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)

DLP No.: Learning Area: TLE-VIII Grade Level: Grade-9 Quarter: 2 Duration: 1hr.
SC
Learning Code: TLE_HEKSD9-
Competency/ies: PREPARE SALAD AND DRESSING (SD) IIbg -8
(Taken from the Curriculum Guide)

Key Concepts /
Understandings to be Kinds of Salad Dressing , Different ingredients of salad dressing and methods on how to prepare
salad dressing ( Vinaigrette, French, Cooked Salad Dressing )
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 The learner can recall information and retrieve relevant duplicate, list, memorize, Identify the different ingredients in preparing
something with knowledge from long-term memory repeat, describe, reproduce salad dressing.
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

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

Attitud Categories: List of Attitudes: Follow the

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

3. Learning Resources K TO 12 TECHNICAL-VOCATIONAL TRACK CURRICULUM GUIDE /LEARNING MATERIALS

pages 121-123
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at  Daily Routine/ Activities ( prayer, greetings
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the and checking of attendance and assignment
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
made about the different Kinds of salad
when it is conducted in a pleasurable and comfortable atmosphere.
dressing and Emulsions.)
 Let students observe and recognize the items
/ ingredients on the table. Flash picture to
the class about salad dressings and let them
conceptualized the pictures.
 Processing of ideas of the students with
regards to the presentation.
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior learning  Present to the class the set of salad dressing
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts pictures and let them describe/ explain base
where the learners are. Carefully structured activities such as individual or group reflective exercises,
from picture shown. ( sharing of ideas)
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be  Let students watch video about methods of
considered in this part of the lesson. preparing salad dressing and ask follow up
question after the video .
 Divide the class into 5 groups, each group will
select leader to guide the groups for the task
to work with.
4.3 Analysis (5 minutes). Essential questions are included to serve as a guide for the teacher in  Essential questions will be solicited to the
clarifying key understandings about the topic at hand. Critical points are organized to structure the students to assess if they really understand
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 learners about the the video presentation about how to make
activity or the topic. The last questions or points taken should lead the learners to understand the dressing for salads.
new concepts or skills that are to be presented in the next part of the lesson.

1. What do you observe from the video

presentation on how to prepare French,
mayonnaise and cooked salad dressing?

2. What are the common ingredients used in salad

dressing presentation? Give your opinion.

3. Explain the methods used in preparing salad

dressing out from the video.

4.4 Abstraction (5 minutes). This outlines the key concepts, important skills that should be Processing of outputs and understanding of the
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that students.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
Supplement of ideas and strengthening the
lesson.
knowledge learned .and locking of words about
methods on how to make salad dressings.
1. Ask the students the different methods in
preparing salad dressing.
2. If you are going to prepare your own salad
dressing, how do you do it? What methods of
salad dressing will you used
4.5 Application (5 minutes). This part is structured to ensure the commitment of the learners to Group the class into 5 groups and assigned to them
do something to apply their new learning in their own environment. the basic methods in preparing salad dressings.
4.6 Assessment (15 minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative 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 learners’ Musical Performance, Skill Demonstration, Group Given a mayonnaise, lemon juice, vinegar and oil ,other
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor & condiments and kitchen utensils, with the same group,
on assessment criteria) Psychomotor Games, Simulation Activities, Science demonstrate the basic method of preparing salad dressing
Experiment with the required recipe.
1. Vinaigrette 4. Emulsified
2. Mayonnaise 5. French
3. Cooked Salad

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,
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 Practice at home and master on how to prepare
a salad dressing (vinaigrette , emulsified, French
and cooked salad) choose only one to
performed .Let your parents or your brother
and sister to evaluate your output
documented . Make journal of your output and
makes sure that it there’ll be a signature of the
witness and your photo while having a
practice .It will be check on the second day of
our meetings.
 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.

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. Reflections 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 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: BABY SHELA O.CABUCOS School: STA. ROSA NATIONAL HIGH SCHOOL
Position/Designation: TEACHER 1 Division: LAPU-LAPU
Contact Number:09077793799 Email address: bbshelac26@gmail.com

Bibliography

PowerPoint Presentation………………………………………………………………………………………………….Learning Module in COOKERY IX pp. 121-123

Video presentation……………………………………………………………………………………………. YouTube.com