minutes)
Remarks
Reflections
KKKKKK. No. of
learners who earned
LLLLLL. No. of
remediation.
MMMMMM. Did the
No. of learners who
lesson.
NNNNNN. No. of
OOOOOO. Which of my
Why did these work?
PPPPPP. What
difficulties did I
encounter which my
can help me solve?
QQQQQQ. What
materials did I
teachers?
Bibliography

117. Answer Key …
118. Handouts …
120. Others
SCHOOL HEAD
Time:8:00-10:00Mon.&Tue. 2
to be developed
Learning Objectives 1.Identify the types of seafoods
2. Describe the market forms of fish and shellfish.
3. Recognize the characteristics of fish and shellfish.
Procedures
2. Activity Unlocking of words:

(15 minutes) 1.Bivalve – mollusk with two halved shell covering.
3.Stale – not fresh
4.Crustaceans – are animals with segmented shells and jointed legs
5.Drawn – viscera removed.
3. Analysis In balance diet, What sources of food that are rich in natural iodine, protein, calcium, phosphorus and
(10 minutes) omega 3?
What do you called the food that comes from the sea?
4. Abstraction Classification of Seafoods:
( 35 minutes) 1.Fin fish – fish with fins and internal skeleton
 Saltwater
 Freshwater
2.Shellfish – fish with external fish but no internal bone structure. They have hard outer shells. Most of
shellfish are lean and contain little fat.
 Mollusk
 Crustaceans
Market forms of fish:
 Whole or round
 Drawn
 Dressed
 Steak
 Fillet
 Butterflied fillet
 Stick or tranches
5. Application How are crustaceans different from mollusks?
(30 minutes) How are shellfish bought in the marker?
What are the characteristics of the fresh shellfish?
Assessment Let the learners answer the ff. questions:
( 15 minutes) 1.How are fish classified? Give example.
2. How do you describe a fresh fish?
(10 minutes)
Remarks
Reflections
RRRRRR. No. of
learners who earned
SSSSSS. No. of
remediation.
TTTTTT. Did the
No. of learners who
lesson.
UUUUUU. No. of
VVVVVV. Which of my
Why did these work?
WWWWWW. What
difficulties did I
encounter which my
can help me solve?
XXXXXX. What
materials did I
teachers?
Bibliography

123. Answer Key …
124. Handouts …
126. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:September 12-13, 2018 Quarter: Duration: 120 mins.
Time:8:00-10:00 WED. &THU. 2
Learning Competency/ies: Prepare suitable Sauces and accompaniment in serving vegetable Code: TLE_HECK9-12VD-IId-11
dishes.
Key Concepts/ Understandings Determine the sauce appropriate with the dish presented.
to be developed
Learning Objectives 1.Determined the diff. sauces appropriate with the dish.
2.Create your own sauce for a deep fry vegetables.
3.Display creatively the prepare sauce with vegetables.
Content Preparation of sauces and accompaniment for serving vegetables.
Learning Resources LM, TG (Cookery) , Recipe, ingredients, tools and equipment
Procedures
Define plating.
2. Activity What are the common ways of cooking vegetables?

(15 minutes)  Blanching
 Sauteing Vegetables
 Boiled vegetables
What is the accompaniment of vegetables?
3. Analysis Why it is need to cook the green leafy vegetable uncover?
(10 minutes)
What is a common sauce for the deep fry vegetables?
4. Abstraction Vegetables can be eaten raw or cooked but it much more appreciated if it is cooked and with sauce.
( 35 minutes)
5. Application Prepare a sample sauce:

(30 minutes) Sweet and Sour Sauce
Basic Sauce for deep fry.
Ginger Sauce
Assessment In pickled vegetable what use appropriate for this menu.
( 15 minutes) How to prepare the ginger sauce.
Assignment Read the nest topic about sea foods on page 157-160.
(10 minutes)
Remarks
Reflections
YYYYYY. No. of
learners who earned
ZZZZZZ. No. of
remediation.
AAAAAAA. Did the
No. of learners who
lesson.
BBBBBBB. No. of
CCCCCCC. Which of my
Why did these work?
DDDDDDD. What
difficulties did I
encounter which my
can help me solve?
EEEEEEE. What
materials did I
teachers?
Bibliography

129. Answer Key …
130. Handouts …
132. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:September, 2018 Quarter: Duration: 120 mins.
Time:8:00-10:00 WED. &THU. 2
Learning Competency/ies: Present vegetable dishes Code: TLE_HECK9-12VD-IId-11

Key Concepts/ Understandings Prepare and present vegetable Dishes
to be developed
Learning Objectives 1.Identify the ingredients and measure using the tools and equipment.
2.Prepare and present their vegetable dish.
3.Describe the feelings of earning income through their hard work.
Content Prepare Suggested projects:Variuos vegetable dishes
Procedures
2. Activity Go to their original group and prepare the ingredients using the tools and equipment.
(15 minutes) Group 1 and 2 – Pinakbet
Group 3 – Lumpia
Group 4 – Mongo with egg
3. Analysis How much is the total cost of your menu?

(10 minutes)
How to get the mark up price in your project plan?
4. Abstraction The teacher observe each group in preparing their menu and guide them as they prepare it.
( 35 minutes)
5. Application Observe the group if they cooperate in cooking their dish.

(30 minutes)
Assessment Your performance will be rated using the rubrics below:

( 15 minutes)
Criteria Very Satisfactory 3 Satisfactory 2 Unsatisfactory 1

Mise en Place / Wear cooking outfit, Wear cooking outfit, Wear cooking outfit,
Workmanship always maintain sometimes maintain seldom maintain
cleanliness in the cleanliness in the cleanliness in the
working area working area working area
General Characteristics of Characteristics of Characteristics of
Appearance Vegetable dishes Vegetable dishes Vegetable dishes
are evident are partly evident are slightly evident
Profit More that 25% Lower than 25% of No profit
Mark up price. the mark up price
Assignment Read the nest topic about seafoods on page 157-160.
(10 minutes)
Remarks
Reflections
FFFFFFF. No. of
learners who earned
GGGGGGG. No. of
remediation.
HHHHHHH. Did the
No. of learners who
lesson.
IIIIIII. No. of learners who
continue to require
remediation.
JJJJJJJ. Which of my
Why did these work?
KKKKKKK. What
difficulties did I
encounter which my
can help me solve?
LLLLLLL. What
materials did I
teachers?
Bibliography

135. Answer Key …
136. Handouts …
138. Others
SCHOOL HEAD
Time:8:00-10:00 WED. &THU. 2

to be developed
Learning Objectives 1.Identify the ingredients and measure using the tools and equipment.
2.Prepare and present their vegetable dish.
3.Describe the feelings of earning income through their hard work.
Content Prepare Suggested projects:Variuos vegetable dishes
Procedures
2. Activity Go to their original group and prepare the ingredients using the tools and equipment.
(15 minutes) Group 1 and 2 – Pinakbet
Group 3 – Lumpia
Group 4 – Mongo with egg
3. Analysis How much is the total cost of your menu?

(10 minutes)
How to get the mark up price in your project plan?
4. Abstraction The teacher observe each group in preparing their menu and guide them as they prepare it.
( 35 minutes)
5. Application Observe the group if they cooperate in cooking their dish.

(30 minutes)

( 15 minutes)

Profit More that 25% Lower than 25% of No profit
Mark up price. the mark up price
Assignment Read the nest topic about seafoods on page 157-160.

(10 minutes)
Remarks
Reflections
MMMMMMM. No. of
learners who earned
NNNNNNN. No. of
remediation.
OOOOOOO. Did the
No. of learners who
lesson.
PPPPPPP. No. of
QQQQQQQ. Which of my
Why did these work?
RRRRRRR. What
difficulties did I
encounter which my
can help me solve?
SSSSSSS. What
materials did I
teachers?
Bibliography

141. Answer Key …
142. Handouts …
144. Others
SCHOOL HEAD
Time:8:00-10:00 Mon. & Tue. 2
to be developed
Learning Objectives 4. Perform Mise en Place
5. Perform the suggested Vegetable dish Cucumber Pineapple Salad.
6. Appreciate the simple refreshing Side dish.
Content Suggested projects:Variuos vegetable dishes
Procedures
2. Activity Ask the learners about the different Appetizer they know.
(15 minutes) The teacher will going to demonstrate on hoe to perform the cucumber pineapple salad.
3. Analysis After the activity let the learners answer the ff. question:
(10 minutes) 1.What is appetizer?
2.Why we need appetizer in our meal?
4. Abstraction Group Activity:

( 35 minutes) Each group will prepare all the ingredients they have and each group will prepare their Salad as
appetizer.
5. Application Each group should help one another in preparing the vegetable dish. Follow the recommended recipe
(30 minutes) given. Apply the proper way of cooking vegetable dish. Present creatively with garnish.

( 15 minutes)

Mise en Place / Wear cooking outfit,Wear cooking outfit, Wear cooking outfit,
Taste /Flavor Original taste of Original taste of Original taste of
vegetable is presentvegetable is partly vegetable poorly
present retained
Speed Finished less than Finished within the Finished more than
the allotted time allotted time the allotted time
Assignment Next meeting another round of cooking and this time you are going to sell your product. Prepare all the
(10 minutes) necessary materials need.
Remarks
Reflections
TTTTTTT. No. of
learners who earned
UUUUUUU. No. of
remediation.
VVVVVVV. Did the
No. of learners who
lesson.
WWWWWWW. No. of
XXXXXXX. Which of my
Why did these work?
YYYYYYY. What
difficulties did I
encounter which my
can help me solve?
ZZZZZZZ. What
materials did I
teachers?
Bibliography

147. Answer Key …
148. Handouts …
150. Others
SCHOOL HEAD
Time:8:00-10:00 Wed.& Thur. 2

to be developed
8. Measure the right amount of ingredients and follow the recipe in cooking vegetable dishes.
9. Present creatively the vegetable dishes prepared.
Procedures
2. Activity 2nd Batch of Cooking: The learners will going to prepare 2 dishes
(15 minutes)
Let the learners go to their original group for the preparation of vegetable dish. Let each group will going
Perform Mise en Place. After preparing, each group will going to demonstrate in front of the class the first
dish for the group.
3. Analysis Name the Cooking method of Vegetable dishes.
(10 minutes)
What is lacking of your ingredients?
4. Abstraction Group Performance:
( 35 minutes) Group1 -Braised Celery
Group 2 - Sauteed Mushroom
Group 3-Vegetable Tagliatelle
Group 4-Lumpiang Ubod with Egg wrapper
Group 5- Glazed sweet potato
(30 minutes) given. Apply the proper way of cooking vegetable dish. Present creatively with garnish.
( 15 minutes)

vegetable is present vegetable is partly vegetable poorly
present retained
Remarks
Reflections
AAAAAAAA. No. of
learners who earned
BBBBBBBB. No. of
remediation.
CCCCCCCC. Did the
No. of learners who
lesson.
DDDDDDDD. No. of
EEEEEEEE. Which of my
Why did these work?
FFFFFFFF. What
difficulties did I
encounter which my
can help me solve?
GGGGGGGG. What
materials did I
teachers?
Bibliography

153. Answer Key …
154. Handouts …
156. Others

SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date:September 17-18 Quarter: 2 Duration: 120 mins.
2018
to be developed
11. Measure the right amount of ingredients and follow the recipe in cooking vegetable dishes.
12. Present creatively the vegetable dishes prepared.
Procedures
2. Activity Ist Batch:
(15 minutes) They will Cook 2 vegetable dishes but you are only to prepare 1 today.
Next dish will be the 2nd batch.
Let the learners go to their original group for the preparation of vegetable dish.Let each group will going
Perform Mise en Place.After preparing,each group will going to demonstrate in front of the class.
3. Analysis
(10 minutes) What is the recipe you are going to cook?
What type of Cooking method of the vegetable dish you prepare?
How would you encourage your classmate to perform the dish you are going to prepare?
4. Abstraction Group Performance:

( 35 minutes) Group – Glazed Sweet Potato
Group 2- Vegetable Tagliatelle
Group 3- Lumpiang Ubod with Egg wrapper
Group4- Sauteed Mushroom
Group 5 - Braised Celery
(30 minutes) given. Apply the proper way of cooking vegetable dish.

( 15 minutes)

vegetable is present vegetable is partly vegetable poorly
present retained
Remarks
Reflections
HHHHHHHH. No. of
learners who earned
IIIIIIII. No. of
remediation.
JJJJJJJJ. Did the
No. of learners who
lesson.
KKKKKKKK. No. of
LLLLLLLL. Which of my
Why did these work?
MMMMMMMM. What
difficulties did I
encounter which my
can help me solve?
NNNNNNNN. What
materials did I
teachers?
Bibliography

159. Answer Key …
160. Handouts …
162. Others
SCHOOL HEAD
DLP NO.: Learning Area: TVL-Cookery Grade Level: 12 Date: July 2, 2018 Quarter: 1 Duration: 120 mins.
Learning Competency/ies: Perform Mise en place Code: TLE_
to be developed
Learning Objectives 13. Determined the diff. sources of starch and cereals
14. Differentiate the sources of Starch and Cereals from one another
15. Value of cooking Pasta
Content
Learning Resources LM, TG (Cookery) , Pictures
Procedures
2. Activity Unlocking of Words: Write the correct spelling of the ff. words.
(15 minutes) 1.Pericarp – the ripened and variously modified walls of plant ovary
2.Metabolization – process of changing food
3.Glucose – type of sugar that found in plants and fruits
4.Kernel – small soft part inside the seeds or nut
5.Maize- known as corn
6-10 true or false
3. Analysis
(10 minutes) After doing the activity, they will be asked to answer the following questions:
1.What are the sources of Starch and Cereals?
2.Why do we need to include cereals in our meal?
4. Abstraction Kinds of flour:

( 35 minutes) 1.White flour – contains 70-72% of whole grain. Ex. APF
2. Wholemeal flour – 100% of the wholegrain
3.Wheatmeal flour – 90% of whole grain
4.Self-rising flour with cream of tartar/soda
Sources of Starch and Cereals:
Wheat,oats,barley,maize,rice, tapioca,sago and arrowroot
Method of Cooking Starch and Cereals;
1.Boiling
2.Toasting
Cooking Methods:
Al dente – to the tooth, exact cooking.
5. Application Group Activity: Starch and Cereals talk.

(30 minutes) Mechanics: Each group has a representative to talk about their stand based on the ff. question.
1.What is your favourite delicacy/snacks/menu of foods you prefer?Why
2. Methods of cooking? Dry heat/Moist Heat
3. Rice or Corn?
4.Al dente
Assessment Rubrics of the Starch and Cereals talk.5

( 15 minutes) Thoughts – 10points
Deliberation -10 points
Compose – 10 points
Assignment Draw by lot of the recipe to be perform next meeting as their performance. Group meeting about the
(10 minutes) necessary materials to bring.
Remarks
Reflections
OOOOOOOO. No. of
learners who earned
PPPPPPPP. No. of
remediation.
QQQQQQQQ. Did the
No. of learners who
lesson.
RRRRRRRR. No. of
SSSSSSSS. Which of my
Why did these work?
TTTTTTTT. What
difficulties did I
encounter which my
can help me solve?
UUUUUUUU. What
materials did I
teachers?
Bibliography

165. Answer Key …
166. Handouts …
168. Others
SCHOOL HEAD
to be developed
Content
Procedures
6-10 true or false
3. Analysis

1.Boiling
2.Toasting
Cooking Methods:

3. Rice or Corn?
4.Al dente

Remarks
Reflections
VVVVVVVV. No. of
learners who earned
WWWWWWWW. N
o. of learners who
require additional
activities for
remediation.
XXXXXXXX. Did the
No. of learners who
lesson.
YYYYYYYY. No. of
ZZZZZZZZ. Which of my
Why did these work?
AAAAAAAAA. What
difficulties did I
encounter which my
can help me solve?
BBBBBBBBB. What
materials did I
teachers?
Bibliography

171. Answer Key …
172. Handouts …
174. Others
SCHOOL HEAD
to be developed
Content
Procedures
6-10 true or false
3. Analysis

1.Boiling
2.Toasting
Cooking Methods:

3. Rice or Corn?
4.Al dente

Remarks
Reflections
CCCCCCCCC. No. of
learners who earned
DDDDDDDDD. No. of
remediation.
EEEEEEEEE. Did the
No. of learners who
lesson.
FFFFFFFFF. No. of
GGGGGGGGG.Which of my
Why did these work?
HHHHHHHHH. What
difficulties did I
encounter which my
can help me solve?
IIIIIIIII. What
materials did I
teachers?
Bibliography

177. Answer Key …
178. Handouts …
180. Others
SCHOOL HEAD

Detailed Lesson Plan Format Teaches SWOT Analysis & Product Development

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Detailed Lesson Plan Format Teaches SWOT Analysis & Product Development

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DETAILED LESSON PLAN (DLP) FORMAT

Learning Competency/ies: Environment and Market Code: TLE_9-12EM-00-1

Learning Resources LM, TG ,PPP

2. Activity Think Pair Share.

A. No. of learners who

Prepared By: LELANI S. PACAÑA

Teacher Noted by: JUSTINA A. DINOPOL

Learning Competency/ies: Personal Entrepreneurial Competencies Code: TLE_

Learning Resources LM, TG

H. No. of learners who

Appendices: (attach all materials that will be used)

Prepared By: LELANI S. PACAÑA

Teacher Noted by: JUSTINA A. DINOPOL

Content Conduct Semi-final Test

Learning Resources LM, TG (Cookery)

2. Activity Instruction given to the class for semi-final test.

3. Analysis What is your goal for this semi-final test?

5. Application Checking of the paper.

Assignment 1st Batch Tuesday - Perform the 7 dishes.

O. No. of learners who

Appendices: (attach all materials that will be used)

Teacher Noted by: JUSTINA A. DINOPOL

DETAILED LESSON PLAN (DLP) FORMAT

Content Perform and present meat dishes

Learning Resources LM, TG (Cookery),PPT

3. Analysis How do you characterize a good quality pork?

4. Abstraction Discuss the kinds of meat

V. No. of learners who

Prepared By: LELANI S. PACAÑA

Teacher Noted by: JUSTINA A. DINOPOL

DETAILED LESSON PLAN (DLP) FORMAT

Content Prepare and present soup

Learning Resources LM, TG (Cookery)

3. Analysis What are the ingredients in your soup presentation?

5. Application Let each group present the soup.

Assessment Rubrics in preparing Soup

CC. No. of learners who

Appendices: (attach all materials that will be used)

Prepared By: LELANI S. PACAÑA

Teacher Noted by: JUSTINA A. DINOPOL

DETAILED LESSON PLAN (DLP) FORMAT

Learning Competency/ies: Prepare meat dishes Code: TLE_HECK9-12

Content Cook Meats and Cuts

Learning Resources LM, TG (Cookery)

2nd HOUR SUMMATIVE TEST

3. Analysis Identify the method of cooking.

4. Abstraction Present the PPP about meat.

Assessment Checking of the test answer and record their score.

Assignment Present a well-plated soup. Choose 1 soup in the recommended activity.

JJ. No. of learners who

Appendices: (attach all materials that will be used)

Teacher Noted by: JUSTINA A. DINOPOL

DETAILED LESSON PLAN (DLP) FORMAT

Content Perform and Cook Meat

Learning Resources LM, TG (Cookery) , Recipe,ingredients,tools and equipment

4. Abstraction Braised Short Ribs

3pcs. Short ribs

3.Prepare for stock.

5. Application How do you find the preparation of the braised ribs?

Assessment A. Product Very Good Good 3 Fair 2 Poor 1

Appendices: (attach all materials that will be used)

Prepared By: LELANI S. PACAÑA Noted by: JUSTINA A. DINOPOL