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)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: : Grade Level: Quarter: Duration:
Learning LO1. Perform mise en place Code:
Competency/ies: 1.1 identify tools and equipment needed in the preparation TLE_HECK9-12SD-
(Taken from the Curriculum Guide) of salad and dressing. 11a-7
Key Concepts / Identifying tools and equipment needed in the preparation of salad and dressing
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing duplicate, list, memorize,
Identify the different tools and
The learner can recall information and retrieve relevant
something with knowledge from long-term memory repeat, describe, reproduce equipment needed in preparing
familiarity gained
through experience
salad and dressing.
or association Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written summarize, infer, compare,
and graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and contrast, organize, outline, attribute,
Distinguish the uses of the
The learner can distinguish between parts and
sustained effort to determine how they relate to one another, and to the deconstruct different tools and
smoothly and
adaptively carryout
overall structure and purpose equipment needed in
complex activities or preparing salad and dressing;
the ability, coming
from one's
and
knowledge, practice, Evaluating coordinate, measure, detect, defend,
aptitude, etc., to do The learner can make judgments and justify decisions judge, argue, debate, describe,
something critique, appraise, evaluate
Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
functional whole, create a new product or point of formulate, assemble, devise
view

Attitud Categories: List of Attitudes: Show the

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, importance
feelings point to, reply, select, sit, Study, use Personal discipline, Perseverance, of using
or Sincerity, Patience, Critical thinking,
emotiona Open-mindedness, Interest, different
l areas. Courteous, Obedience, Hope, tools,
A settled Charity, Fortitude, Resiliency,
way of Positive vision, Acceptance, utensils and
thinking Determined, Independent , equipment
or feeling Gratitude, Tolerant, Cautious,
about Decisive, Self-Control, Calmness, needed in
someone Responsibility, Accountability, preparing
or Industriousness, Industry,
Cooperation, Optimism, appetizer.
somethin
2. Responding to Phenomena - Active participation on the part of the learners. Attends and Satisfaction, Persistent, Cheerful,
g,
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Reliable, Gentle, Appreciation of
typically
responding, willingness to respond, or satisfaction in responding (motivation). one’s culture, Globalism,
one that
is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Compassion, Work Ethics,
reflected perform, practice, present, read, recite, report, select, tell, write Creativity, Entrepreneurial Spirit,
in a 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Financial Literacy, Global, Solidarity,
person’s simple acceptance to the more complex state of commitment. Valuing is based on the Making a stand for the good,
behavior internalization of a set of specified values, while clues to these values are expressed in Voluntariness of human act,
the learner's overt behavior and are often identifiable. Appreciation of one’s rights,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Inclusiveness, Thoughtful,
initiate, invite, join, justify, propose, read, report, select, share, study Seriousness, Generous, Happiness,
4. Organization - Organizes values into priorities by contrasting different values, resolving Modest, Authority, Hardworking,
conflicts between them, and creating a unique value system. The emphasis is on Realistic, Flexible, Considerate,
comparing, relating, and synthesizing values. Sympathetic, Frankness
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
 5. Internalizing values - (Characterization): Has a value system that controls their behavior.
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
the learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith, Trusting,
principles locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may
of emphasize compliance in responding, willingness to respond, or satisfaction in
behavior; responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
important Family Solidarity, Generosity,
from simple acceptance to the more complex state of commitment. Valuing is
in life. Helping, Oneness
based on the internalization of a set of specified values, while clues to these values
are expressed in the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, 3. Makakalikasan
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study Care of the environment, Disaster
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Risk Management, Protection of the
life on
resolving conflicts between them, and creating a unique value system. The Environment, Responsible
Be responsible
earth,
include
emphasis is on comparing, relating, and synthesizing values. Consumerism, Cleanliness, in taking care of
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Orderliness, Saving the ecosystem,
more
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Environmental sustainability
your tools.
than
wealth relate, synthesize
and 5. Internalizing values - (Characterization): Has a value system that controls their
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly,
and characteristic of the learner. Instructional objectives are concerned with the
would student's general patterns of adjustment (personal, social, emotional).
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, 4. Makabansa
eternal practice, propose, qualify, question, revise, serve, solve, verify Peace and order, Heroism and
destiny of Appreciation of Heroes, National
millions Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
2. Content Tools, ,equipment and utensils needed in preparing salad and dressing

3.LearningResources Tools: Equipment: Materials:

Peelers, citrus chiller Cartolina
zesters, cutting Marking pen
board, mixing bowl, pictures
salad spinners,
salad server, grill
pan
4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content. Preliminaries:
Although at times optional, it is usually included to serve as a warm-up activity to give the Prayer
learners zest for the incoming lesson and an idea about what it to follow. One principle in
Checking of attendance
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere. Energizers
Scrambled letters of different tools and
equipment needed in preparing salad and
dessert.

Sample : RIIGII NAP, EEPLERS

Ask: What are these words?

4.2 Activity(__20__ minutes). This is an interactive strategy to elicit learner’s prior learning INSTRUCTIONS:
experience. It serves as a springboard for new learning. It illustrates the principle that learning
starts where the learners are. Carefully structured activities such as individual or group reflective
exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, 1. The class will be divided into 2 groups
simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear
instructions should be considered in this part of the lesson. (Group A – METACARDS, B- STRIPS OF
PAPER).

2. Group A will be given metacards

containing the names of tools and
equipment needed in preparing salad and
 dressing and Group B will be given strips of
paper containing the uses of each tool and
equipment.

3. Group A members holding the metacards

will stay in front of the class.

4. Group B members holding the strips of

paper will approach Group A to match the
description written in a strips of paper.
4.3 Analysis(__15__ minutes). Essential questions are included to serve as a guide for the Presentation of output by group.
teacher in clarifying key understandings about the topic at hand. Critical points are organized to
structure the discussions allowing the learners to maximize interactions and sharing of ideas and
opinions about expected issues. Affective questions are included to elicit the feelings of the Ask: How do you feel the activity?
learners about the activity or the topic. The last questions or points taken should lead the
learners to understand the new concepts or skills that are to be presented in the next part of the
lesson. What are the tools and equipment
needed in preparing appetizer? Describe its
use/s.

4.4 Abstraction(_40___ minutes).This outlines the key concepts, important skills that should
be enhanced, and the proper attitude that should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in
this part of the lesson. Information sheet 3.1.1 ( Please see the
attachment)

4.5 Application(___25_ minutes).This part is structured to ensure the commitment of the

learners to do something to apply their new learning in their own environment. Pick and Tell

Strips of papers with the description of

tools, utensils and equipment will be placed
in a glass bowl.

Each student will be asked to pick one and

identify the tools, equipment and utensils
being described.

4.6 Assessment (__10_ minutes).For the Teacher to:a) Assess whether learning objectives have been Written test:
met for a specified duration,b)Remediate and/or enrich with appropriate strategies as needed, and c) Name the tools and equipment used in
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative
preparing salad and dressing
Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods
below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of Musical Performance, Skill Demonstration, Group
learners’ performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing
Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept

Maps/Graphic Organizer, Project, Model, Artwork,
Products
Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)
 d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, (question found in separate sheet)
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____3 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, *It’s best to have your tools with you.
parable or a letter that inspires the learners to do something to practice their new learning.
If you don’t, you’re apt to find
something you didn’t expect and get
discouraged.
*“The right tool for the right job”, and
“you are only as good as your tools.”

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
s them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
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
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:
Position/Designation: Division:
Contact Number: Email address:
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
 Written test

Directions: Identify the given illustration of tools and equipment needed in preparing salad and dressing.

1.

2.

3.

4.

5.

6.

7.

8.
 9.

10.

INFORMATION SHEET:

Tools, Equipments, Utensils Needed in Preparing Salads.

1. Knives – good quality knives

with sharp, sturdy stainless steel
blades and with handles that
securely attached and that feel
perfectly comfortable in your hand.

2. Cutting boards – choices of

cutting boards are the wooden or
blocks and acrylic cutting boards.
When preparing a recipe that
contains both meat (or poultry or
seafood) and vegetables requiring
cutting, use one board exclusively
the vegetables and the other
exclusively for the raw meat to
avoid cross-contamination.

3. Peelers - is a kitchen tool

consisting of a slotted metal blade
attached to a handle, that is used
to remove the outer skin or peel of
certain vegetables, frequently
potatoes and carrots, and fruits
such as apples, pears.

4. Citrus zesters - A kitchen zester

is approximately four inches long,
with a handle and a curved metal
end, the top of which is perforated
with a row of round holes with
sharpened rims. To operate, the
zester is pressed with moderate
 force against the fruit and drawn
across its peel. The rims cut the
zest from the pith underneath.

5. Grater/Shredder - A grater
(also known as a shredder) is a
kitchen utensil used to grate foods
into fine pieces. It was invented by
François Boullier in 1540s.

6. Grill pan – used for salad

toppings to be broiled or grilled.

7. Salad Spinners – used to hold

just washed salad leave in a
slotted basket that is made to spin
by hand and thus fling all the
water off the leaves into the outer
container.

8. Mixing bowls – used to mix

dressings, marinate ingredients,
hold separate elements of a salad
before assembling and used to
toss and mix all the ingredients
together. Used bowls made of
sturdy, heavy glass wares or
ceramic, so as not to react with
acidic ingredients.

9. Salad servers – “Salad sets”

with big salad bowls, serving
bowls and servers. Select
materials having enough surfaces
to really grasp the ingredients of
salad no matter how slippery and
thus making tossing easier.

10.
Chiller – for keeping cold foods
chilled for service.
Answer key:

1.knives
2. cutting boards
3.peelers
4.citrus zesters
5.greater
6.grill pan
7. salad spinner
8. mixing bowl
9. salad bowl
10.chiller

Information sheet:

Tools, Equipments, Utensils Needed in Preparing Salads.

1. Knives – good quality knives with sharp, sturdy
stainless steel blades and with handles that
securely attached and that feel perfectly
comfortable in your hand

2. Cutting boards – choices of cutting boards are

the wooden or blocks and acrylic cutting boards.
When preparing a recipe that contains both meat
(or poultry or seafood) and vegetables requiring
cutting, use one board exclusively the vegetables
and the other exclusively for the raw meat to avoid
cross-contamination

3. Peelers - is a kitchen tool consisting of a slotted

metal blade attached to a handle, that is used to
remove the outer skin or peel of certain vegetables,
frequently potatoes and carrots, and fruits such as
apples, pears.

4. Citrus zesters - A kitchen zester is approximately

four inches long, with a handle and a curved metal
end, the top of which is perforated with a row of
round holes with sharpened rims. To operate, the
zester is pressed with moderate force against the
fruit and drawn across its peel. The rims cut the
zest from the pith underneath

5. Grater/Shredder - A grater (also known as a

shredder) is a kitchen utensil used to grate foods
into fine pieces. It was invented by François
Boullier in 1540s

6. Grill pan – used for salad toppings to be broiled

or grilled
7. Salad Spinners – used to hold just washed salad
leave in a slotted basket that is made to spin by
hand and thus fling all the water off the leaves into
the outer container.

8. Mixing bowls – used to mix dressings, marinate

ingredients, hold separate elements of a salad
before assembling and used to toss and mix all the
ingredients together. Used bowls made of sturdy,
heavy glass wares or ceramic, so as not to react
with acidic ingredients.

9. Salad servers – “Salad sets” with big salad

bowls, serving bowls and servers. Select materials
having enough surfaces to really grasp the
ingredients of salad no matter how slippery and
thus making tossing easier.

10.Chiller – for keeping cold foods chilled for

service