Republic of the Philippines

Department of Education
REGION IV – A CALABARZON
SCHOOLS DIVISION OFFICE OF LAGUNA
J. SANTIAGO INTEGRATED HIGH SCHOOL
SANTA MARIA, LAGUNA

GRADE 1 to 12 School J. SANTIAGO INTEGRATED HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher MARIEL L. MADRIDEO Learning Area TLE-COOKERY
Teaching Dates and Time October 14-18, 2024 10:40-11:25, 1:55-2:40 Quarter Second Quarter
MONDAY-FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the Curriculum Guides.
A. Content Standard The learners demonstrate an understanding he knowledge, skills, and attitudes required in preparing appetizers
B. Performance
The learners independently prepare salad and dressing.
Standard
C. Learning LO 2. Prepare a variety of salads and dressings
Competency/Objective 2.1 identify the components of a salad 2.2 identify the factors to consider in salad preparation
s 2.3 select and use correct equipment in preparing
Write the LC code for each. salads and dressings
2.4 prepare a variety of salad
2.5 identify the different kinds of salad
dressings and their ingredients
2.6 prepare salad dressings
2.7 follow workplace safety procedures
TLE_HECK9- 12SD-IIb-g-8
I. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
PREPARE SALAD AND DRESSING (SD).
II. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A. References MELCS, LM, laptop, DLL
1. Teacher’s Guide Cookery 9- Learning Module
pages
2. Learner’s Materials K To 12 cookery Module pages 98-103
 pages MELCS page 414
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning TV, Laptop, Speaker, Projector, Multimedia site (Youtube), PPT, Kitchen tools, and equipment
Resource
III. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previous Pre-test
lesson or presenting Review of the previous lesson
the new lesson

B. Establishing a purpose To access prior knowledge, ask the students the following questions in English
for the lesson 1. What are the common ingredients used in making salads?
2. Can you name different types of dressings?
3. Have you ever prepared a salad before? If yes, what was your experience like?
C. Presenting Here are three ideas to get the students hooked and focused on the topic
examples/Instances of 1. Show a visually appealing image of a delicious salad and ask the students to describe it in English.
the new lesson 2. Conduct a quick poll asking students about their favorite salad and dressing combinations.
3. Share interesting facts about the health benefits of eating salads and how different dressings can enhance their taste.
D. Discussing new Activity 1: Salad Ingredient Hunt
concepts and Materials: Various salad ingredients, paper, pen
practicing new skills # Instructions: Divide the students into small groups. Provide them with a list of salad ingredients in
1 English. Each group must find the ingredients in the classroom or school garden. They should write down the English name of
each ingredient and its nutritional value. Use the rubric provided for grading.
Rubric:
- Correct identification of ingredients (10 points)
- Accurate description of nutritional value (10 points)
Activity 2: Dressing Creation

Materials: Assorted ingredients for dressings (such as olive oil, vinegar, herbs, etc.), mixing bowls, measuring utensils
Instructions: Demonstrate the process of making a basic dressing in English. Then, divide the students into pairs or small groups.
Provide them with different ingredients to create their own dressings. They should follow the instructions and measurements
provided. Use the rubric provided for grading Rubric:
- Correct measurements and ratios (10 points)
- Taste and flavor of the dressing (10 points)
Activity 3: Salad Presentation
 Materials: Various salad ingredients, dressing, serving plates, garnishes
Instructions: In pairs or small groups, students will create their own salads using the provided ingredients and dressing. They
should focus on presentation and garnishing techniques. Each group will present their salad to the class, explaining the
ingredients used and the nutritional value.

Use the rubric provided for grading.

Rubric:
- Creativity and presentation (10 points)
- Knowledge of ingredients and nutritional value (10 points)
E. Discussing new
concepts and
practicing new skills #
2
F. Developing mastery 1. Use multimedia presentations to explain the different types of salads and dressings, emphasizing their cultural significance.
(leads to Formative 2. Conduct a demonstration where the teacher prepares a salad and dressing while explaining the step-by-step process in
Assessment 3) English. Encourage student participation by asking questions and providing explanations.
G. Finding practical 1. Organize a salad-making competition where students can showcase their creativity in preparing salads and dressings. Invite
application of concepts judges to evaluate the dishes based on taste, presentation, and nutritional value.
and skills in daily living 2. Collaborate with the Home Economics department to organize a healthy food fair, where students can exhibit their salad-
making skills and promote healthy eating habits to the school community.
H. Making generalizations Students were able to perform the task of intended learning outcomes; they were able also to grasp necessary skills and apply it
and abstractions about effectively.
the lesson
I. Evaluating learning 1. Written test: Provide a quiz with questions about salad ingredients, dressings, and preparation techniques.
2. Practical assessment: Observe students while they prepare a salad and dressing, assessing their accuracy, hygiene
practices, and overall presentation.
J. Additional activities for For the assignment, ask students to create a recipe booklet featuring their favorite salad recipes and dressings. They
application or should include a brief description of each recipe, the ingredients needed, stepby-step instructions, and any additional
remediation tips. The booklet can be presented in English and can include visuals to make it more engaging.
IV. REMARKS
V. 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% 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?

PREPARED BY: CHECKED BY:

MARIEL L. MADRIDEO LORAVELLA R. DE CASTRO

Subject Teacher Teacher-in-Charge