Grade Level 10 Quarter 4TH

Prepared by PAZ R. BALAGTAS Noted ANGELITO S. MANALASTAS

Learning Area TLE/COOKERY Teaching Dates

I. OBJECTIVES
A. Content Standards PREPARING AND COOKING MEAT
B. Performance Standards
At the end of the cycle, the students should be able to:
C. Learning Competencies/
Objectives  Identify the location of primary cuts.
Write the LC code for  Identify the wholesale and retail cuts
each

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide, pp. 81-83
Learner’s Materials, pp. 330-342
2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Show at least 5 different pictures of cut meets that can be seen in the market. Let the
new lesson student identify each cut. Ask them which part they love the most.
B. Establishing a purpose
for the lesson
Ask the student to share the differences between wholesale and retail cuts of pork
C. Presenting ACTIVITY
examples/instances of PROCEDURE
the new lesson
D. Discussing new concepts 1. Group the class.
and practicing new skills 2. Have a volunteer in each group to distribute the copies of the unlabelled
#1 wholesale cuts hand-outs. (Hand-outs 2, 4, 6,8)
E. Discussing new concepts 3. Referring to the displayed Wholesale Cuts Charts (for each species), let the
and practicing new skills
member in each group have take turns selecting a wholesale cut to discuss.
#2
4. On the hand-out provided, have student write the correct wholesale cut
name.
5. On the same hand-out provided, have youth list at least two retail cuts from
F. Developing mastery the wholesale cut identifying with a pesos sign the cuts that are more
(leads to Formative expensive.
Assessment 3) 6. Distribute copies of the labelled wholesale cuts hand-outs (Hand-outs 1, 3,7).
7. Choose a group to share their results.
8. Ask: Have youth share their favourite retail cut. Why?
G. Finding practical 1. Have students report back about what they find. Let the representative of each
applications of concepts group present their findings.
and skills in daily living
2. Answer the questions below
GUIDE QUESTIONS
1. Why is it important to know the difference between wholesale and retail
cuts? How does this knowledge help them as a producer?
2. How will this help you when you shop for meat at the grocery store?
3. What can you share with other consumers to help them understand why
 Grade Level 10 Quarter 4TH
Prepared by PAZ R. BALAGTAS Noted ANGELITO S. MANALASTAS
Learning Area TLE/COOKERY Teaching Dates

meat cuts have different prices?

H. Making generalizations
and abstractions about
the lesson
Meat, a good source of the nutrients we need, is an important part of most diets.
People enjoy eating meat, and much of the enjoyment of mealtime comes from
having tasty meat dishes on the table. Learning about meat, such as where it comes
from, how it is processed for purchase, and how to select meats for different
occasions, will make you a better consumer of meat. Understanding meat will help
you prepare healthier and tastier meals.
DIRECTION:
Identify and label the following cuts.

I. Evaluating learning

J. Additional activities for

application or Create a chart of Primary cuts of beef in an illustration board
remediation
V. REMARKS

VI. REFLECTION
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 teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?