Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Identify an egg's component and its nutritive value
Key Concepts /
Understandings to be Undestanding components of egg and its nutritive value
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The
fact or condition of
Remembering Identify the components of egg and nutritive value
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
Analyzing
deliberate, systematic,
and sustained effort to Explain why egg is very important in our body
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness of the Lesson

2. Content Components of Egg and nutritive value
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity What is considered a universal ingredient ? It can be used in baking and cooking
10 minutes
4.2 Activity
10 minutes
Provided a book in each group, Read pages 44- 46
4.3 Analysis
10 minutes
What is considered 67% of the weight of the egg? There are how components of
4.4 Abstraction
10 minutes
Components of Egg: White, yolk, chalaza, membranes, air cell, germinal disc and
4.5 Application
10 minutes
Oral Presentation: What do you think we considered an egg is very useful in our
4.6 Assessment Anlysis of Learners' Pencil-paper test: 1/4 sheet of paper, 1- 7, components of egg,
10 minutes Products 9. Considered 67% of the weight of the egg , 10. highest nutriti
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 1-2,2019
Code:
onent and its nutritive value TLE_HECK10ED-Ia-1
ents of egg and its nutritive value
OBJECTIVES:

ents of egg and nutritive value

very important in our body

Attributes

he Lesson
and nutritive value
nd CG

iversal ingredient ? It can be used in baking and cooking?

group, Read pages 44- 46

of the weight of the egg? There are how components of an egg?

hite, yolk, chalaza, membranes, air cell, germinal disc and shell

do you think we considered an egg is very useful in our body?

-paper test: 1/4 sheet of paper, 1- 7, components of egg, 8. the eggs outer covering,
sidered 67% of the weight of the egg , 10. highest nutritive value of egg.

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Identify and prepare ingredients according to standard recipes
Key Concepts /
Understandings to be Knowledge and skills on the preparation of ingredients
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The
fact or condition of
Remembering Identify the characteristics of quality fresh eggs
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
Analyzing
deliberate, systematic,
and sustained effort to Express ideas in choosing the right quality of the eggs for egg dishes
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content CHARACTERISTICS of Quality fresh Eggs and Ingredientss for Egg Dishes
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Where did you buy an egg? How did you choose egg?
10 minutes
4.2 Activity
10 minutes
Group yourselves: Answer the followings: A. Are techniques in buying egg? B. Wh
4.3 Analysis
10 minutes
Did you find difficult in answering the activity? What did you come with?
4.4 Abstraction The quality fresh eggs may be tested in two ways: water test and through its sme
10 minutes further)
4.5 Application ESSAY WRITING: Group 1-3, will write based on water testing, Group 4-7, will w
10 minutes appearnce.
4.6 Assessment Anlysis of Learners' Result of an ESSAY WRITING: 10 pts - concise and clear ideas
10 minutes Products concise, 5- not clear and concise
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 3-4,2019
Code:
gredients according to standard recipes TLE_HECK10ED-Ia-1
n the preparation of ingredients
OBJECTIVES:

eristics of quality fresh eggs

oosing the right quality of the eggs for egg dishes

Attributes

of Quality fresh Eggs and Ingredientss for Egg Dishes

nd CG

gg? How did you choose egg?

er the followings: A. Are techniques in buying egg? B. What are your basis?

nswering the activity? What did you come with?

may be tested in two ways: water test and through its smell and appearance (explain

p 1-3, will write based on water testing, Group 4-7, will write based on actual

of an ESSAY WRITING: 10 pts - concise and clear ideas, 7 pts- clear but not
e, 5- not clear and concise

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Identify the market forms and uses of eggs
Key Concepts /
Understandings to be Knowledge and skills of the market forms and uses of eggs
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The
fact or condition of
Remembering Identify the market forms and uses of eggs
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
Analyzing
deliberate, systematic,
and sustained effort to Determine the uses of egg in culinary
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content Market Forms and Uses of Egg in Culinary
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Review the past lesson on characteristics of eggs
10 minutes
4.2 Activity
Read pages 50-53 in cookery book
10 minutes
4.3 Analysis
10 minutes
What did learn in reading? What is the lesson all about? What are the market for
4.4 Abstraction Market Forms of Eggs: Fresh, Frozen and Dried Eggs and Uses eggs: emulsifier,
10 minutes cookery book pp. 50-53)
4.5 Application
10 minutes
Give example of recipe on the uses eggs as the following: binder, emulsifier, foam
4.6 Assessment Anlysis of Learners' Oral recitation: By group, What is the most common form of egg
10 minutes Products egg as foam being form? Give example of recipe as binder.
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 8-9,2019
Code:
ms and uses of eggs TLE_HECK10ED-Ib-d-2
the market forms and uses of eggs
OBJECTIVES:

forms and uses of eggs

of egg in culinary

Attributes

Uses of Egg in Culinary

nd CG

on characteristics of eggs

okery book

g? What is the lesson all about? What are the market forms of eggs?
Fresh, Frozen and Dried Eggs and Uses eggs: emulsifier,binder, foam etc…(refer

on the uses eggs as the following: binder, emulsifier, foam and thickening
ecitation: By group, What is the most common form of eggs in our community? How
s foam being form? Give example of recipe as binder.

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Identify the market forms and uses of eggs
Key Concepts /
Understandings to be Knowledge and skills of the market forms and uses of eggs
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The
fact or condition of
Remembering Identify the market forms and uses of eggs
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
Analyzing
deliberate, systematic,
and sustained effort to Determine the uses of egg in culinary
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content Market Forms and Uses of Egg in Culinary
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Review the past lesson on characteristics of eggs
10 minutes
4.2 Activity
Read pages 50-53 in cookery book
10 minutes
4.3 Analysis
10 minutes
What did learn in reading? What is the lesson all about? What are the market for
4.4 Abstraction Market Forms of Eggs: Fresh, Frozen and Dried Eggs and Uses eggs: emulsifier,
10 minutes cookery book pp. 50-53)
4.5 Application
10 minutes
Give example of recipe on the uses eggs as the following: binder, emulsifier, foam
4.6 Assessment Anlysis of Learners' Oral recitation: By group, What is the most common form of egg
10 minutes Products egg as foam being form? Give example of recipe as binder.
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 10-11,2019
Code:
ms and uses of eggs TLE_HECK10ED-Ib-d-2
the market forms and uses of eggs
OBJECTIVES:

forms and uses of eggs

of egg in culinary

Attributes

Uses of Egg in Culinary

nd CG

on characteristics of eggs

okery book

g? What is the lesson all about? What are the market forms of eggs?
Fresh, Frozen and Dried Eggs and Uses eggs: emulsifier,binder, foam etc…(refer

on the uses eggs as the following: binder, emulsifier, foam and thickening
ecitation: By group, What is the most common form of eggs in our community? How
s foam being form? Give example of recipe as binder.

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Determine the components and its sources of cereals and starch
Key Concepts /
Understandings to be Knowledge and skills of starch and cereals and its sources
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The
fact or condition of
Remembering Identify the components and its sources of cereals and starch
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
Analyzing
deliberate, systematic,
and sustained effort to Discover the sources of cereals and starch
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content Components and Sources of Cereals and Starch
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Give me examples of carbohydrates
10 minutes
4.2 Activity Answer whether starch or cereals of the following: 1. cassava, 2. mongo. 3. pot
10 minutes potato
4.3 Analysis
10 minutes
What do you thinks the test all about? Did get the correct answer?
4.4 Abstraction Sources of Starch, Classification of Starch, Composition of Starch , Starch propo
10 minutes Strach, and Functional properties (refer to cookery manual pp. 83-87)
4.5 Application
10 minutes
Give the sources of the followng: 1. tapioca, 2. cornstarch, 3. rice starch,
4.6 Assessment Anlysis of Learners' 1/4 sheet of paper 1-3, classification of starch, 4-5, composition
10 minutes Products of grains
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 15-16,2019
Code:
ents and its sources of cereals and starch TLE_HECK10CD-If-5
starch and cereals and its sources
OBJECTIVES:

ents and its sources of cereals and starch

s of cereals and starch

Attributes

ources of Cereals and Starch

nd CG

rbohydrates
or cereals of the following: 1. cassava, 2. mongo. 3. potato, 4. grains, 5. sweet

est all about? Did get the correct answer?

sification of Starch, Composition of Starch , Starch propoerties and reaction of
properties (refer to cookery manual pp. 83-87)
followng: 1. tapioca, 2. cornstarch, 3. rice starch,
eet of paper 1-3, classification of starch, 4-5, composition of starch, 6-10, examples
ns

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Cook various types of starch and cereal dishes
Key Concepts /
Understandings to be Knowledge and skills in preparing starch and cereals and its sources
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering
fact or condition of
knowing something
with familiarity
gained through
experience or
Understanding Determine the methods of cooking starch and cereal dishes
association

Skills Applying
The ability and capacity
acquired through
Analyzing
deliberate, systematic,
and sustained effort to Familiarize the properties and reactions of starch and follow safety and hygie
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content Methods of Cooking Starch/Safety and Hygienic Practices
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Review the past lesson on the composition of starch
10 minutes
4.2 Activity Cite an instances regarding your experiences in cooking starch or cereals, share
10 minutes present to the class after 3-5 mins.
4.3 Analysis
10 minutes
What did you learned from sharing among your group? Did you enjoy hearing exp
4.4 Abstraction Starch Properties and Reactions are gelatinization, viscosity, retrogadation, syne
10 minutes hydrolysis
4.5 Application
10 minutes
Give the stages of starch properties in order…………..
4.6 Assessment Anlysis of Learners' 1/4 sheet of paper: 1-3, classification of starch, 4-5, compositio
10 minutes Products properties
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 17-18,2019
Code:
tarch and cereal dishes TLE_HECK10CD-Ig-i-6
preparing starch and cereals and its sources
OBJECTIVES:

hods of cooking starch and cereal dishes

perties and reactions of starch and follow safety and hygienic practices

Attributes

g Starch/Safety and Hygienic Practices

nd CG

on the composition of starch

ding your experiences in cooking starch or cereals, share it to your groups and
er 3-5 mins.
om sharing among your group? Did you enjoy hearing experiences/
eactions are gelatinization, viscosity, retrogadation, syneresis, dextrinization and

h properties in order…………..
eet of paper: 1-3, classification of starch, 4-5, composition of starch, 6-10, Starch
ties

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Present starch and cereal dishes
Key Concepts /
Understandings to be Preparing and cooking cereals andstarch dishes
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering
fact or condition of
knowing something
with familiarity
gained through
experience or
Understanding Read the procedures correctly (Starch Dish)
association

Skills Applying
Follow the procedures in demonstration correctly
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content Starch Dish Demonstration (Group 1-3)
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Checking of the PPE in each group who will perform.
10 minutes
4.2 Activity
Mise en Place of the ingredients ,tools and utensils needed in the demonstration
10 minutes
4.3 Analysis
Are all ingredients complete? Who are absent in the group? Any problem with re
10 minutes
4.4 Abstraction Start the preparation now ( make sure you follow coorect procedures)(Group 1-3
10 minutes write a summary of the learnings about canapes
4.5 Application
Presentation of the demonstration recipe (STARCH DISH)
10 minutes
4.6 Assessment Anlysis of Learners'
Cookery Rating Sheet Provided each member. 5- Very Satisfactory, 4 -Satis
10 minutes Products
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 22-23,2019
Code:
al dishes TLE_HECK10CD-Ij-7
cereals andstarch dishes
OBJECTIVES:

s correctly (Starch Dish)

es in demonstration correctly

Attributes

stration (Group 1-3)

nd CG

ach group who will perform.

redients ,tools and utensils needed in the demonstration

plete? Who are absent in the group? Any problem with regards to planning?
ow ( make sure you follow coorect procedures)(Group 1-3) , while Group 4-7, will
learnings about canapes
monstration recipe (STARCH DISH)

y Rating Sheet Provided each member. 5- Very Satisfactory, 4 -Satisfactory, 3- Needs Improvement

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Present starch and cereal dishes
Key Concepts /
Understandings to be Preparing and cooking cereals andstarch dishes
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering
fact or condition of
knowing something
with familiarity
gained through
experience or
Understanding Read the procedures correctly (Starch Dish)
association

Skills Applying
Follow the procedures in demonstration correctly
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content Starch Dish/Cereal dish Demonstration (Group 4-7)
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Checking of the PPE in each group who will perform.
10 minutes
4.2 Activity
Mise en Place of the ingredients ,tools and utensils needed in the demonstration
10 minutes
4.3 Analysis
Are all ingredients complete? Who are absent in the group? Any problem with re
10 minutes
4.4 Abstraction Start the preparation now ( make sure you follow coorect procedures)(Group 4-7
10 minutes write a summary of the learnings about canapes
4.5 Application
Presentation of the demonstration recipe (STARCH DISH/cereal dish)
10 minutes
4.6 Assessment Anlysis of Learners'
Cookery Rating Sheet Provided each member. 5- Very Satisfactory, 4 -Satis
10 minutes Products
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 24-25,2019
Code:
al dishes TLE_HECK10CD-Ij-7
cereals andstarch dishes
OBJECTIVES:

s correctly (Starch Dish)

es in demonstration correctly

Attributes

dish Demonstration (Group 4-7)

nd CG

ach group who will perform.

redients ,tools and utensils needed in the demonstration

plete? Who are absent in the group? Any problem with regards to planning?
ow ( make sure you follow coorect procedures)(Group 4-7) , while Group 1-3, will
learnings about canapes
monstration recipe (STARCH DISH/cereal dish)

y Rating Sheet Provided each member. 5- Very Satisfactory, 4 -Satisfactory, 3- Needs Improvement

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 1
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Present starch and cereal dishes
Key Concepts /
Understandings to be Preparing and cooking cereals andstarch dishes
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering
fact or condition of
knowing something
with familiarity
gained through
experience or
Understanding Read the procedures correctly (CEREAL DISH-KOREAN)
association

Skills Applying
Follow the procedures in demonstration correctly
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness

2. Content Cereal dish Demonstration (Group 1-3)KOREAN DISH
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Checking of the PPE in each group who will perform.
10 minutes
4.2 Activity
Mise en Place of the ingredients ,tools and utensils needed in the demonstration
10 minutes
4.3 Analysis
Are all ingredients complete? Who are absent in the group? Any problem with re
10 minutes
4.4 Abstraction Start the preparation now ( make sure you follow coorect procedures)(Group 1-3
10 minutes write a summary of the learnings about canapes
4.5 Application
Presentation of the demonstration recipe (cereal dish-KOREAN DISH)
10 minutes
4.6 Assessment Anlysis of Learners'
Cookery Rating Sheet Provided each member. 5- Very Satisfactory, 4 -Satis
10 minutes Products
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
120 July 29-30,2019
Code:
al dishes TLE_HECK10CD-Ij-7
cereals andstarch dishes
OBJECTIVES:

s correctly (CEREAL DISH-KOREAN)

es in demonstration correctly

Attributes

stration (Group 1-3)KOREAN DISH

nd CG

ach group who will perform.

redients ,tools and utensils needed in the demonstration

plete? Who are absent in the group? Any problem with regards to planning?
ow ( make sure you follow coorect procedures)(Group 1-3) , while Group 4-7, will
learnings about canapes
monstration recipe (cereal dish-KOREAN DISH)

y Rating Sheet Provided each member. 5- Very Satisfactory, 4 -Satisfactory, 3- Needs Improvement

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: Prepare the tools, equipment,and ingredients and Identify the market forms of poultry
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Poultry and Game Birds Preparation
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Prepare tools and identify the market forms of poultry
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Determine the market forms of poultry found in locality
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Toolz and Equipment Preapration and Market forms of poultry

3. Learning Resources Cookery Manual 2 of 2 ,and Notes being made

4. Procedures
4.1 Introductory
Activity What iwas your obeservation in our market in terms of commercial poultry products?
10 minutes
4.2 Activity
Share your opinion with the goup and present to the class aafter 5 minutes
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of the market forms of poultry
10 minutes
4.5 Application
Orally discussed by group representation
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Orally ask question by group
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
None
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 January 3, 2018
Code:
d ingredients and Identify the market forms of poultry
TLE_HECK10PGD-IIIe-25
aration

OBJECTIVES:

fy the market forms of poultry

of poultry found in locality

on

apration and Market forms of poultry

nd Notes being made

market in terms of commercial poultry products?

present to the class aafter 5 minutes

o the class.

ms of poultry

ntation

k question by group

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 2
Learning
Competency/ies: Determine poultry cuts in accordance with prescribed dish
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Poultry and Game Birds Preparation
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine poultry cuts in accordance with prescribed dish
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Recall poutry cuts based on experiences
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Poultry Cuts

3. Learning Resources Cookery Manual, CG

4. Procedures
4.1 Introductory
Activity Mention different cuts of poultry
10 minutes
4.2 Activity
Share your opinion with the goup and present to the class aafter 5 minutes
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the detail ensightts of poultry cuts
10 minutes
4.5 Application
Which is very common cut application for recipes?
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Written activity based on the manual
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Cite sample of reciipes
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 January 4, 2018
Code:
ance with prescribed dish
TLE_HECK10PGD-IIIe-25
aration

OBJECTIVES:

accordance with prescribed dish

experiences

on

present to the class aafter 5 minutes

o the class.

y cuts

tion for recipes?

activity based on the manual

ple of reciipes

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 2
Learning
Competency/ies: Prepare poultry and game birds hygienically to minimize risk of food spoilage and contamination
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Poultry and Game Birds Preparation
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering
fact or condition of
knowing something
with familiarity
gained through Understanding Prepare poultry and game birds hygienically to minimize risk of food spoilage and contamination
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Observation of the video presentation on the techniques on preparation poultry and game birds hygienically
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Poultry and game birds preparation hygienically to minimize risk food spoilage and contamination

3. Learning Resources Cookery Manual,CG, and Computer Videos

4. Procedures
4.1 Introductory
Activity View a video prwsentation for 10 mins.
10 minutes
4.2 Activity
Write the observation on how poultry being prepared hygienically
10 minutes
4.3 Analysis
Present to the class the observation
10 minutes
4.4 Abstraction
Give the details and other ensights og poultry preparation in clean and free from germs.
10 minutes
4.5 Application
Note taking on the safety preparation of poultry
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Answer some uncleared information
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Review the lessons
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 January 8, 2018
Code:
ygienically to minimize risk of food spoilage and contamination
TLE_HECK10PGD-IIIf-h-26
aration

OBJECTIVES:

e birds hygienically to minimize risk of food spoilage and contamination

esentation on the techniques on preparation poultry and game birds hygienically

on

reparation hygienically to minimize risk food spoilage and contamination

Computer Videos

s.

being prepared hygienically

on

s og poultry preparation in clean and free from germs.

tion of poultry

some uncleared information

he lessons

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: Identify the type of service ware to be utilized in serving poultry and game bird dishes
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Poultry and Game Birds Preparation
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Identify the type of service ware to be utilized in serving poultry and game bird dishes
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Select the appropriate type of service ware to be utilized in serving poultry and game bird dishes
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Type of service ware to be utilized

3. Learning Resources Cookery Manual

4. Procedures
4.1 Introductory
Activity What srevice ware you are familiar with?
10 minutes
4.2 Activity
List the service ware
10 minutes
4.3 Analysis
Share the type of srvice wares usually utilized
10 minutes
4.4 Abstraction
Ensight s on servise wares
10 minutes
4.5 Application
Pick service wares available in the classroom
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Check every correct service wares
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Prepare for demo
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 January 9, 2018
Code:
o be utilized in serving poultry and game bird dishes
TLE_HECK10PGD-IIIi-27
ration

OBJECTIVES:

ce ware to be utilized in serving poultry and game bird dishes

of service ware to be utilized in serving poultry and game bird dishes

on

e utilized

th?

ually utilized

e classroom

very correct service wares

or demo

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Store and maintain poultry and game bird poultry
Key Concepts /
Understandings to be Poultry and Game Birds Preparation
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The
fact or condition of
Remembering Determine the different technique in storing and maintaining poultry and gam
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
Analyzing
deliberate, systematic,
and sustained effort to Observe the video presentation on appropriate storage of poultry and game b
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness of the Lesson

2. Content Store and Maintain poultry and game birds
3. Learning Resources Cookery Manual and CG
4. Procedures
4.1 Introductory
Activity Take note of the video being presented
10 minutes
4.2 Activity
10 minutes
Share to the group the listed observation on the video
4.3 Analysis
10 minutes
Present the sharing of the group to the class.
4.4 Abstraction
10 minutes
Give the details of appropriate storing and maintaining poultry
4.5 Application
10 minutes
Enumerate the different techniques we mentioned in storing poultry.
4.6 Assessment Anlysis of Learners'
10 minutes Products Group sharing and presentation of ideas.
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson Planning for the recipe for the demonstration
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 January 10, 2018
Code:
ltry and game bird poultry TLE_HECK10PGD-IIIj-28
Preparation
OBJECTIVES:

ent technique in storing and maintaining poultry and game birds

presentation on appropriate storage of poultry and game birds.

Attributes

he Lesson
poultry and game birds
nd CG

being presented

sted observation on the video

he group to the class.

opriate storing and maintaining poultry

techniques we mentioned in storing poultry.

sharing and presentation of ideas.

ng for the recipe for the demonstration

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies:
(Taken from the Curriculum Guide)
Rate the finished products using given rubrics
Key Concepts /
Understandings to be Understanding the correct procedure of preparing poultry
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The
fact or condition of
Remembering Mise en Place the tools and ingredients for the prepared recipe.
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating
Cook the chosen recipe of the poultry.
Receiving
Attitude Phenomena Personal Learning Attributes

Values Valuing Self-Awareness of the Lesson

2. Content Prepare and cook poultry
3. Learning Resources Tools,Utensils, Equipment and ingredients
4. Procedures
4.1 Introductory
Activity Mise en place the needed tools
10 minutes
4.2 Activity
10 minutes
Get the ingredients provided by the teacher
4.3 Analysis
10 minutes
Distribute work on taks in every member of the group
4.4 Abstraction
10 minutes
Start processing the ingredients
4.5 Application
10 minutes
Cook the chicken recipe
4.6 Assessment Anlysis of Learners'
10 minutes Products Presentation of the cook dish (HAO A AND HAO B )
4.7 Assignment Enhancing / improving the
10 minutes day’s lesson Group TAN AND GARCIA
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 January 11, 2018
Code:
cts using given rubrics TLE_HECK10PGD-IIIj-29
ect procedure of preparing poultry
OBJECTIVES:

ools and ingredients for the prepared recipe.

cipe of the poultry.

Attributes

he Lesson
oultry
pment and ingredients

ed tools

ided by the teacher

n every member of the group

redients

ntation of the cook dish (HAO A AND HAO B )

TAN AND GARCIA

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 1, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 4, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 5, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 6, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 7, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 8, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 9, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 10, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 11, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 12, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter:
COOKERY 10 3
Learning
Competency/ies: The basic concepts and underlying theories in preparing stocks.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the basic concepts and underlying theories in preparing stocks.
Developed Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The Remembering Determine the different different stocks used in preparing soup.
fact or condition of
knowing something
with familiarity
gained through Understanding
experience or
association

Skills Applying
The ability and capacity
acquired through
deliberate, systematic, Analyzing
and sustained effort to Describe each stock
smoothly and adaptively
carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating

Receiving
Attitude Personal Learning Attributes
Phenomena

Values Valuing Self-Awareness of the Lesson

2. Content Principles of preparing suops

3. Learning Resources Cookery Manual and Notes being made

4. Procedures
4.1 Introductory
Activity What is the main function of the stock? (Answer orally)
10 minutes
4.2 Activity
Share among your group the usual routine in the kitchen using stock
10 minutes
4.3 Analysis
Present the sharing of the group to the class.
10 minutes
4.4 Abstraction
Give the details of stocks used in soup making.
10 minutes
4.5 Application
Enumerate the different stocks we mentioned.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
Group sharing and presentation of ideas.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
Classification of soups
10 minutes
4.8 Concluding Activity
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in C.   Did the remedial lessons work? No. of learners who have caught up with the lesson.
the evaluation.

B.   No. of learners who require D.  No. of learners who continue to require remediation.
additional activities for remediation.
 E.   Which of my learning 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:

Name: School:
CHITO R. VILLACAMPA
Position/
Designatio Division:
n: SSTIII
Contact Email address:
Number:
 Instructional Planning
loping, evaluating and managing the instructional process by using principles

Detailed Lesson Plan (DLP) Format

Duration: Date:
60 December 12, 2017
Code:
g theories in preparing stocks.
TLE_HECK10SSS-IIIa-20
epts and underlying theories in preparing stocks.

OBJECTIVES:

ifferent stocks used in preparing soup.

on

uops

es being made

? (Answer orally)

utine in the kitchen using stock

o the class.

soup making.

mentioned.

aring and presentation of ideas.

ation of soups

emedial lessons work? No. of learners who have caught up with the lesson.

D.  No. of learners who continue to require remediation.

BANTAYAN NATIONAL HIGH SCHOOL

CEBU PROVINCE
attitude
Receiving Phenomena
Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests