Daily Lesson Log SCHOOL SAN JOSE NATIONAL HIGH SCHOOL GRADE LEVEL 10

in

TLE
TEACHER JESSA A. SOMBLINGO LEARNING AREA TLE

TEACHING DATE AND November 6,2019/10:00-11:00 am QUARTER 3rd

TIME

WEDNESDAY ANNOTATION
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding basic concepts and underlying
theories in preparing stocks, sauces, and soups

B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENTS
III. LEARNING RESOURCES
The learners prepares a variety of stocks, sauces, and soups used in different
cultures
KNOWLEDGE
LO 2. Prepare soups required for menu items TLE_HECK9- 12SSS-IIIb-21
1. Describes the variety of soups from different recipes for different
cultural backgrounds;and
2. Classify variety of soups to their classification.
SKILL : Perform the given task individually or by group following the given
house rules/standards/ guidelines.
ATTITUDE : Observe politeness at all times.
PREPARE SANDWICHES

A. REFERENCES

1. Teacher’s Guide pages pp. 103-104

1
 2. Learner’s Material pp. 103-104
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
REVIEW
What are stocks? What are the ingredients and process in making stocks?
B. Giving the classroom Rules ( tacked on the board ) KRA 2 , OBJ . # 5
a. The 5 P’s MOV- To avoid and prevent
misbehavior ,house rules/
b. 1. Be positive
c. 2. Be Productive standards/ guidelines are set
before the class starts or before
d. 3. Be polite
doing an activity .
e. 4. Be Prepared
f. 5. Be Respectful
i. Be on time at the beginning of the day and after lunch
or recess breaks
ii. Come prepared with supplies and completed
assignments.
iii. Be kind , polite and courteous to others
iv. Keep your hands and feet to others
v. Be respectful of classmates, teachers and property .
vi. Listen to teacher and classmates, and follow directions.
vii. Work hard and always do your best .
viii. Be safe
ix. Raise your hand when you would like to speak in the
class or if you need to leave the classroom for any
reason .
2
 UNLOCKING OF DIFFICULTIES (DEAL OR NO DEAL)
consommé – a clear soup made of meat and sometimes vegetables boiled in water. MOV – Literacy in giving and
chowder – a soup usually of clams or fish, stewed vegetables often in milk. understanding the meaning of
bouillon – a clear soup from beef, chicken, and other meat. words is shown during the
unlocking of difficulties

C. Establishing A Purpose 4 PICS ONE WORD (3 minutes) KRA 1,OBJ.3

For The Lesson - Show 4 pictures of STOCKS and SOUPS - Teaching strategies to develop
- Show 4 pictures of different COUNTRIES/CULTURE critical and creative thinking skills.
Question: How will you connect these three words in our lesson today?
D. Presenting Examples / KRA 1, OBJ. 1
Instances Of The New Show a video presentation of METHODS OF HEAT TRANSFER. (5 minutes) -Integrate Science in the topic.
Lesson
Ask the following questions:
1. What are the three methods of heat transfer?
2. What are some examples of these methods?
3. In culinary, what method of heat transfer is used in boiling/making
soup?

E. Discussing New Concepts

And Practicing New Skills DISCUSS THE CLASSIFICATION OF SOUPS USING POWERPOINT
#1 PRESENTATION. (5 minutes)

F. Discussing New Concepts GROUP Activity: Provide handouts to each group about the variety of soups KRA 3, OBJ 7.
And Practicing New Skills from different recipes. They will try to identify which country these soups -Sequenced teaching strategies.
#2 originated based on the handouts given. (30 minutes) KRA 1,OBJ.3
- Teaching strategies to develop
They will write the information using the table provided: critical and creative thinking skills.

3
 NAME CLASSIFICATION COUNTRY DESCRIPTION
OF OF SOUP
SOUP

G. Developing Mastery CHOICE BOARDS: Teacher will put envelopes on the board ,written there are KRA1, OBJ. 1
(Leads To Formative different subjects, they will choose one subject that they like and they will -across curriculum teaching areas
Assessment 3) answer at least one question that relates to the subject they use and to the KRA1, OBJ. 3
topics being discussed. -High order thinking skills
KRA 2, OBJ 4
-managed classroom to engage
(10 minutes) learners.
KRA 2, OBJ 6
- Used differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs, strengths,
interests and experiences.
H. Finding Practical What kind of soups would you like to cook at home and what ingredients do
Applications Of The you want to put on your soup? (2 minutes)
Concepts And Skills In
Daily Living
I. Making Generalizations Fill in the cue card:
And Abstractions About
The Lesson What I already know about this page?
___________________________
What I learned from this page?
________________________
What I still want to know about this page?
______________________________

J. Evaluating Learning Formative Assessment result or points will serve as their evaluation.

K. Additional Activities For

Application And
Remediation
4
 L. Assignment
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Bel\ow 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?

G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

Prepared by: Checked by:

Jessa A. Somblingo Randy D. Bocani

Subject Teacher School Head