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Detailed Lesson Plan (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Date:
DLP No.: 13 Learning Area: TLE Grade Level: 10 Quarter: 1 Duration: 2hour
Learning Competency/ies: Prepare Egg Dishes Code:
(Taken from the Curriculum Guide) TLE_HECK10ED-Ia-1
TLE_HECK10ED-Ib-d-2
TLE_HECK10ED-Ie-3
TLE_HECK10ED-Ie-4
Key Concepts / In the preparation of egg dishes, the first consideration is to identify the need tools and
Understandings to be equipment and how to clean and sanitize them after. Next consideration is to know what
Developed makes up an egg and appreciate other things about egg.
1. Objectives
Knowledge Identify the materials and ingredients used in preparing egg dish.
Skills Prepare egg dish.
Attitude Present egg dishes attractively.

2. Content Prepare Egg Dishes


Learning Resources Curriculum guide, Learning Module, Test Questionnaire
Realia (Material and Ingredients)
3. Procedures
Introductory Activity/ies
Checking the needed materials and ingredients by pair.

Giving of Instructions
The teacher will discuss the DO’s and DON’T’s during the performance test proper.

Test Proper

The students will prepare and present omelet egg dish.

Checking and Recording of


Scores The teacher will evaluate the student’s product using the given rubric and feed backing will
follow.
Prepare variety of fried egg (over medium) dish.
Your performance will be rated using the scoring rubric below:

4 Follows correctly the procedures in preparing and cooking fried egg and performs the skill very satisfactorily
without supervision and with initiative and adaptability to problem situations.
3 Follows correctly the procedures in preparing and cooking fried egg and performs the skill satisfactorily
without assistance or supervision.
2 Follows correctly the procedures in preparing and cooking fried egg with minor errors and performs the skill
less satisfactorily with some assistance and/or supervision.
1 Was not able to follow the procedures in preparing and cooking fried egg and performs the skill
unsatisfactorily.

4. Assessment /Evaluation The student’s will be evaluated based on their written and performance test results.

5. Assignment Answer the following questions:


1. Differentiate cereals from starch.
2. What are the tools and equipment needed in cooking starch and cereal dishes?
3. What are the common sources of starch?

Name: School:
Position/Designation: Teacher 1 Division: CITY OF NAGA
Contact Number/s: Email address:
Detailed Lesson Plan (DLP)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Learning Area: TLE Grade Level: 10 Quarter: 1 Time:
Learning Competency/ies: Perform mise en place. Code:
(Taken from the Curriculum Guide) TLE_HECK10CD-If-5
Key Concepts / In the preparation of cereals and starch dishes, the first consideration is to identify the
Understandings to be needed tools and equipment.
Developed
1. Objectives
Knowledge Identify the tools and equipment needed in preparing cereals and starch dishes.
Skills Use the tools, and equipment based on prescribed standards.
Attitude State the importance of knowing the different tools and equipment needed in preparing
cereals and starch dishes.

2. Content Tools and Equipment Needed in Preparing Cereals and Starch Dishes
Learning Resources Curriculum guide, Learning Module, Realia (Material and Ingredients)
3. Procedures
Introductory The teacher let the students to arrange the given jumbled letters to form word/words. Then they are tasked also to say
Activity/ies something on the formed word/words.
Activity The teacher divides the class into five, each group will think-pair-and paste the given names and functions of the needed tools
and equipment in preparing cereals and starch dishes.
Analysis How was the activity given? Did you get the correct answers? What are the challenges met in doing the activity? What are the
tools and equipment needed in preparing cereals and starch dishes? Have you experienced using the different tools and
equipment at home? How did you use the different tools and equipment?

Abstraction The teacher will introduce the content through power point presentation.

Application With the same group, each group will choose a representative to demonstrate how to use the particular kitchen tool used in
preparing cereals and starch dishes.
Rubric.
4 Performs the skill very satisfactorily without supervision and with initiative and adaptability to problem situations.

3 Performs the skill satisfactorily without assistance or supervision.

2 Performs the skill less satisfactorily with some assistance and/or supervision.

1 Was not able to perform the skill.

4. Assessment /Evaluation Identification.


1. Used for separating course particles of flour, sugar and powdered ingredients to retain finer textures.
Sifter
2. Used for cooking food by steaming. Steamer
3. Used for beating egg whites, egg yolk, creams and mayonnaise. Wire whip
4. Used for cutting, sectioning, and trimming raw meats. Butcher knife
5. Used for handling hot foods. Tongs
Essay.
6. Why is it necessary for to acquaint the different tools and equipment before preparing cereals and
starch?
7. As an aspiring chef, is it important to know on how to use the different tools and equipment needed in
preparing cereals and starch dishes? Why?
5. Assignment Enumerate the different kinds of starch and give its nutritional value.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
Date: AUGUST 1, 2018-Wednesday Learning Area: TLE Grade Level: 10 Quarter: 1 Time: 1:00-3:00PM
Learning Competency/ies: Prepare starch and cereal dishes. Code:
(Taken from the Curriculum Guide) TLE_HECK10CD-Ig-i-6
Key Concepts / Factors affecting starch paste viscosity and starch gel strength are determined.
Understandings to be
Developed
1. Objectives
Knowledge Determine the factors affecting starch paste viscosity and starch gel strength.
Skills Cook pasta properly following the prescribed standards..
Attitude State the importance of knowing factors affecting starch paste viscosity and starch gel
strength.

2. Content Prepare and Cook Starch and Cereal Dishes


Learning Resources Curriculum guide, Learning Module
3. Procedures
Activity The teacher divides the class into five; each group will be tasked to present a creative way on
their assigned topic.
I- Factors Affecting Starch Paste Viscosity and Starch Gel Strength
(Panel Discussion)
II- Functions of Starch and Application in Filipino Dishes (Rap)
III- Common Problems in Starch Cookery (News Casting)
IV- Principles of Cooking Cereals (Simulation)
V- Suggestions for Holding Pasta (Role Play)
Analysis How was the activity given? Did you get the correct answers? What are the challenges met
in doing the activity? What have you learned from the given activity? Why is it important
for you to know the factors that affect the starch paste viscosity and starch gel strength in
cooking pasta and cereals?
Have you experience cooking pasta at home? What are the common problems you have
met? How will correct the problems that you have experience at home now that you have
already known the principles of cooking pasta?
In cooking cereal products, what are the points that you should be observed? For you, how
will you define al dente?
Abstraction The teacher will introduce the content through power point presentation.
Application With the same group, each group will choose a representative to demonstrate how to cook pasta
properly.

How to Cook Pasta?

Materials needed:

 500g pasta
 Salt
 Water

Tools/equipment needed

 Burner
 Kettle
 Ladle
 Colander
Procedure for Cooking Pasta

1. Put 4 quarter water per 500 g of pasta in a kettle. Add 1 ½ teaspoon salt.
2. Boil the water rapidly and drop in the pasta. As it softens, stir gently to keep it from sticking
together and to the bottom. Continue to boil, stirring a few times.
3. Drain immediately in a colander as soon as it is al dente, and rinse with cold running water
until the pasta is completely cooled. If serve immediately, just drain well from hot water.

Your performance will be rated using the scoring rubric below:

4 Follows correctly the procedures in preparing and cooking pasta and performs the skill without
supervision.

3 Follows correctly the procedures in preparing and cooking pasta and performs the skill with
some assistance or supervision.

2 Follows correctly the procedures in preparing and cooking pasta with minor errors and performs
the skill with some assistance and/or supervision.

1 Was not able to follow the procedures in preparing and cooking pasta and was not able to
perform the skill.

4. Assessment /Evaluation A. Enumeration:

1-5 Factors affecting starch paste viscosity and starch gel strength

6-10 Common Problems in starch Cookery

B. Essay.

1. Why is it necessary for you follow the general rule for cooking pasta in boiling water?
2. Is it important for you to be familiar with different shapes of pasta? Why?

5. Assignment Complete the table below.


Cooking Chart for Various Pasta Shapes
Pasta Name Cooking Time Pasta Name Cooking Time
for al dente for al dente
Lasagna Ziti
Bow ties Fettucini
Wagon Wheels Rotini
Linguine Elbow Macaroni
Rigatoni Noodles
Spaghetti
Date: JULY 30, 2018- Monday Learning Area: TLE Grade Level: 10 Quarter: 1 Time: 1:00-3:00PM
Learning Competency/ies: Perform mise en place. Code:
(Taken from the Curriculum Guide) TLE_HECK10CD-If-5
Key Concepts / Classification of starch is determined.
Understandings to be Starch properties and reactions is identified.
Developed
1. Objectives
Knowledge Identify starch properties and reactions.
Skills Demonstrate the properties and reactions of starch.
Attitude State the significance of knowing the different properties and reactions of starch before
preparing starch dishes.

2. Content Starch Properties and Reactions


Learning Resources Curriculum Guide, Learning Module, Instructional Material, Internet Source, LED TV,
Audio/Visual Presentation
3. Procedures
Introductory Activity The teacher will show a short video about starch properties and reactions.
Activity The teacher divides the class into four; each group will present and discussed the assigned
topic through creative presentation.
1. Talk Show
2. Broad Casting
3. Role Play
4. Panel Interview

Analysis
How was the activity given? What are the challenges met in doing the activity? What are
the properties and reactions of starch? Why do we need to know the properties and reactions
of starch before preparing starch dishes?

Abstraction The teacher will introduce the content through power point presentation.

Application With the same group, each group will choose a representative to demonstrate the process of
forming dextrin by toasting flour for polvoron.
Rubric.
4 Performs the skill very satisfactorily without supervision and with initiative and
adaptability to problem situations.

3 Performs the skill satisfactorily without assistance or supervision.

2 Performs the skill less satisfactorily with some assistance and/or supervision.

1 Was not able to perform the skill.

4. Assessment /Evaluation Identification.


1. It is the process of forming dextrin. Dextrinization
2. The process in which starch molecules particularly the amylose fraction, re-
associate or bond together in an ordered structure after disruption by gelatinization.
Retrogadation
3. The resistance to flow, increase in thickness or consistency. Viscosity
4. These are partially hydrolyzed starches that are prepared by roasting. Dextrins
5. How is the oozing of liquid from gel when cut and allowed to stand called? Syneresis

5. Assignment What is the significance of knowing the properties and reactions of starch before preparing
cereals and starch dishes?
Date: AUGUST 8, 2018- Wednesday Learning Area: TLE Grade Level: 10 Quarter: 1 Time: 1:00-3:00PM
Learning Competency/ies: Prepare and Present Starch Dishes. Code:
(Taken from the Curriculum Guide) TLE_HECK10
Key Concepts / Ingredients needed in preparing Fettuccine Alfredo are identified.
Understandings to be
Developed
1. Objectives
Knowledge Identify the ingredients needed in preparing Fettuccine Alfredo.
Skills Prepare and present Fettuccine Alfredo
Attitude Show enthusiasm in doing the activity.

2. Content Prepare and Present Fettuccine Alfredo


Learning Resources Curriculum Guide, Learning Module, Audio/Visual Presentation, Kitchen Tools and
Utensils, Ingrdients
3. Procedures
Introductory Activity Checking the needed tools, utensils and ingredients by pair.

Giving of Instructions The teacher will discuss the DO’s and DON’T’s during the summative test proper and performance
test proper.
Performance Test The students will prepare and present Fettuccine Alfredo.
Proper
The teacher will evaluate the student’s product using the given rubric and feed backing will
Checking and follow.
Recording of Scores Your performance will be rated using the scoring rubric below:

P E R F O R M A N C E L E V E L

Dimensi
on

Excellent Very Satisfactory Satisfactory Needs No Points


Improvement Attempt
(8 pts.) (6 pts.) (4 pts.) Earned
(2 pt.) (0 pt.)

1. Use Uses tools and Uses tools and Uses tools and Uses tools and No
of tools equipment equipment correctly equipment correctly equipment attempt
and correctly and and confidently but less confidently incorrectly and
equipme confidently at most of the times sometimes less confidently
nt all times most of the time

2. Manifests very Manifests clear Manifests Manifests less No


Applicati clear understanding of understanding of the understanding of attempt
on of understanding the step- by-step step-by-step the step- by-step
procedu of the step- by- procedure procedure but procedure seeking
res step procedure sometimes seeks clarification most
clarification of the time

Works Works Works independently Works No


independently independently with with ease and independently but attempt
with ease and ease and confidence confidence with assistance
confidence at all most of the time sometimes from others most
times of the time

3. Observes safety Observes safety Observes safety Not observing No


Safety precautions at precautions most of precautions safety precautions attempt
work all times the time sometimes most of the time
habits

4. Final Output is very Output is very Output is presentable Output is not so No


Output presentable and presentable and and taste is little presentable and attempt
taste exceeds taste meets the below the standard. taste is not within
the standard. standard. the standard.

5. Time Work completed Work completed Work completed Work completed No


manage ahead of time within allotted time ___(mins./hours/days ___(mins./hours/d attempt
ment ) beyond ays) beyond

TOTAL POINTS

Interpretation of Scores:

38-48 = Excellent
27-37 = Very Good
16-26 = Fair
15 Below = Poor

4. Assessment /Evaluation The student’s will be evaluated based on their performance test results.

Note: Please see the attached performance test.

5. Assignment Study for the incoming first quarter assessment test.

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