MODIFIED DAILY LESSON LOG For Grade 1 to 12

(Based on D.O. No. 70 s. 2012, K+12 Enhance Basic Education and Result-Based Performance Management System)

Date
Grade and Section
Grade 12-Quilnet (Food and Beverage Services)
Time Schedule

Content Standard
The learner demonstrates understanding of the basic concepts, and underlying theories in food
and beverage services.
Performance Standard
The learner .independently demonstrates competencies in food and beverage services as
prescribed in the TESDA Training Regulations

I. Objective 1. Explain core concepts in food and beverage services.

2. Discuss the relevance of the course

PEACE CONCEPT
LC #
.
II. Topic CORE CONCEPTS IN FOOD AND BEVERAGE SERVCES & RELEVANCE OF THE
Reference :CG pp.
COURSE
TG pp. Page 1 of 25
Laptop/pictures
Material/txbook p.
Textbook page xxxi
Module: TR- Food and Beverage Services / INTERNET
III. PROCEDURE

PRELIMINARIES Greeting , roll call, review on the prior knowledge on Food and Beverage Services

A. Activity Lecturing on the Core Concept in Food and Beverage services and the relevant activities and
opportunities to develop learner’s understanding.

B. Analysis Why is it that learner’s manual in food and beverage services crafted?

C. Abstraction Technology and Livelihood Education (TLE) for junior high School and Technical-Vocational-
Livelihood (TVL) Education for senior high school is composed of four components, namely:
Agri-Fishery Arts, Home Economics, Industrial Arts and Information and Communication
Technology.
D. Application
The course provides varied and relevant activities and opportunities to develop learner’s
understanding of key concepts and to acquire/master core competencies prescribed in TESDA
training Regulation in Food and Beverage Services NC II.
IV. What is your personal goals towards in choosing the food and beverage services?
EVALUATION

V.
AGREEMENT/
ASSIGNMENT
List down all career opportunities that are recognized in Food and Beverage Services.

VI. REMARKS:
Number of
student with
expertise
Number of
student need to
improve with
remedial

Teacher’ note

LEGEND:
CG - Curriculum Guide
TG - Teacher’s Guide

Checked by: Prepared by:

______________________________________ FATIMA G. DATUKAKA

SST-III

MODIFIED DAILY LESSON LOG For Grade 1 to 12

(Based on D.O. No. 70 s. 2012, K+12 Enhance Basic Education and Result-Based Performance Management System)

Date
Grade and Section
Grade 12-Quilnet (Food and Beverage Services)
Time Schedule

Content Standard
The learner demonstrates understanding of the basic concepts, and underlying theories in food
and beverage services.
Performance Standard
The learner .independently demonstrates competencies in food and beverage services as
prescribed in the TESDA Training Regulations

I. Objective 3. Understand the significance of food and beverage service in today’s market job
demands.
4. Explore on opportunities
PEACE CONCEPT 5. Recognize food and beverage service opportunities for other related future careers.
LC #

II. Topic CAREER OPPORTUNITIES

Reference :CG pp.
Page 1 of 25
TG pp. Laptop/pictures
Textbook page
Material/txbook p.
TR- Food and Beverage Services / INTERNET
Module:
III. PROCEDURE

PRELIMINARIES Greeting , roll call, review on the core concepts in Food and Beverage Services

E. Activity Lecturing and presenting the different career and opportunities when engaged in Food and
Beverage Services NC II.

F. Analysis How ready you are in pursuing your career being a waiter, waitresses and the like?

G. Abstraction Being a manger, supervisor or even an event organizer, it is not an easy task. There are many
things to consider in preparation like the bookings and reservation of your customers, the venue
preparation, table arrangement and etc.
H. Application
This course provides varied and relevant activities and opportunities to consider and
encountered like; the skills on table napkin fold, table skirting, table set-up, welcoming guest,
offering food and drinks to customer and also receiving and handling guest concerns
IV. In a whole sheet of paper, sketch your dream restaurant set-up.
EVALUATION
 V.
AGREEMENT/
ASSIGNMENT
How do you prepare the dining room/restaurant area for service.

VI. REMARKS:
Number of
student with
expertise
Number of
student need to
improve with
remedial

Teacher’ note

LEGEND:
CG - Curriculum Guide
TG - Teacher’s Guide

Checked by: Prepared by:

______________________________________ FATIMA G. DATUKAKA

SST-III

Dining Area / Table Setting

Food and Beverage Service

Attendant
 Waiters / Waitresses

MODIFIED DAILY LESSON LOG For Grade 1 to 12

(Based on D.O. No. 70 s. 2012, K+12 Enhance Basic Education and Result-Based Performance Management System)

Date
Grade and Section
Grade 12-Quilnet (Food and Beverage Services)
Time Schedule

Content Standard
The learner demonstrates an understanding of concepts, and principles in preparing the dining
room/restaurant area for service.
Performance Standard
The learner: 1.independently prepares the dining room/restaurant area for service; 2.
Demonstrate knowledge and skills of food and beverage service in relation to taking table
reservations.
I. Objective LO 1. TAKE TABLE RESERVATIONS
1.1 Answer inquiries promptly, clearly and accurately ; 1.2 Ask pertinent questions to complete the details of the
reservation; 1.3 Record reservation on form accurately; 1.4 Repeat and confirm details of the reservation; 1.5
PEACE CONCEPT Provide additional information about the food service establishment.
 LC # TVL_HEFBS9-12AS-Ia-b-1.
II. Topic Food Service Operations/Reservation Process/Telephone Ethics
Reference :CG pp.
Page 5 of 25
TG pp. Laptop/pictures
Textbook page 6-11
Material/txbook p.
TR- Food and Beverage Services / INTERNET
Module:
III. PROCEDURE

PRELIMINARIES Greeting , roll call, review on the career opportunities in Food and Beverage Services.

I. Activity Lecturing, presenting of diagram and activity plan in Food and Beverage services,

J. Analysis Being an entrepreneur, how do you prepare an activity plan that aligns with the PECS in Food
and beverage services?

K. Abstraction An activity diagram of an order management system are as; at the start of process, customer
sends an order request. Then order request system confirms the receipt of the order (check if
the order is normal order or special), then confirm the order and dispatch the order.
L. Application
In a food operations, a restaurant managers are generally responsible for the ff. exceeding guest
service expectations, hiring, training, and developing employees, setting and maintaining
quality standards, marketing, banquets, coffee service etc.
IV. Being a manager of the big restaurant, how do you recognize Personal Entrepreneurial
EVALUATION
Competencies and Skills (PECs) needed in food and beverage services?
V.
AGREEMENT/
ASSIGNMENT
Give an example of a good and bad character traits of an employees

VI. REMARKS:
Number of
student with
expertise
Number of
student need to
improve with
remedial

Teacher’ note

LEGEND:
CG - Curriculum Guide
TG - Teacher’s Guide

Checked by: Prepared by:

______________________________________ FATIMA G. DATUKAKA

SST-III

Reservation Process
 Table Map
MODIFIED DAILY LESSON LOG For Grade 1 to 12

(Based on D.O. No. 70 s. 2012, K+12 Enhance Basic Education and Result-Based Performance Management System)

Date
Grade and Section
Grade 12-Quilnet (Food and Beverage Services)
Time Schedule

Content Standard
The learner demonstrates an understanding of concepts, and principles in preparing the dining
room/restaurant area for service.
Performance Standard
The learner: 1. Demonstrates knowledge and skills in food and beverage service related to the
preparation of service station and equipment; 2. Perform hygiene and sanitation in food and
beverage handling
I. Objective LO 2. PREPARE SERVICE STATIONS AND EQUIPMENT
2.1 stock supplies necessary for service; 2.2 clean, wipe and put tableware and dining room
equipment in their proper places; 2.3 check the cleanliness and condition of all tables,
PEACE CONCEPT tableware and dining room equipment;
LC #
.
TVL_HEFBS9-12AS-Ic-d-2.
II. Topic PREPARATION OF SERVICE EQUIPMENT/ UTENSILS AND SUPPLIES
Reference :CG pp.
TG pp. Page 5 of 25
Laptop/pictures
Material/txbook p.
Textbook page 21-35
Module: TR- Food and Beverage Services / INTERNET
III. PROCEDURE

PRELIMINARIES Greeting , roll call, review on Food Service Operations/Reservation Process/Telephone Ethics

M. Activity Lecturing, presenting of diagram and activity plan in Food and Beverage services,

N. Analysis Being an entrepreneur, how do you prepare an activity plan that aligns with the PECS in Food
and beverage services?

O. Abstraction An activity diagram of an order management system are as; at the start of process, customer
sends an order request. Then order request system confirms the receipt of the order (check if
the order is normal order or special), then confirm the order and dispatch the order.
P. Application
In a food operations, a restaurant managers are generally responsible for the ff. exceeding guest
service expectations, hiring, training, and developing employees, setting and maintaining
quality standards, marketing, banquets, coffee service etc.
IV. Being a manager of the big restaurant, how do you recognize Personal Entrepreneurial
EVALUATION
Competencies and Skills (PECs) needed in food and beverage services?
V.
AGREEMENT/
ASSIGNMENT
Give an example of a good and bad character traits of an employees

VI. REMARKS:
Number of
student with
expertise
 Number of
student need to
improve with
remedial

Teacher’ note

LEGEND:
CG - Curriculum Guide
TG - Teacher’s Guide

Checked by: Prepared by:

______________________________________ FATIMA G. DATUKAKA

SST-III
 MODIFIED DAILY LESSON LOG For Grade 1 to 12

(Based on D.O. No. 70 s. 2012, K+12 Enhance Basic Education and Result-Based Performance Management System)

Date
Grade and Section
Grade 12-ABAS (Food and Beverage Services)
Time Schedule

Content Standard
The learner demonstrates an understanding of concepts, and principles in preparing the dining
room/restaurant area for service.
Performance Standard
The learner demonstrates knowledge and skills in food and beverage service related to table
setting, table skirting, and napkin folding in accordance with the proper procedures and
guidelines.
I. Objective Lesson 3.4 Fold properly and laid cloth napkins on the table approximately according
to napkins folding style
Learn the 7 basic napkins folding.
Demonstrate the ability in folding napkins.
PEACE CONCEPT
LC # . TVL_HEFBS9-12AS-Ie-f-3

II. Topic DIFFERENT NAPKIN FOLDING STYLES

Reference: CG pp. Page 5 of 25
TG pp.
Laptop/pictures/ Power point Presentation
Material/textbook p. Textbook page 52 - 75
TR- Food and Beverage Services / INTERNET
Module:
III. PROCEDURE

PRELIMINARIES Greetings, roll call, review on… Before taking a reservation, make sure to know
the answers to the questions which are likely to be asked, will you please site
only three examples on the Tips in Taking Table Reservation.
 Answer inquiries promptly, clearly and as accurately as possible.
 Take note of specials, changes in the menu and make sure to inform guests
about it.
 Gather all pertinent information on the reservation from the guest politely and
efficiently.

Q. Activity The teacher are the one to facilitate and present the Scoring Rubric in folding
Napkins:
Description Score
Demonstrated 100% of the procedures in napkin folding. 5
Demonstrated 75% of the procedures in napkin folding. 4
Demonstrated 50% of the procedures in napkin folding. 3
Demonstrated 25% of the procedures in napkin folding. 2
Did not perform the given task 1

R. Analysis In folding a napkin, it is necessary for the designer to consider the types of occasion? Why?

S. Abstraction A folded napkin is placed on the table for the guest’s use to contribute to the presentation of
the cover and the whole dining environment. The way in which the napkin is presented depends
on the type of establishment and the type of service.
 Pyramid Candle Bishop Standing Fan

Lotus Birds of Paradise Crown

T. Application It is an advantage if napkin folds are kept simple, as less handling is involved. However, some
establishments require more elaborate folds for aesthetic reasons.

IV. EXERCISE 1- NAPKIN FOLDING

EVALUATION
Demonstrate the different styles in napkin folding.
1. Pyramid
2. Candle
3. Stand with Fan
4. Bishop’s Hat
Birds of Paradise
V.
AGREEMENT/
Research the different dining tools and equipment
ASSIGNMENT

VI. REMARKS:
Number of
student with
expertise
Number of
student need to
improve with
remedial

Teacher’ note

LEGEND:
CG - Curriculum Guide
TG - Teacher’s Guide

Prepared by: Checked by:

FATIMA G. DATUKAKA MARY ANN M. FERNANDEZ

SST-III MT-I/ Grade 8-Chairperson

 MODIFIED DAILY LESSON LOG For Grade 1 to 12

(Based on D.O. No. 70 s. 2012, K+12 Enhance Basic Education and Result-Based Performance Management System)

Date
Grade and Section
Grade 12-Quilnet (Food and Beverage Services)
Time Schedule

Content Standard
The learner demonstrates an understanding of concepts, and principles in preparing the dining
room/restaurant area for service.
Performance Standard
The learner demonstrates knowledge and skills in food and beverage service related to table
setting, table skirting, and napkin folding in accordance with the proper procedures and
guidelines.
I. Objective LO 3. Set-Up tables in the dining area
3.5 Skirt properly buffet or display tables taking into account symmetry, balance and
harmony in size and design
PEACE CONCEPT
LC #
TVL_HEFBS9-12AS-Ie-f-3
II. Topic TABLE SKIRTING STYLES

Reference: CG pp.
TG pp.
Page 5 of 25
Laptop/pictures
Material/textbook p. Textbook page 75 - 79
Module:
TR- Food and Beverage Services / INTERNET
III. PROCEDURE

PRELIMINARIES Greeting , roll call, review on the different napkin folding Styles
U. Activity The teacher are the one to facilitate and present the rubrics or criteria for assessment on the said activity; the
students are

V. Analysis In skirting a table, it is necessary for the designer to consider the types of occasion and the sizes
of the table? Why?
 W. Abstraction Table Skirting is used to decorate tables for different occasions, for elegance, and to cover the
actual table. Also there are some points to consider in table skirting.

X. Application
Most tables can be fitted with detachable swags that are placed over any kind of cloth table
skirting. Swag are commonly attached with overlap clips that will not flatten or damage the
table skirt pleating.
IV. Quick Skirting Set-up:
Criteria for Assessment: *skirt fitted tightly(no sags)=10%, *Clips/pins
EVALUATION
applied correctly=10%, theme instantly clear=20%, Neatness & Showmanship=30%,
Speed=30%; TOTAL=100%
V.
AGREEMENT/
ASSIGNMENT
Being a hotel or restaurant manager, how to set the mood of ambiance of the dining area?

VI. REMARKS:
Number of
student with
expertise
Number of
student need to
improve with
remedial

Teacher’ note

LEGEND:
CG - Curriculum Guide
TG - Teacher’s Guide

Checked by: Prepared by:

______________________________________ FATIMA G. DATUKAKA

SST-III

TABLE SKIRTING ASSESSMENT

MECHANICS:

1. There will be a team, which compose of two members.

2. The participants must wear their appropriate food and beverage uniform.
Ladies: white long sleeves, black skirt/pants and black shoes.
Gentlemen: white long sleeves, black slacks and black shoes
3. Ingress will be done two (2) hours before the competition.
4. The competing team must skirt table – 3 SIDES ONLY
5. The teacher will provide the table, top cloth, skirting cloth, pins, thumbtacks to be used in the
competition.
 6. The team can choose their own design/type of fabrics and accessories to be used during the
competition.
7. Ready-made or pre-sewn cloth is not allowed.
8. The time allotted for skirting is sixty (60) minutes or on (1) hour only.
9. A deduction of two (2) percent per minute exceeded.
10. The decision of the judges is final and irrevocable.

CRITERIA FOR ASSESSMENT:

*skirt fitted tightly (no sags) . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 %,

*Clips/pins applied correctly . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 %,

*theme instantly clear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 %,

*Neatness & Showmanship . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 %,

*Speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 %;

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100%
Design Table Skirting
Wahida Hadjiula start to design the table.

Shamira Sansawi together with Sittie Rauda

Pinansilo tandem to skirts the table.

The Final Output

TABLE SKIRTING