K TO 12 School NICANOR ZABALA NATIONAL HIGH Grade Level 9

DAILY LESSON LOG SCHOOL

Teacher JACKIE LOU S. VILLARBA Learning Area Cookery
Teaching Dates and Time Week 2 Quarter 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
The learners demonstrate an understanding how to prepare sandwiches.
Standards
B. Performance
Standards The learners independently prepare sandwiches
C. Learning
Competencies / LO 4. Storing sandwiches
Objectives
Write the LC 2.5 Prepare sandwiches 2.5 Prepare sandwiches 2.5 Prepare sandwiches 2.5 Prepare sandwiches
code for each using sanitary practices using sanitary practices using sanitary practices using sanitary practices
(Group 2) (Group 3) (Grade 4) (Grade 5)

12. Safe and hygienic practices in storing sandwiches

II. CONTENT
13. Required temperature in storing sandwiches
III. LEARNING RESOURCES
A. References
1. Teacher’s TLE_HECK9- 12SW-IIIj-14
Guide pages
2. Learner’s Page 182-184
Materials pages
3. Textbook Cookery 9 LM
pages
4. Additional
Materials from
Learning
Resource (LR)
portal

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B. Other .
Learning
Resources
IV.
PROCEDURES
A. Reviewing Students will be Students will be
previous lesson Students will be orientation Students will be orientation on orientation on orientation on sanitary Submission of students’
or presenting on sanitary practices during sanitary practices during sanitary practices practices during output
the new lesson practicum practicum during practicum practicum
Paper works:
School reports
DLL
Checking of papers
Recording of scores
Interventions
Other ancillary tasks
B. Establishing
a purpose for Checking students
Checking students
the lesson Checking students tools Checking students tools and tools and PPE’s and
tools and PPE’s and
and PPE’s and ingredients in PPE’s and ingredients in making ingredients in
ingredients in making a
making a simple sandwich a simple sandwich making a simple
simple sandwich
sandwich
C. Presenting
examples/ Video lesson on how to make Video lesson on how to make a Video lesson on how Video lesson on how to
instances of the a sandwich. sandwich. to make a sandwich. make a sandwich.
new lesson
D. Discussing
new concepts Students making their Students making their Sandwich. Students making Students making their
and practicing Sandwich. Students making their Sandwich their Sandwich. Sandwich.
new skills #1 Students making their recipe book Students making Students making their
Sandwich recipe book their Sandwich Sandwich recipe book
Individual Activity: recipe book
Individual Activity: Page 153 LM Individual Activity:
Page 153 LM Hot or Cold? Individual Activity: Page 153 LM
Hot or Cold? Page 153 LM Hot or Cold?
Directions: Classify the following Hot or Cold?
Directions: Classify the sandwiches either Hot or Cold Directions: Classify the
following sandwiches either sandwiches. Write your answer Directions: Classify following sandwiches
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 Hot or Cold sandwiches. in your test notebook. the following either Hot or Cold
Write your answer in your Why is do we have to classify sandwiches either sandwiches. Write your
test notebook. different types of sandwiches? Hot or Cold answer in your test
Why is do we have to classify sandwiches. Write notebook.
different types of Student will enumerate your answer in your Why is do we have to
sandwiches? classification of sandwiches and test notebook. classify different types
give an example of its ingredient. Why is do we have of sandwiches?
Student will enumerate to classify different
classification of sandwiches types of Student will enumerate
and give an example of its sandwiches? classification of
ingredient. sandwiches and give an
Student will example of its
enumerate ingredient.
classification of
sandwiches and give
an example of its
ingredient.
E. Discussing Student will enumerate Student will enumerate Student will Student will enumerate
new concepts ingredients used in a ingredients used in a sandwich enumerate ingredients used in a
and practicing sandwich and identify in and identify in which component ingredients used in a sandwich and identify
new skills #2 which component does it does it belong. sandwich and in which component
belong. identify in which does it belong.
component does it
belong.
F. Developing Activity sheets on the different Activity sheets on Activity sheets on the
mastery (Leads Activity sheets on identifying types of bread used in preparing the different types different types of bread
to Formative components of a sandwich sandwiches of bread used in used in preparing
Assessment 3) preparing sandwiches
sandwiches
G. Finding Ask students which recipe in Ask students which Ask students which
practical Ask students which recipe in their album are easier to prepare recipe in their recipe in their album
applications of their album are easier to and available in their area? album are easier to are easier to prepare
concepts and prepare and available in prepare and and available in their
skills in daily available in their area?
their area?
living area?

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H. Making Why is it important to identify Why is it important Why is it important to
generalizations Why is it important to components of a sandwich. to identify identify components of
and identify components of a components of a a sandwich.
abstractions sandwich. sandwich.
about the
lesson
I. Evaluating Evaluating the product,
Evaluating the product, Post – test on proper
learning Evaluating the product, sanitary sanitary practices and
sanitary practices and the storing of a
practices and the cleanliness of the cleanliness of the
cleanliness of the kitchen sandwiches and
the kitchen premises. kitchen premises using
premises. ways on storing
rubric.
sandwiches
J. Additional Assignment:
activities for Assignment: Assignment: Assignment:
application or BRING YOUR OWN
remediation Compile all quizzes in your Compile all quizzes in your PACKAGING Compile all quizzes in
Journal folder. Journal folder. MATERIAL FOR your Journal folder.
SANDWICHES.

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
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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?

Prepared by:

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JACKIE LOU S. VILLARBA
Teacher I

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