Professional Documents
Culture Documents
DLL FBS Part 1
DLL FBS Part 1
DLL FBS Part 1
GRADES 1 TO 12
Teacher Learning Area Food & Beverage
DAILY LESSON
Services NC II
LOG
Teaching Dates and Time Semester 1st
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learner demonstrates an understanding of the basic concepts and underlying theories in food and beverage services.
B. Performance Standards 1.The learner independently demonstrates competencies in the food and beverage services as prescribed by TESDA Training
Regulations
2. The learner demonstrates the skills and knowledge of food and beverage service in relation to its concepts, job opportunities,
future career preparation, and market demand.
C. Learning Competencies/ The learners
Objectives (Write the LC code for each) 1. Explain core concepts in food and beverage services
2. Discuss the relevance of the course
3. Understand the significance of food and beverage service in today’s market job demands
4. Explore career opportunities
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel
After taking this course, what would be your plan when it comes to career choices? How do you see yourself in the future if you
will pursue this course?
H. Making generalizations and In Food and Beverage Services, how important is your full knowledge about the course? Prove your answer.
abstractions about the lesson
I. Evaluating learning “A Getting To Know You Activity”
Each student will answer a questionnaire.
A. Additional activities for application or Let’s do it!
remediation Make a journal about the history of Food and Beverage Services and its importance in todays world.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
C. Content Standards The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
D. Performance Standards The learner independently provides a service link between the kitchen and service area.
C. Learning Competencies/ LO 1. Liaise between kitchen and service areas
Objectives (Write the LC code for each) 1.1 Attend and monitor kitchen service points to ensure efficient pick up of food items
1.2 Identify traditional items required from the kitchen through monitoring of service areas and consultation with other service
colleagues
1.3 Advise colleagues promptly regarding readiness of items for service
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
II. CONTENT be tackled in a week or two.
Workflow structures within the food and beverage service location
III. LEARNING RESOURCES
A. References
8. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 9- 12
J. Reviewing previous lesson or History of Food and Beverage Services and its Core Concepts
presenting the new lesson Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it.
K. Establishing a purpose for the lesson PICTURE ANALYSIS: Pictures of different restaurant facilities will be flashed and the students will briefly explain / described
it.
L. Presenting examples /instances of the 1. Why do we need to know the different areas of a restaurant?
new lesson 2. How the different facilities contribute to the functions of a restaurant?
3. How can you differentiate each restaurant service layout ?
M.Discussing new concepts and 1.Brainstorming
practicing new skills #1 Group activity: Each group will have 5 minutes to give their ideas about F&B Service Facilities
2.Video Presentation
A video clip that shows a complete restaurant layout will be presented to the students.
N. Discussing new concepts and practicing Say It Loud!
new skills #2 The students will give their own ideas about F&B facilities
3. Restaurant Service & Layout
Receiving Area
Storage Area
Preparation Area
Cooking Area
Service Area
Dishwashing Area
Waste Disposal Area
Layout Making
O. Developing mastery (Leads to 1. Draw a restaurant layout and label each part.
Formative Assessment 3) 2. Creatively present the output in class
P. Finding practical applications of How do designs help make the restaurant and home kitchen organized and systematic?
concepts and skills in daily living
Q. Making generalizations and In Food and Beverage Services, how important is a complete and organize service facilities in a restaurant? Prove your answer.
abstractions about the lesson
R. Evaluating learning Answer the each question. (5 points each)
1.Describe a food and beverage service facilities.
2.Explain the importance of having a complete and organize facilities of a food and beverage service establishment.
B. Additional activities for application or Let’s do it!
remediation Make a journal. Write your remarkable learning for the day.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
E. Content Standards The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
F. Performance Standards The learner independently provides a service link between the kitchen and service area.
C. Learning Competencies/ The learners
Objectives (Write the LC code for each) LO 1. Liaise between kitchen and service areas
1.4 Check quality of food in accordance with customer’s request
1.5 Check service ware for chips, marks, spills, and drips
1.6 Carry out plates and/or trays safely
1.7 Transfer and place food efficiently at the appropriate service point in accordance with safety requirements
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
II. CONTENT be tackled in a week or two.
2. Communication and interpersonal skills
III. LEARNING RESOURCES
A. References
13. Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 9- 12
S. Reviewing previous lesson or History of Food and Beverage Services and its Core Concepts
presenting the new lesson Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it.
T. Establishing a purpose for the lesson PICTURE ANALYSIS: Pictures of different restaurant facilities will be flashed and the students will briefly explain / described
it.
U. Presenting examples /instances of the 1. Why do we need to know the different areas of a restaurant?
new lesson 2. How the different facilities contribute to the functions of a restaurant?
3. How can you differentiate each restaurant service layout ?
V. Discussing new concepts and 1.Brainstorming
practicing new skills #1 Group activity: Each group will have 5 minutes to give their ideas about F&B Service Facilities
2.Video Presentation
A video clip that shows a complete restaurant layout will be presented to the students.
W.Discussing new concepts and practicing Say It Loud!
new skills #2 The students will give their own ideas about F&B facilities
3. Restaurant Service & Layout
Receiving Area
Storage Area
Preparation Area
Cooking Area
Service Area
Dishwashing Area
Waste Disposal Area
Layout Making
X. Developing mastery (Leads to 1. Draw a restaurant layout and label each part.
Formative Assessment 3) 2. Creatively present the output in class
Y. Finding practical applications of How do designs help make the restaurant and home kitchen organized and systematic?
concepts and skills in daily living
Z. Making generalizations and In Food and Beverage Services, how important is a complete and organize service facilities in a restaurant? Prove your answer.
abstractions about the lesson
AA.Evaluating learning Answer the each question. (5 points each)
1.Describe a food and beverage service facilities.
2.Explain the importance of having a complete and organize facilities of a food and beverage service establishment.
C. Additional activities for application or Let’s do it!
remediation Make a journal. Write your remarkable learning for the day.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
B.Performance Standards The learner independently provides a service link between the kitchen and service area.
C. Learning Competencies/ LO 1. Liaise between kitchen and service areas
Objectives (Write the LC code for each) 1. Understand the significance of food and beverage service in today’s market job demands
1.1.Identify the service personnel in a food service team.
1.2. Explain the duties and responsibilities of a food service personnel.
1.3. Show appreciation of the duties and responsibilities of a food service personnel.
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 15 – 18 Competency-Based Curriculum
A.Reviewing previous lesson or Classifications of FBS & core concepts in food & beverage services
presenting the new lesson Activity: TRABAHULA
Each group will portray the duties and responsibilities of a food service personnel according to their own ideas.
B.Establishing a purpose for the VIDEO PRESENTATION
lesson Duties and responsibilities of the restaurant service team
C.Presenting examples /instances of Let’s Do It Team!
the new lesson Each group will identify and explain the different duties & responsibilities of the food service team shown in the video.
D.Discussing new concepts and 1.Can you identify the duties and responsibilities of each restaurant service personnel?
practicing new skills #1
E.Discussing new concepts and Duties & Responsibilities of the Food Service Team:
practicing new skills #2
Act Mo, Hula Ko!
F.Developing mastery(Leads to The class will be divided into 5 groups. Each group will present a role play showing the roles and responsibilities of the food and
Formative Assessment 3) beverage service personnel. Then, others will identify duties and responsibilities being portray.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
B.Performance Standards The learner independently provides a service link between the kitchen and service area.
C. Learning Competencies/ LO 1. Liaise between kitchen and service areas
Objectives (Write the LC code for each) 1.Name the attributes of the food and beverage service personnel & their relevance to industry.
2.Discuss the responsibilities of the food & beverage service personnel.
3.Explain the significance of the quality of salesmanship among all food & beverage service personnel.
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 21 - 23
personal
grooming
hygiene
customer
etiquette
satisfaction
BB.Additional activities for application or Visit your nearby restaurant and make observation with regard to the attitude and personality of the service staff. Check if he has
remediation the qualities of a professional dining room personnel.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
B.Performance Standards The learner independently provides a service link between the kitchen and service area.
C. Learning Competencies/ LO 1. Liaise between kitchen and service areas
Objectives (Write the LC code for each) 1.List the attributes of the food and beverage service personnel and their relevance to industry.
2.Understand the responsibilities of the food & beverage service personnel.
3.Explain the significance of the quality of salesmanship among all food& beverage service personnel.
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 21 - 23
Physical Verbal
Factors to be considered in serving a guest
dress
personal
grooming
hygiene
customer
etiquette satisfacti
on
Let’s Do It Team!
F.Developing mastery (Leads to Each group will be given a task to do and perform in front of the class.
Formative Assessment 3)
G.Finding practical applications of concepts Can you name some of the unpleasant habits which the dining room personnel should avoid?
and skills in daily living
H.Making generalizations and What are the traits or qualities and practices that you should project if you are a guest or a service personnel?
abstractions about the lesson
I.Evaluating learning Paper and Pen Test
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
B.Performance Standards The learner will become aware of precautionary measures and observance of hygiene and sanitation in food and beverage
handling.
C. Learning Competencies/ LO 2. Clean and clear food service areas
Objectives (Write the LC code for each) 2.1 Discuss precautionary measures and sanitary practices in handling food and beverage
2.2 Separate used items from service areas and transfer safely to the appropriate location for cleaning
2.3 Transfer left over food and disposable service ware to proper disposal.
TLE_HEFB9-12KS-Ii-j-2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 29 - 32
H.Making generalizations and Food safety and sanitation is an essential part of the food industry. While it is important to be able to deliver food quickly and
abstractions about the lesson profitably, the importance of food safety and sanitation cannot be underestimated
I.Evaluating learning Cross Word Puzzle - Food Safety
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 35 – 39 Competency-Based Curriculum
5.Other Learning Resources TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time
allotment for each step.
Integrative Approach (Scaffold –Knowledge Integration)
A.Reviewing previous lesson or presenting the Ask them to answer the following:
new lesson 1. Define Occupational Health and Safety (OHS).
2. Why OHS is important in food and beverage services?
3. How OHS is taught to the staff and employees of a service establishment?
C.Presenting examples /instances of the Powerpoint presentation will be presented to the students
new lesson https://www.slideshare.net/lynettealcaide/table-appointments
D.Discussing new concepts and practicing How do you group the table appointments?
new skills #1
E.Discussing new concepts and practicing Points for Discussion
new skills #2 1. Definition of table appointments.
2. Classification of table appointments.
3. Criteria for selecting good table appointments
4. Types and shapes of table used in food establishments
F.Developing mastery (Leads to What are the examples of dinnerware, its sizes and functions?
Formative Assessment 3) Why are table appointments important in food service establishment?
G.Finding practical applications of Why do we need to use different dinner wares in serving the guests in food service establishment?
concepts and skills in daily living
H.Making generalizations and Table appointments are items that are used to set and decorate a table for a sit-down or buffet-style meal. These items include
abstractions about the lesson dinnerware, napkins, flatware, placemats, centerpieces, glassware, flower vases and other types of decorative elements that add
visual interest to the dining or buffet table.
I. Evaluating learning Table Appointment Flashcards/ Quizlet
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 35 – 39 Competency-Based Curriculum
A. Reviewing previous lesson or presenting the Ask them to answer the following:
new lesson 1.Identify the table appointments classified as dinnerware.
2. Give the difference of show plate from dinner plate, fish plate and salad plate.
B. Establishing a purpose for the lesson Present pictures of glasswares and flatwares
Glasswares Flatwares
C. Presenting examples /instances of the Powerpoint presentation will be presented to the students
new lesson https://www.slideshare.net/lynettealcaide/table-appointments
D. Discussing new concepts and practicing Table Completion
new skills #1 Glasswares Name Uses
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 40-49 Competency-Based Curriculum
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources TV, Laptop, Black Board, Chalk, PPT Presentation , table appointments
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Integrative Approach (Scaffold –Knowledge Integration)
C.Presenting examples /instances of the Powerpoint presentation will be presented to the students
new lesson https://www.google.com.ph/search?q=Set+up+furniture+in+accordance+with+standard
D.Discussing new concepts and 1. How will you prepare the dining area for the guests?
practicing new skills #1 2. What are the things you are going to consider to please your guests?
E.Discussing new concepts and
practicing new skills #2
Analyze the picture. List down things you have to do and remember when preparing the dining area for service.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 45 – 48 Competency-Based Curriculum
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
. Constructivist Approach – TGA Activity
A.Reviewing previous lesson or presenting the Ask them to answer the following:
new lesson 1. What are the table appointments classified as glassware?
2. What examples of glasswares are used in table setting?
3. How the different glasswares are used?
B.Establishing a purpose for the lesson Present picture of hallow wares and linens
D.Discussing new concepts and practicing new Classify the different table appointments set on the table
skills #1
E.Discussing new concepts and practicing new
skills #2
Name and classify the different table appointments set on the table
F.Developing mastery (Leads to Name Game
Formative Assessment 3) Each student will show the class his/her knowledge and mastery of the different table appointments by naming and giving its
function once they are called through draw lots.
G.Finding practical applications of concepts What are the factors to consider in obtaining table appointments?
and skills in daily living
H.Making generalizations and abstractions How can you make a presentable and attractive table setting?
about the lesson
I.Evaluating learning Hands on activity through mastering the names, classifications and uses of the different table appointments
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 51 – 66 Competency-Based Curriculum
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
. Constructivist Approach – TGA Activity
D.Discussing new concepts and practicing new Cite examples of napkin folds that you know. Discuss your own procedures.
skills #1
E.Discussing new concepts and practicing new Presentation & Discussion
skills #2 1. How to use a table napkin?
2. The placement of the table napkin
3. Formal points of the napkin folds
4. The basic folds
a. Lily/crown
b. Bishop’s hat
c. Fancy napkin folding
d. Candle
Practice the different styles of napkin folding (10 napkin folds in 3 minutes)
F.Developing mastery (Leads to Formative
Assessment 3)
G.Finding practical applications of concepts Why do we need to fold the table napkins creatively?
and skills in daily living How important are the table napkin in setting the table?
H.Making generalizations and abstractions A neatly folded napkin adds a touch of elegance to your dining table -- for a special occasion or the every day. It
about the lesson can both serve a practical purpose -- tucking in utensils, completing the theme in the place setting –- and offer
decorative flair.
I.Evaluating learning Each learner must demonstrate 10 different napkin folds for 3 minutes
Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Neatness 5
Speed 5
TOTAL
J.Additional activities for application or Discover your own napkin fold style.
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
B.Performance Standards The learners:
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines
of the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to
the requested workable terms and conditions.
C. Learning Competencies/ LO 2. Prepare and set tables
Objectives (Write the LC code for each) 2.1 Set tables within the required timeframes in accordance with the standards and/or customer’s special requests
2.2 Dress tables according to standard procedures and/or any approved special requirements
2.3 Check cleanliness and condition of tables, glassware, service ware, and cutlery prior to service
2.4 Remove, clean and replace items that are below standard based on relevant guidelines
TLE_HEFB9-12BS-IIc-d-2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 51 – 66 Competency-Based Curriculum
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
. Constructivist Approach – TGA Activity
A.Reviewing previous lesson or presenting the From the displayed table appointments, each student will be given the chance to identify the name and uses of each.
new lesson
B.Establishing a purpose for the lesson Video presentation about napkin folding will be shared to the students
https://www.youtube.com/watch?v=vGPUh3LzDx0
C.Presenting examples /instances of the new Show samples of different napkin folds
lesson
D.Discussing new concepts and practicing new Cite examples of napkin folds that you know.
skills #1
E.Discussing new concepts and practicing new Other Napkin Folds
skills #2 e. Fan/Goblet
f. French Pleat
g. Flame
h. Tripod
i. Rose
j. Envelope
k. Blouse/shirt
l. Birds of Paradise
m. Double candle
Group Activity
F.Developing mastery (Leads to Formative The students will be grouped and will practice the different napkin folds.
Assessment 3)
G.Finding practical applications of concepts How do you fold a napkin to stand?
and skills in daily living How important are the napkin folds in setting the table?
H.Making generalizations and abstractions Napkin folding is a form of art. It may not be as deeply appreciated as paper origami, but it is a type of origami. This is a
about the lesson type of art that every dinner host needs to learn. What better way to impress the dinner guests than with fancy plating and
folded napkins to match it? Not only that, but the detailed folding is a lot easier than you think.
I.Evaluating learning Each learner must demonstrate 10 different napkin folds for 3 minutes
Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Neatness 5
Speed 5
TOTAL
J.Additional activities for application or Scrap Book Making
remediation Different Napkin Folds
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 51 – 66 Competency-Based Curriculum
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
. Constructivist Approach – TGA Activity
A.Reviewing previous lesson or presenting From the displayed table appointments, each student will name and identify the use of each table appointments.
the new lesson
B.Establishing a purpose for the lesson Video presentation about different styles of table service will be shared to the students
https://www.youtube.com/results?search_query=table+service
C.Presenting examples /instances of the new Gallery Walk
lesson Pictures of different styles of table service will be posted on the walls for the learners to differentiate one from the other.
D.Discussing new concepts and practicing Discuss the different standards of table set-up
new skills #1
E.Discussing new concepts and practicing Presentation and discussion
new skills #2 Discuss the types of service
1. American breakfast
2. American service
3. Russian service
4. French service
5. Buffet service
1.Analyze each type of table service. Discuss the difference from each type.
2. Remember the proper placement of each table appointment per type of table service.
F.Developing mastery (Leads to Group Activity
Formative Assessment 3) Each group will demonstrate the different table set up.
Group 1- American breakfast
Group 2- American service
Group 3- Russian service
Group 4- French service
Group 5- Buffet service
G.Finding practical applications of concepts If you will be tasked to set up and use the different table appointments on a dining table , what are the things you need to
and skills in daily living consider? Why?
H.Making generalizations and abstractions Table service is much more than food being brought to your table for a "sit down" meal. Table service is the type of service a
about the lesson restaurant adopts, trains its employees to facilitate, and requires that everyone use the procedures established. This ensures
that a uniform standard of service will be used
I.Evaluating learning Each learner must demonstrate the different styles of table service
Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
J.Additional activities for application or Continue to practice the different table set up.
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON School Grade Level 11
Teacher Learning Area Food & Beverage
LOG Services NC II
Teaching Dates and Time Semester 1st
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
A.Reviewing previous lesson or presenting Practice and demonstrate the procedures for the following table set-up (Under Time Pressure)
the new lesson A. American Breakfast C. American Service
B. Russian Service D. French Service
B.Establishing a purpose for the lesson Video presentation about serving foods will be shared to the students
https://www.universalclass.com/articles/business/how to serve food
C.Presenting examples /instances of the new 1. How many course meals are there?
lesson 2. What is included in a 6 course meal?
3. What is a 5 course meal consist of?
Identify the components of table appointments for American Service. Set the table accordingly.
G.Finding practical applications of concepts In your own observation, how do restaurant staff s welcome and seat their guests? Describe the table set up they use.
and skills in daily living
H.Making generalizations and abstractions Why do we need to familiarize the types of table service?
about the lesson How important is your knowledge of the procedures in welcoming the guest?
Why the different components of the table appointments and the styles of service need to be known perfectly?
I.Evaluating learning Demonstration
Each learner will prepare the different styles of table service depending on their assignment and demonstrate how to
welcome the guests in a fine dining restaurant.
Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
J.Additional activities for application or Review the script in welcoming and serving the guests.
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time
allotment for each step.
. Constructivist Approach – TGA Activity
E.Discussing new concepts and practicing Video presentation about protocol in welcoming guest will be shared to the students to trigger their interests
new skills #2
PROCEDURE: 1. Welcome the guest
F.Developing mastery (Leads to 1. Set the table accordingly 2. Take food orders
Formative Assessment 3) a. Russian 3. Bussing out
b. American 4. Bidding goodbye
c. French 5. Clearing of the table
G.Finding practical applications of concepts How did you demonstrate the sequences of the table service (A la carte)?
and skills in daily living
H.Making generalizations and abstractions What is the rationale of performing this type of activity & institutional assessment in food and beverage service?
about the lesson
I.Evaluating learning Each learner must demonstrate the different styles of table service
Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
J.Additional activities for application or The students will be given the same activity if the need arises.
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
C.Presenting examples /instances of the new Show pictures on how to do the proper taking of food orders.
lesson
D.Discussing new concepts and practicing How are you going to take orders accurately?
new skills #1 What are the things to be remembered when taking orders?
E.Discussing new concepts and practicing Video presentation
new skills #2 https://www.universalclass.com/articles/business/taking food orders
Role Playing
F.Developing mastery (Leads to Let the students know and be familiar with the correct procedures when taking orders.
Formative Assessment 3)
Presenting The Menu
Here’s your menu Sir / Mr. David
Today we have a special set menu / Chef's Special
May I recommend the Chef's Special ?
We also have a delicious buffet for you today.
This is our special (breakfast / afternoon tea) menu.
I’ll come back in a few minutes to take your order.
G.Finding practical applications of concepts Why it is important to know the menu for the day or the complete list of menus available?
and skills in daily living
H.Making generalizations and abstractions What is the rationale of performing this type of activity & institutional assessment in food and beverage service?
about the lesson
I.Evaluating learning Each learner will prepare table set up according to their assignment and demonstrate how to take food orders.
Criteria for Evaluation:
Criteria Points
Presentation 5
Techniques 5
Accuracy 5
Speed 5
TOTAL
J.Additional activities for application or Practice the same activity for improvement.
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Session 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
A. References
3.Textbook pages Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 125 – 136 Competency-Based Curriculum
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.