ST.

FRANCIS XAVIER ACADEMY

LEARNING PLAN IN T.L.E 10
Prepared by: Jo-an W. Nini

QUARTER: 2nd Quarter TIME FRAME: January- February

TOPIC: Home Economics: Cookery
STAGE 1
CONTENT STANDARDS: PERFORMANCE STANDARD: PVMGO-VMOSA VALUES
1. The learners demonstrate an 1. The learners apply CEAP PILLAR OBJECTIVES INTEGRATION
understanding of core concepts and core competencies in J- USTICE AND PEACE
principles in cookery. E-COLOGICAL
cookery as prescribed Patience and
INTEGRATION
2. The learner demonstrates an understanding in in the TESDA Training Perseverance,
E- NGAGED CITIZENSHIP
preparing and cooking cereals and starch Regulation.
dishes
P- POVERTY REDUCTION Handwork
G- ENDER SENSITIVITY
Y- OUTH
EMPOWERMENT
M- EDIA EDUCATION
MEANING MEAKING: ESSENTIAL QUESTION:
Essential Understanding: How to purchase and store eggs for best quality?
Always keep eggs in their cartoon when they
got home and store them in the little egg caddy
best before the date to guarantee freshness.
ACQUISITION OF KNOWLEDGE: ACQUISITION OF SKILLS:
 identify the market forms of eggs.  Clean, sanitize and assemble tools, utensils, equipment required in assembling egg dishes.
 explain the uses of eggs in culinary arts.  Cook egg dishes in accordance with the prescribed salad.
 Rate the finished products using rubrics.
 Present egg dishes.
 Explain the health benefits of starch and
cereals to our body  Select suitable plates according to standards.
 Explain the uses of starch.  Present egg dishes hygienically and attractively using suitable garnishing and side dishes sequentially
 Discuss the different source of starch and within the required time frame.
cereals.
 Discuss the importance of making sauce.
  Explain the reasons of making garnish
 Appreciate the value of making
accompaniments.

TRANSFER GOAL:
Students on their own and in the long run will be able to perform skills by cooking a simple egg dish and evaluate the finished product by rating it using a
rubric.
 Goal Perform skills by cooking a simple egg dish.2
STAGE
TYPEOBTAINING EVIDENCES OF KNOWLEDGE AND THROUGH VARIED
UNDERSTANDING UNDERSTANDING
ASSESSMENTS TRANSFER
Role A good cook of a simple PROCESS/SKILLS
egg dish. (MAKING-MEANING)
PRE- Pre-test Pre-test
ASSESSMENT/DIAGNOSTI
TRANSFER TASK IN GRASPS
Audience FORM
.TLE Teacher,Multiple Choice.Members
Friends, Family Activity #3 “Can YouRUBRIC
Name me?”
CRITERIA FOR Multiple Choice
C
Directions: Name the TRANSFER
following TASK:
Direction: Read the sentence
Situation The learner will make aand
carefully simple egg dish
choose and will objects
the best be judgethat
by is being shown.
letter
the teacher with of your answer. Write
rubric/criteria. .
your answer on a separate
Product/ sheet of paper.
SIMPLE EGG DISH
Performanc
e
FORMATIVE ASSESSMENT Activity #1“Look in the box” Activity #4 “Can you organize
Standard .RUBRIC/ CRITERIA Activity #2 “Circle me out” me?”
Directions: Identify your answer
by choosing the word in a box Instruction: Choose which tool, Instruction: In your activity
that describe the sentence. Write utensil, equipment appropriate for note book, write down at least
your answer in your activity preparing egg. one correct procedure in
notebook. Copy the words in the cleaning, sanitizing and
preparing of tools and
box to your activity notebook and
equipment needed in egg dished
encircle your answer.

SUMMATIVE ASSESSMENT Post-test Perform simple egg dish.

Matching Type
Part 1 Directions: Copy in your
activity notebook and match your
answer

SELF-ASSESSMENT COOKING RUBRIC AND

CRITERIA
 STAGE 3
A. UNIT ACTIVITIES MAP
ACTIVITIES FOR ACQUIRING ACTIVITIES FOR MAKING MEANING AND ACTIVITIES LEADING TO TRANSFER
KNOWLEDGE AND SKILLS DEVELOPING UNDERSTANDING

EXPLORE

PRE-TEST Activity #1 “Look in the box”

Multiple Choice

FIRM-UP

Activity #2 “Circle me out”

DEEPEN

Activity #3 “Can You Name me?”

TRANSFER

Activity #4 “Can you organize me?” Perform simple egg dish.

 A. PRE-ASSESSMENT MATRIX
CODE LEVEL OF WHAT WILL I HOW WILL I HOW WILL I SCORE? RELATED ACTIVITES
(A,M,T ASSESSMENT ASSESS? ASSESS?
) (Learning MC items
Competencies)
KNOWLEDGE understanding Scored system. Scored system. PRE-TEST/MULTIPLE CHOICE
(15%) about eggs, their One point per One point per correct answer. Activity #1 “Look in the box”
correct answer.
functions, and
preparation
techniques,
qualities of fresh
and old eggs
PROCESS/SKILLS Rubric/ criteria
(25%) how to purchase Performance-based
and store eggs for Activity #2 “Circle me out”
best quality

UNDERSTANDING Enduring : : Activity #4 “Can you organize me?”

(30%) Understanding: Activity #3 “Can You Rubric/ criteria
Always keep eggs Name me?”
in their cartoon
when they got
home and store
them in the little
egg caddy best
before the date to
guarantee
freshness.

Essential Question:

How to purchase
and store eggs for
best quality?

PRODUCT/ Transfer Goal: Rubric/criteria COOKING SHOW

PERFORMANCE Students will own perform skills by cooking
(30%) their own and in the a simple egg dish
long run will be able
to perform skills by
cooking a simple egg
base on their own
recipe and evaluate

LEVEL 1
DIRECTED PROMPT
Activity #1“Look in the box”
Directions: Identify your
answer by choosing the word
in a box that describe the
sentence. Write your answer in
your activity notebook
B. UNIT ASSESSMENT ACTIVITIES MATRIX
SCAFFOLD FOR TRANSFER
LEVEL 2 LEVEL 3 LEVEL 4
OPEN PROMPT GUIDED TRANSFER INDEPENDENT TRANSFER
Recipe Ko, Cook ko. You are
Activity #2 “Circle me out” . Activity #3 “Can You Name me?” going to cook your own
recipe of egg dish. Your
Instruction: Choose which tool, Directions: Name the following
output will be evaluated
utensil, equipment appropriate for objects that is being shown.
based on the given rubric.
preparing egg.
Copy the words in the
box to your activity notebook and
encircle your answer.

MONDAY
 Pre Test  Activity #2 “Discover Me”
 Lesson Introduction
 “Look in the Box”
 Identify an Egg’s
components and its
nutritive value
 Pre-test
 Activity #1 “Find me in
the Circle”
 Activity #2 “Hash tags”
 Prepare ingredients
according to standard
recipes
 ”.
 Market form of eggs  Activity #4 “Think of Me”
and Egg Uses
 Activity #3 “Can You
Arrange Me”
 
 Activity #3 “My simple
Recipe”
 Activity #4 “Arrange
CALENDAR OF ACTIVITIES
STRATEGIES: Brainstorming, Constructivist Approach
TUESDAY WEDNESDAY

Activity #3 “Can
 Tools, Utensils and You Name Me?”
Equipment  Activity #4 “Can
You Organize Me?”
 Anatomy of the Egg  Activity #4 “How
 Activity #3 “Can You Do I Function?”
Draw Me”?  Activity #5 “Draw
 me with Love”
STRATEGIES: Activity Method, Constructivist Approach
 Activity #3 “Can You Fill  Activity # 5
Me In” “Arrange Me
 Activity #4 “Do You Identify the
Know Me Well?” Market form of
Eggs
(Pre-test)
 accordance with
 Activity #5 “Foam the prescribed
Formation Salad
 Cook Egg Dishes in  (Pre-test)
Activity #1 “Pick
Me”
 Activity #5 “My Egg  Activity #1 “Value
Version” Me”
 Presenting Egg Dishes  Activity #2 “It’s all
THURSDAY FRIDAY
 Activity #5 “Look for
Me!”
 Activity #6 “Try Me!”
 identify and prepare
ingredients according to
standard recipes
 Pre-test
 Activity #1 “Fill me in”
 Activity # 1 “Give Me an
Egg”
 Activity #2 “What’s My
Product”
 Activity #2 “Where do I
belong?”
 Egg dishes
 Presenting Egg Dishes
 Activity #3 “Show Me
The Step
 Me Well”  Pre test about an Egg

CALENDAR OF ACTIVITIES

STRATEGIES: Experiential Learning

 Activity No.1 “Name  Evaluating the  Activity No.4 “My FRIDAY
 Evaluating the game” Finished Product Project Plan
Finished Product Activity No.2 “Score mo,  Activity No. 3 “Let’s  Activity No.4.1 “Fill Me
 Pre test Show mo Do It” Up


 Activity No. 5 “Rubrics ko  “Recipe ko, Cook ko”  Plating  Garnishing

‘to”
 “Recipe ko, Cook ko”

STRATEGIES: Experiential Learning, Brainstorming

 Sauces  Accompaniment’s Performance task
RUBRIC FOR RECIPE Ko, Cook Ko
Excellent Very Satisfactory Satisfactory Needs Improvement
No Attempt Points
(4 pts.) (3 pts.) (2 pts.) (1 pt.)
(0 pt.) Earned
1. Use of tools and Uses tools and Uses tools and Uses tools and equipment Uses tools and equipment No attempt
equipment equipment correctly equipment correctly correctly but less confidently incorrectly and less
and confidently at all and confidently most sometimes confidently most of the
times of the times time

2. Application of Manifests very clear Manifests clear Manifests understanding of Manifests less No attempt
procedures understanding of the understanding of the the step-by-step procedure understanding of the step-
step- by-step step- by-step but sometimes seeks by-step procedure seeking
procedure procedure clarification clarification most of the
time

Works independently Works independently Works independently with Works independently but No attempt
with ease and with ease and ease and confidence with assistance from
confidence at all times confidence most of sometimes others most of the time
the time
3. Safety work Observes safety Observes safety Observes safety precautions Not observing safety No attempt
habits precautions at all precautions most of sometimes precautions most of the
times the time time

4. Final Output Output is very Output is very Output is presentable and Output is not so No attempt
presentable and taste presentable and taste taste is little below the presentable and taste is
exceeds the standard. meets the standard. standard. not within the standard.

5. Time management Work completed ahead Work completed Work completed Work completed No attempt
of time within allotted time ___(mins./hours/days) ___(mins./hours/days)
beyond beyond

TOTAL POINTS