Bread and Pastry Production First Quarter DLP

.
TABLE OF CONTENTS
Page No.
 Preface 1
 Bread and Pastry Production 9-12 Curriculum Guide 2-15
FIRST QUARTER
LO1 Prepare bakery products
1.1 Select, measure and weigh required ingredients
according to recipe or production requirements.
16-25
 DLP 1 - Baking Terminologies
 DLP 2 – Dry and Liquid ingredients in baking bakery 26-28
 DLP 3 – Major and Minor Ingredients in baking bakery products 29-33
 DLP 4 _ Identifying and Selection of required Baking Ingredients
and function accdg. to recipe or production requirements 34-36
 DLP 5 –Standard Table of weights and measure and abbreviations 37-41
 DLP 6_ Conversion and Substitution of baking ingredients 43-44
1.2 Prepare a variety bakery products according to standard mixing

Procedures/ formulation/recipes and desired product characteristics
 DLP 7– Types and kinds of bakery Products 45-47
 DLP 8 _ Classification of various bakery products 48-50
 DLP 9 _ Mixing Techniques/Mixing Procedures 51-53
 DLP 10 _ Mixing Dough in Bread Making 54-56
1.3 Use appropriate equipment according to required bakery products

and standard operating procedures.
 DLP11 _ Basic Baking Tools and Equipment 57-59
 DLP 12 _Classification of Baking Tools/Equipment
according to its purpose 60-62
1.4 Bake bakery products according to techniques and appropriate

Conditions.
 DLP 13 _ Mixing techniques/ Mixing Procedures 63-65
 DLP 14 – Mixing Dough in Bread making 66-68
 DLP- 15 _Dinner roll making 69-71
 DLP 16 _ Pan de sal making 72-74
 DLP 17_ Cinnamon Roll Making 75-77
 DLP -18- Ensaymada Making 78-80
 DLP 19 – Coco Bread Making 81-83
 DLP 20 – Refrigerator Cookies Making 84-86
1.5 Select required oven temperature to baked goods in accordance with the
Desired characteristics, standard recipe specifications.
 DLP – 21 Types/Classifications of ovens 87-89
 DLP – 22 Temperature ranges in bakery products 90-92
PREFACE
The Technology and Livelihood Education (TLE) for Junior High and Technical-
Livelihood Education (TVL) for Senior High School is one track in the implementation of the K to
12 Basic Education Program (BEP). It is composed of four components namely: Agri-Fishery Arts,
Home Economics, Industrial Arts, and Information and Communication Technology .Learners in
Grades 7 and 8 may take an exploratory course on the subject: tackling common Competencies that
they would need, should they wish to have a career in TLE/ TVL. Their learnings and competencies are
then further enhance in Grades 9,10, up to Senior High School.
This course focuses on Bread and Pastry Production (National Certificate Level II)
under Home Economics of the TLE/TVL track. The Department of Education aims that this
learning resource contributes to the attainment of the realization of the overall goal of the K to 12 Basic
Education Program, which is the holistic development of every Filipino learner: equipped with 21st
century Skills, adequately prepared for work, and has gained the right knowledge, attitude,
values and skills to start a business, acquire middle level skills and to advance in higher education.
Baking is cooking by dry heat in an oven or oven type appliance. It ia method of cooking used
in making breads, cakes, pastries, biscuits which
everybody enjoys baking.
DETAILED LESSON PLAN in
Technology and Livelihood Education 9-
12
(Bread and Pastry Production)
Quarter: First Week: 1 Day: 1 Time Allotment: 120 mins.
I. OBJECTIVES
A. Content Standards * The learners demonstrate competencies of the core concepts
and theories in bread and pastry production
B. Performance Standards * The learners independently demonstrate core competencies
in preparing and producing bakery products.
C. Learning Competencies / Objectives. * LO1. Prepare Bakery Products
Write the LC code for each 1.1 Select, measure and weigh required ingredients according
to recipe or production requirements.
Objectives:
1. Identify baking terms correctly.
2. Discuss the meaning of terminologies used in baking
bakery products.
3. Appreciate the importance of understanding baking
terminologies.
TLE-HEBP9-12BP-Ia-f-1
II. CONTENT
A. Subject Matter  Baking Terminologies
B. Integration  Building vocabulary
 Art of Listening
 Reading Comprehension
 Values Formation
C. Strategies  4 A’s Method
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp.  TG-pp.
2. Learner’s Materials pp.  LM- pp. 2-3
3. Textbook pp.
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources  Internet//You Tube
 https://www.youtube.com/watch?v=SyqIIbXt-ZI
C. Materials  Laptop, TV Monitor, Speaker, movie, fact sheets, activity

sheets Visual aid, Evaluation tool,
 VEEM project movie selection ( American Girl Stirs up to
Success)
IV. LEARNING TASK/PROCEDURES
A. Preparatory Activity  Prayer
 Greetings
 Classroom management
 Checking of students attendance
B. Reviewing previous lesson or  Activity
Presenting the new lesson The teacher will present a movie entitled “American Girl,
Stirs up to Success” The movie will be cut after 10 minutes
showing.
 Ask the student to use their and art of listening and
comprehension during the movie show.
Activity 1
 The students are ask to make a list of easy words that are
familiar to them and words that are not familiar to them.
Why? And share your answer to the class.
Call 2-3 students to answer

C. Establishing a purpose for the  Still base on the movie show “American Girl, Stirs up to
lesson Success”
 Activity 2:
 Ask the students to look for a “Punch line/dialogue that
they wanted to apply in their lives.Why?
 call 2-3 students and process their answer

Analysis:
 Ask the students on the importance of presenting the movie
to the class.
 Guide Question:
1. How did you find the movie?
2. Did you get something new to you? Which part? Why?
Process the answer of the student.
D. Presenting examples/Instances of  Activity 3
the new lesson  Identifying terms through rambled words. Ask
representative from the group to identify rambled words.
1. To heat the oven prior to baking to achieve the required
TEAPHER Answer : P R E H E A T
2. It is a microorganisms that produce carbon dioxide when
mix with carbohydrates, causing the dough to rise.
SETAY Answer : Y E A S T
 (Please see the complete tool attached)
E. Discussing new concepts and  Distribute hand-outs on Baking Terminologies( by group)

practicing new skills #1  Discussing the meaning of the term
Ask the students to read the definition of the terms and
translate into Tagalog for better understanding.
F. Developing mastery (Leads to  The teacher will present a game “Pinoy Hinyo” 2 students
formative Assessment 3) volunteers in every group.
1 student – as actor and the other one is the one who will
guess the word.
(at least 5 words to act and guess)
- Set 1- ( dough, beat, batter, baker, knead)
- Set 2- ( blend, caramelized, oven, cream, shears)
- Set 3- ( egg beater, oven, beating, egg was, cup cake)
 At least 3 pair of students for 3 rounds.
G. Finding practical applications of  Ask the learners to look for at least 3 term that they usually
concepts in daily living used/ apply at home, why?
H. Making generalizations and  Summary on Baking Terms

abstractions about the lesson  Ask some of the learners to define important terms.
Question and Answer portion:
 QUESTION: ANSWER:
1. To press, stretch and fold the dough kneading
Until gluten is develop.
2. Consist of beaten egg whites and brush egg wash
Onto the bread before baking.
I. Evaluating Learnings  Short Test – (15 pts.)
Choose the letter of your correct answer
1. It is a mixture of baking ingredients that has a pouring
consistency.
a. dough c. batter
b. egg wash d. meringue
2. It is a substance responsible for the elastic and sticky
Characteristics of dough.
a. Gluten c. protein
b. Syrup d. meringue
(Please see the complete test Questions)
J. Additional activities for  Agreement:

application or remediation
Choose 5 baking terms and use it in a sentence.
V. REMARKS
VI. TEACHER’S REFLECTION

A. No. of learners who earned 80%
B. No. of learners who require

additional activities for
remediation
Who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies

worked well? Why did these
worked?
F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
material did I used/discover which
I wish to share with other teacher?
WRITER: ESTERLITA T. LEONO

Valencia National High School
Valencia City
‘
12
I. OBJECTIVES
Write the LC code for each 1.1 Select, measure and weigh required ingredients according
to recipe or production requirements.
Objectives:
1. Identify dry and liquid ingredients in baking bakery
Products.
2. Discuss briefly the function of the dry ingredient.
3. Select and classify baking ingredients.
II. CONTENT
A. Subject Matter  Dry and Liquid ingredients in baking bakery products
B. Integration  Science – video presentation on state of matter
 Art of listening and comprehension – video watching
 Improve speaking ability - oral recitation
C. Strategies  4’s Method

D. References
3. Textbook pp.
Learning Resources (LR) portal
5. Other Learning Resources  Internet/You Tube
6. Materials  Laptop, TV Monitor, Speaker, movie, fact sheets, activity

 Greetings
B. Reviewing previous lesson or  Activity 1

Presenting the new lesson The teacher will present activity “ Pass the Ball/Cabbage”
While music is playing the cabbage will also be passing
from student to the other. When the music stop the student
holding the cabbage paper will peel the outer leaf/sheet
which has written word for them to say something about the
word. The cabbage has 10 leaves or 10 word for 10
students.
Words are: ( time allotted- 10 minutes)

1. Dough 6. pastry
2. Egg wash 7. oven
3. Ganache 8.baker
4. Gluten 9. ingredients
5. Bakery 10. knead
C. Establishing a purpose for the  Activity 1

lesson  Video presentation of on “State of matter”
 Ask the students to watch and comprehend and ask the
following questions after the presentation:
1. What’s the video all about? Talking about?
2. Like in your Science subject .Differentiate the three
state of matter by giving one example each.
3. In baking bakery product, how do you differentiate the
three by giving an example?
.
D. Presenting examples/Instances of  Based on the video presented, describe in your own idea of
the new lesson A solid or dry ingredients and liquid ingredients?
Call 1-2 students
E. Discussing new concepts and  Power point presentation of ingredients and ask them to
practicing new skills #1 make a list all dry and liquid ingredients ingredients
presented.
Write your answer your answer sheet provided.
Dry Ingredients Liquid ingredients
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6.
7.
8.
 Process the answers of the students by checking against the

key answer. And giving of input to them by giving the
definition of the word.
F. Developing mastery (Leads to  Ask the students on how did they find the activity? What
formative Assessment 3) was their tips/basis of answering the activity? What is their
idea when asked of a dry ingredients in baking?
 Call 2-3 non-volunteering learners to answer the questions.
G. Finding practical applications of  Ask 2-3 learners to give dry ingredients that are usually
concepts in daily living available in their kitchen. Why? Process their answer, what
recipe that needs the use of the ingredients?
H. Making generalizations and  Ask some learners to summarize their understanding.

abstractions about the lesson  And ask them to enumerate some examples of dry and
liquid ingredients.
I. Evaluating Learnings  Short Test : 10 pts.
 Direction: List down all ingredients in the picture through
power point and ask them to classify whether it is dry or
liquid ingredient by the right column by putting a check
mark on the right column.
Ingredient Dry Liquid

1. Butter
2. Baking soda
3. Yeast
4. Evap milk
5. Confectioners sugar
6. Baking powder
7. All purpose flour
8. Fresh milk
9. Water
10. Corn oil
J. Additional activities for application  Agreement: (1/2 crosswise paper)
or remediation Research/Collect for any baked product recipes. Make a list
all dry and liquid ingredients used in the recipe.
V. REMARKS

,
remediation
the lesson
require remediation
worked?
can help me solve?
WRITTER: ESTERLITA T. LEONO

Valencia City
‘ DETAILED LESSON PLAN in
Technology and Livelihood Education 9-12
Quarter: First Week : 2 Day: 1 Time Allotment: 120 minutes
I. OBJECTIVES
Write the LC code for each 1.1 Select, measure and weigh required ingredients
Objectives:
1. Identify major and minor ingredients in baking bakery
Products.
2. Classify major and minor ingredients according to its
uses.
II. CONTENT
A. Subject Matter  Major and Minor Ingredients in Baking Bakery Products
B. Integration  English, Science, Math
C. Strategies  4 A’s Method
A. References
3. Textbook pp.
B. Other Learning Resources  Internet/You Tube
https://www.youtube.com/watch?v=fKpUBsn_jmA
 https://www.youtube.com/watch?v=-3r7X-sxNgA
 https://prezi.com/u3sjbpgewkab/major-and-minor-
ingredients-of-baking/

 Greetings
B. Reviewing previous lesson or  The teacher will provide flash card with DRY or LIQUID
Presenting the new lesson word for the students per group to raise as their answer in
classifying the shown ingredients/ picture in the power
point.
 10 ingredients for them to identify
( flour, butter, evap milk, vanilla, yeast, sugar, water,
baking powder, egg, cooking oil)
 Validate the answer of the students and provide feedback.
C. Establishing a purpose for the  Activity :.
lesson  The teacher will present a video on difference between the
Major and Minor in Music and ask the students to use their
art of listening and watching because questions will be ask
after the video show; https://www.youtube.com/watch?
v=fKpUBsn_jmA
 A difference between Major and Minor in Music.
 Another video :
 https://www.youtube.com/watch?v=-3r7X-sxNgA
Guide question:
1. What’s the difference between Major and Minor in
Music? What about in size? Use? Problems?
Call at least 2 students to answer and provide feedback

leading to the correct answer.
D. Presenting examples/Instances of  Give a short introduction of the topic ,goals and objectives.
the new lesson  through power point presentation
 Ask the students of the following questions?
- What is your understanding about the word Major?
What about minor?
- Cite a situation where Major and Minor are used.
- Differentiate the two by giving a situation in the senate.
- Differentiate the two as far as size of something is
concern.
- Differentiate the two as far as the amount of ingredient
is concern.
E. Discussing new concepts and  Discussing the concept of major and minor ingredients in
practicing new skills #1 baking through power point presentation.
 https://prezi.com/u3sjbpgewkab/major-and-minor-
ingredients-of-baking/
Please see the attachment.
F. Developing mastery (Leads to  Ask the students to say something on the following
formative Assessment 3) Questions:
1. When to classify major ingredient? what about minor
Minor ingredients?
2. What are those baking ingredients that can be classified
as major ingredient? And why?
G. Finding practical applications of  What are those ingredient that you usually use at home?
concepts in daily living Why? What recipe you are preparing?
H. Making generalizations and  Summarize by enumerating those major and minor in
abstractions about the lesson baking bakery products.
I. Evaluating Learnings  Paper/pencil test (10 items)
 Power point of pictures of ingredients.
 Direction: Write capital letter M for Major and small letter
m for minor ingredients.
Ingredients Classification (M or m)
1. Flour 1.
2. Sugar 2.
3. Powdere 3.
d
flavoring 4.
4. Butter 5.
5. vanilla
6. Egg 6.
7. Evap milk 7.
8. Water 8.
9. Coloring 9.
10. salt 10
J. Additional activities for Collect any bakery product recipe and able to classify
application or remediation ingredient as to whether Major or Minor.
References: Internet
Bread and Pastry Learning Module pp. 20
V. REMARKS


remediation
C. Did the remedial lesson work?
No. of learners who have caught
up the lesson

require remediation
worked?
can help me solve?
material did I used/discover
which I wish to share with other
teacher?

Valencia City
I. OBJECTIVES .
and theories in bread and Pastry production
Objectives:
1. Select and identify ingredients in baking bakery
products.
2. Discuss the function of the basic baking ingredients.
3. Develop awareness on the basic baking ingredients and
appreciate its function.
II. CONTENT
A. Subject Matter  Identifying and Selecting Required Baking Ingredients and
Functions according to recipe or production requirements.

C. Strategies  Explicit Teaching/Direct Teaching
A. References
3. Textbook pp.


 Greetings
B. Reviewing previous lesson or  The teacher will present activity “ Classify Me”
Presenting the new lesson  Group activity.
 The teacher will provide 2 diagrams one is major another is
minor word are at the center.
 Pictures of different ingredients are provided and ask the
students to paste the picture to its corresponding diagram.
3 sets of picture are provided ( 10 minutes allotted time)

C. Establishing a purpose for the  The teacher will show a video of a chocolate cake recipe.
lesson  The teacher will say “ as the video is shown you are tasked
to identify the all ingredients used by the baker and
List them down using an activity sheet provided and get
ready for a presentation of the output, 5 minutes after the
show.
Please see the attached activity sheet

D. Presenting examples/Instances of  Ask the learner to discuss what is the role or function of the
the new lesson ingredient to the cake product? why? How?
 (Flour, sugar, evaporated milk, egg)
 Call 3-4 students to answer.
E. Discussing new concepts and  Group Activity:

practicing new skills #1  (Use the same groupings)
 Identifying and classifying baking ingredients.
 (Video show of the following recipes
1. Dinner roll recipe 2. Chocolate Cake )
 Use the activity sheet provided. (Pls. see the attachment)
F. Developing mastery (Leads to  Group Activity:

formative Assessment 3)  (Use the same groupings)
 Identifying and classifying baking ingredients.
• (Video show of the following recipes
Chocolate Cake )
 Use the activity sheet provided. (Pls. see the attachment
G. Finding practical applications of  Ask the learners what ingredient in baking that they have at
concepts in daily living home? Why? What is the purpose? What specific recipe if
there is any?
H. Making generalizations and  Give the summary of the topic on the identifying and
abstractions about the lesson classifying baking ingredients according recipe or standard
production requirements.
I. Evaluating Learnings  Provide a printed recipe (by pair- choose your pair)
 Supply the blank with the correct answer. (Based on the
recipe provided)
 Recipe card will be provided. Please for the attachement:
Function: Sample Ingredient
1.Main ingredient used in the recipe
2.Flavoring used
3.Liquid used
4.sweetener used
5.coloring
6.shortening
7.Leavening agent
8.Type of sweetener used in the recipe?
9. what type of leavening agent used?
10.other ingredients used
J. Additional activities for application

or remediation
V. REMARKS


remediation

the lesson
require remediation

worked?

can help me solve?


Valencia City
‘
12
I. OBJECTIVES
Objectives:
1. Identify the abbreviation of the unit of measurements
frequently used in measuring ingredients.
2. Discuss the equivalents of the different ingredients.
3. Develop awareness of the equivalent ingredients.
II. CONTENT
A. Subject Matter  Standard Table of Equivalent of Weights and
Measurements and Abbreviations
A. References
2. Learner’s Materials pp.  LM- pp. 16
3. Textbook pp.
 Greetings
B. Reviewing previous lesson or 
Presenting the new lesson
C. Establishing a purpose for the  Present situation for the students to answer.
lesson  How many grams in a kilogram? why?
 How many meters in one kilometre? why?
D. Presenting examples/Instances of  Distribute fact sheets to the students (by group)
the new lesson  Standard Table of Weights and Measure and abbreviations.
E. Discussing new concepts and  Discussing the standard table of equivalents through power
practicing new skills #1 point presentation.
F. Developing mastery (Leads to  Asking the students simple questions that requires simple
formative Assessment 3) analogy.
 Give some exercises
G. Finding practical applications of  What measuring tool are you using at home? What
concepts in daily living ingredient measured?
 Example:
1 tablespoon = how many teaspoons? 3

H. Making generalizations and  Ask the students to summarized their acquired knowledge.
abstractions about the lesson 1T=3t
1 gal = 4 quarts
1 quart = 2 pints
etc
I. Evaluating Learnings  More exercises on Simple Analogy:
 1. If 1 cup of butter is = to 1 cup margarine
How many C of butter = 5 cup margarine?
J. Additional activities for application  Giving of assignment to answer. More exercises.
or remediation
V. REMARKS


remediation
the lesson
require remediation
worked?
can help me solve?
Valencia City
‘
12
I. OBJECTIVES
Objectives:
1. Familiarize and select standard table of weights and
2. Discuss the equivalents of the different ingredients.
3. Develop awareness of the equivalent ingredients.
II. CONTENT
A. Subject Matter  Conversion and Substitution of baking ingredients
B. Integration  English- speaking ability – oral presentation
 Math- Mathematical ability – conversion
A. References
3. Textbook pp.
 Greetings
B. Reviewing previous lesson or  The teacher will present the /post the tarpaulin and answer
Presenting the new lesson orally the equivalent ingredient using the tarpaulin / table
presented.
 Process the answer of the students and provide feedback
leading to the correct answer.
C. Lesson Proper  Activity:
“I DO” Modelling The teacher present a tarpaulin showing the Standard Table
of Weights and Measurement. ( See the attachment)
 The teacher shall present a situation ;
 If Joy has a problem/question on how many cup is 1 pint?
Will this standard table of weights and measure help her?
 Let me be Joy this time. Follow me in order to find the
correct equivalent of 2 pints to a cup using the standard
table of weights and measure.
2 pints = ? cup where: 1 pint = 2 cups
So,
2 pints X 2 cups = 4 cups
1 pint
Therefore 2 pints = 4 cups
 The teacher will present more exercises:
1. 5 cups = tbsp.
2. 5 tbsp. = tsp.
3. 3 gal = quarts
“WE DO” Guided Practice  The teacher will say:

This time we will do it together on the board.
Exercise #1
1. 10 cups = tbsp..
2. 9 tbsp. = tsp
3. 5 gal. = quart
 The teacher will present a group game:

Exercises #2
 Time bounded conversion with oral presentation. The
student will present and explain how they derived their
answers. ( 10 minutes)
1. pints = 2 quarts
2. 15 tsp. = tbsp..
3. tbsp.. = 3 cups
4. 2 kg. = grams
5. lbs. = 5 kg.
 Process the answer of the students and provide feedback
“ YOU DO IT” Independent  Ask the student to practice more exercises, using their
practice activity notebook
1. 4cups = Tbsp
2. 8 cups = quarts
3. 3 kilo = lbs.
4. ½ c = tablespoon
5. 5cups = pints
D. Evaluating Learnings Directions: Write your answers on your paper. ( 5 minutes)
1. 2 cups = Tbsp
2. 6 cups = quarts
3, 2 kilo = lbs.
4. ¾ c = tablespoon
5. 3 cups = pints
6. 2 pounds = ounces
7. 4 tablespoon = cup
8. 2 gallon = quarts
9. 1/8 cup = tablespoon
10. 2 gram = ounces.
E. Additional activities for  Giving of assignment to answer. More exercises.
application or remediation Directions: Give the equivalent of the following
measurement
1. 1 cup = T
2. 6 tbsp. = cup
3. 1 tbsp. = teaspoon
4. 2 cups = pint
5. 4 cups = quart
6. ½ cup = T
7. 1 kilo = lbs.
8. 1 pound = ounces
9. 8 cups = quarts
10. ¼ cup = T
V. REMARKS

5. No. of learners who earned
80%
6. No. of learners who require
remediation
7. Did the remedial lesson
work? No. of learners who
have caught up the lesson
8. No. of learners who continue
to require remediation
9. Which of my teaching
strategies worked well? Why
did these worked?
10. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
11. What innovation or localized
which I wish to share with
other teacher?
Valencia City
‘
12
I. OBJECTIVES
Write the LC code for each 1.2 Prepare a variety of bakery products according to
standard mixing procedures/ formulation/recipes and
product characteristics.
Objectives:
1. Identify different types of baked products.
2. Discuss the characteristics of different baked products
3. Appreciate the value/ importance of each baked products.
II. CONTENT
A. Subject Matter  Types/ Kinds of Bakery Products
B. Integration  English, Science, Math, AP and Esp
A. References
1. Teacher ’s Guide pp.  TG-pp.
3. Textbook pp.

 Greetings
B. Reviewing previous lesson or  Asking the learners to recap of the previous topic.
Presenting the new lesson  The teacher present activity 1 and ask the students to
identify the rambled words in a flash Cards.
 Activity #1
Present rambled words to the class and ask them to identify
orally and call a learner to discuss the meaning of the
terms.
 1. G U H O D - (Dough)
It is a mixture of baking ingredients that can be kneaded for
bread making.
T R A B E T – ( Batter)
It is a mixture of baking ingredients that has a pouring
consistency.
 See the attached complete activity.
 Presenting picture of different types of bakery products.

 Asking the learners to identify the type of bakery product.
 Have you eaten this kind of bakery product?
C. Establishing a purpose for the

lesson
 where they can possibly buy/ see the product presented?

How much? What are ingredients?
D. Presenting examples/Instances of  Power point presentation on the types of bakery products.

the new lesson  Presentation on the suggested projects on bakery products.
E. Discussing new concepts and  Giving of fact sheets on the bakery products.
practicing new skills #1  (See the attached fact sheets)
F. Developing mastery (Leads to  Asking the learners on the recipe:
formative Assessment 3)  What is the main ingredient?
 Leavening agent? Shortening? Flavouring? Liquid used?
G. Finding practical applications of  Asking the learners the following questions:
concepts in daily living 1. Have you eaten this kind of bread?
2. Have you tried making this bread? How?
3. Where can you possibly buy this kind of bread?
4. What specific place of origin is cinnamon bread?
Ensaymada?
H. Making generalizations and  Ask the learners to summarize what they have learned in
abstractions about the lesson the session.
 Re-present the fact sheet provided on the types of bakery
products.
I. Evaluating Learnings  Short Test ( 15 items)
J. Additional activities for application  Agreement

or remediation Bring at least one kind of bakery product and able to
present to the class next meeting.
V. REMARKS

A. No. ofearners who earned 80%

additional activities for remediation
of learners who have caught up the
lesson
require remediation
worked?
can help me solve?
G. What innovation or locad material
did I used/discover which I wish to
share with other teacher?
WRITTER: ESTERLITA T. LEONO

Valencia City
‘
12
I. OBJECTIVES .
A. Content Standards * The learners demonstrate competencies of the core
concepts and theories in bread and Pastry production
Objectives:
1. Discuss the characteristics of a good quality baked

products.
2. Develop awareness on the characteristics of various
bakery products.
II. CONTENT
D. Subject Matter  Characteristics of Various Bakery Products
E. Integration  English, Science, Math, AP and Esp
F. Strategies 
D. References
5. Teacher ’s Guide pp.  TG-pp.
7. Textbook pp.
portal
E. Other Learning Resources  Internet/You Tube
F. Materials  Laptop, TV Monitor, Speaker, movie, fact sheets, activity

K. Preparatory Activity  Prayer
 Greetings
L. Reviewing previous lesson or  Asking the learners to recap of the previous topic.
Presenting the new lesson on the types and Kinds of Bakery Products
 Process the answer of the learner by presenting picture
through power point. Ask them to identify and some
ingredients of the product.
 Present a picture of a baked product comparing the two

pictures. Ask the students of the following questions:
1. Identify the product A and product B in the picture?
2. What can you say about product A? what about B?
3. Which picture you think properly baked? Why?
M. Establishing a purpose for the

lesson
Product A Product B
 Ask the learners on what went wrong of product B. and
what went well of product A .Process the answer of the
students
N. Presenting examples/Instances of  Presenting desired product characteristics of bread , a
the new lesson quality bread through Power point presentation .
O. Discussing new concepts and  Giving of fact sheets on the Characteristics of a good
practicing new skills #1 quality bread products.
 (See the attached fact sheets)
P. Developing mastery (Leads to  Present another bakery products and let them identify and
formative Assessment 3) discuss its appearance.
 Process the answer of the learner
Q. Finding practical applications of  Ask the learners if they tried baking the product at home?
concepts in daily living How did they prepare?Ask them to share to the class their
tips/ secrets of baking.
R. Making generalizations and  .The teacher ask the learners to summarizes their
abstractions about the lesson understanding of today’s encounter and how they will use
in their daily living.
S. Evaluating Learnings  Graded performance of the students.

 Present various bakery products for them to choose one
and discuss on the characteristics of the product.
(see the attached rubrics in rating the learners)
T. Additional activities for

V. REMARKS

H. No. ofearners who earned 80%
I. No. of learners who require

remediation
J. Did the remedial lesson work? No.
the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies

worked?
M. What difficulties did I encounter
can help me solve?
N. What innovation or localized

Valencia City
‘
12
I. OBJECTIVES
Objectives:
1. Identify mixing techniques used in baking.

2. Discuss the procedure in performing different mixing
techniques in baking.
3. Develop awareness on the different mixing techniques
used in baking.
II. CONTENT
A. Subject Matter  Mixing techniques/ Mixing Procedures
A. References
3. Textbook pp.
portal

D. Preparatory Activity  Prayer
 Greetings
 Checking of students attendance by group.
E. Reviewing previous lesson or  Check the assignment of the students and ask them to say
Presenting the new lesson something about their product.by group.
F. Establishing a purpose for the  Present a video on a certain cake recipe. Then ask the
lesson learners to identify different mixing techniques used in the
recipe
1. Creaming technique- used to mix shortening and
sugar until creamy appearance is reach.
2. Stirring – used to mix baking ingredients into one
circular motion.
3. Blending – used mix ingredients thoroughly into
uniform mass.
4. Beating – it is a rigorous mixing of ingredients to
incorporate air in the mixture until light and fluffy.
5. Cutting and folding – it is used in mixing two
mixtures
Gently.(meringue and batter mixture)
(see the attached fact sheet)
G. Presenting examples/Instances of  Present the Different Mixing techniques used in baking

the new lesson Through power point presentation
H. Discussing new concepts and  Present the Different Mixing techniques used in baking
practicing new skills #1 through power point presentation
I. Developing mastery (Leads to  Let the learners think of a situation where they can used
formative Assessment 3) the
Technique.
Stirring – when you are preparing a coffee.
Beating – when beating for your scrambled egg recipe
during breakfast.
J. Finding practical applications of  Ask the learners on how they can apply their knowledge/
concepts in daily living Learning in their daily living/ or even at home.
K. Making generalizations and  Ask the learners to summarize their understanding on the
abstractions about the lesson topic. Micing Techniques used in baking
L. Evaluating Learnings  Short Test ( 10 items) (See the attached sample test
questions)
M. Additional activities for  Enrichment Activity
application or remediation Identify mixing techniques used in baking bread and
mixing techniques used in baking a cake.
V. REMARKS

B. No. of learners who require additional

activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve
G. What innovation or localized material did I
used/discover which I wish to share with
other teacher?
Valencia City
‘
Week : 5 Day: 3 Time Allotment: 120

Quarter: First
minutes
I. OBJECTIVES
A. Content Standards * The learners demonstrate competencies of the core concepts and
theories in bread and Pastry production
B. Performance Standards * The learners independently demonstrate core competencies in
preparing and producing bakery products.
C. Learning Competencies / * LO1. Prepare Bakery Products
Objectives. 1.2 Prepare a variety of bakery products according to
Write the LC code for each standard mixing procedures/ formulation/recipes and
Objectives:
1. Identify the 12 steps to yeast dough production.

2. Discuss the 12 steps to yeast dough production..
3. Perform the 12 steps by steps process of yeast dough
production.
II. CONTENT
D. Subject Matter  Mixing Dough in Bread Making
( 12 STEPS TO YEAST DOUGH PRODUCTION)
E. Integration  English, Science, Math, AP and Esp
F. Strategies  Explicit Teaching/Direct Teaching
N. References
6. Learner’s Materials pp.  LM- pp.
7. Textbook pp.
8. Additional Materials
from
Learning Resources
(LR) portal
O. Other Learning Resources  Internet/You Tube
P. Materials  Laptop, TV Monitor, Speaker, movie, fact sheets, activity sheets
Visual aid, Evaluation tool,
IV. LEARNING
TASK/PROCEDURES
Q. Preparatory Activity  Prayer
 Greetings
 Checking of students attendance by group.
R. Reviewing previous lesson  The Teacher will present videos on different mixing techniques
or used in baking and ask the learners on what technique is used in
Presenting the new lesson the video?
 Process the answer of the student by asking what recipe/
situation that uses this specific technique?
S. Establishing a purpose for  Present a video of a baker preparing certain bread recipe.
the lesson (Baker kneading by hand preparing pan de sal)
 Then ask the learners of the following:
1. What can you say about the video presented? Why?
2. Did you get something good? Which part in the video?
Why?
T. Presenting  Present to the class the 12 steps to yeast production by

examples/Instances of the displaying a tarpaulin showing the steps for them to see and
new lesson follow.
U. Discussing new concepts  “I DO” (Modelling )

and practicing new skills #1  Let me tell you and show you how to do it.
Discussing the 12 steps to yeast production.
 Ask the learners to get involved in the reading and
demonstrating in every steps.
Asking the learners to pay attention for I will ask you to have
return demonstration later.
 “WE DO IT” (Guided Practice)

Group the students into 5 groups. For a return demonstration.
Assign leader and secretary in a group.The secretary will keep
records on how they performed in every steps of the bread
making using the activity sheet provided.
 “YOU DO IT” (Independent practice)
This time the learners will do it performing by his/herself.
V. Developing mastery (Leads  Asking the learners ,group on what specific steps where they
to formative Assessment 3) enjoyed performing? Why?
W. Finding practical  Ask the learners on how they can apply their knowledge/
applications of concepts in Learning in their daily living/ or even at home.
daily living
X. Making generalizations and  Ask the learners to summarize their understanding on the topic.
abstractions about the lesson Ast them to give the 12 STEPS TO YEAST DOUGH
production. And call non-volunteering learner to discuss on how
to do it .
Y. Evaluating Learnings  Short Test ( 15 items) (See the attached sample test questions)
 Matching Type . Colum A with Colum B. Write letter only on
your answer sheet provided.
Column A Column B
1. Final proofing a. final designing of bread
2. Make-up and panning b. first fermentation
3. Bulk fermentation c. Second time fermentation
Z. Additional activities for  Enrichment Activity
application or remediation Post the tarpaulin in the laboratory for the students to review by
and by.
V. REMARKS

H. No. of learners who earned 80%

remediation
the lesson
require remediation
worked?
can help me solve
Valencia City
12
Week : 6 Day: 1 Time Allotment: 120
Quarter: First
minutes
I. OBJECTIVES .
Write the LC code for each 1.3 Use appropriate tools and equipment according to
required bakery products and standard operating
procedures.
Objectives:
1. Identify basic baking tools/equipment correctly.
2. Discuss briefly the function of the tools /equipment.
3. Appreciate the importance the use of the baking tools
and equipment.
II. CONTENT
A. Subject Matter  Basic Baking Tools and Equipment
C. Strategies  4A’s Method
A. References
3. Textbook pp.
portal

 Greetings
B. Reviewing previous lesson or Group Activity

Presenting the new lesson  The students are ask to watch for baking video and ask
them to identify what are the mixing techniques used in
the baking.
 Write your answer on your activity notebook
 10 minutes allotted time.
C. Group Activity
 Based on the video presented you continue answering by
identifying what the tools used in mixing different
ingredient in baking.
 Ask the students to present their output and discussing the
purpose by their own words.

D. Analysis  What can you say about the baker in the video? Why?
 Does the baker uses the correct tools/ equipment used?
Why? Why not?
 If without electric mixer at home can we still do the
beating technique properly? Why? Why not?
 Process the answer of the students.
E. Abstraction  Discussing the mixing techniques used in baking.

Distribute Bread and Pastry Production SHS Module on
page
F. Application  Group activity : Role playing
 Assign each group with a recipe to prepare by acting:
 Group 1 Pan de sal making
Group 2 Chocolate cake
Group 3 Cookie
Group 4 Hot cake
Direction: Students in a group are ask to select from
among tools/equipment in a cabinit and act how to use it
bvy following the recipe assigned to them.
Rubrics for students performance is attached.
G. Assessment  Short Test (10 items)

 The teacher will present a video of Loaf bread making
 Direction: Based on the video presented identify all tools
and equipment used using ½ sheet of paper.
H. Making generalizations and  Asking the students do actual identification of the tools
abstractions about the lesson and equipment prepared/ on top of the table.
I. Evaluating Learnings  Short Test (10 items)

 The teacher will present a video of Loaf bread making
 Direction: Based on the video presented identify all tools
and equipment used using ½ sheet of paper.
J. Additional activities for

V. REMARKS


remediation
the lesson
require remediation
worked?

can help me solve?

WRITER: ELLA D. MANANGAN

Tongantongan National High School
Valencia City
12
. OBJECTIVES .
Write the LC code for each 1.3 Use appropriate tools and equipment according to
required bakery products and standard operating
procedures.
Objectives:
1. Select and classify baking tools and equipment

correctly according to its purpose.
2. Discuss briefly the function of the tools /equipment.
3. Appreciate the importance the use of the baking tools
and equipment.
II. CONTENT
A. Subject Matter  Classification of Baking Tools and Equipment according
to its purpose
C. Strategies  4A’s Method
A. References
3. Textbook pp.
portal

 Greetings
B. Reviewing previous lesson or  Random identification of tools /equipment prepared by

Presenting the new lesson the teacher.
 The teacher will simply show the actual tool to the
students and ask them to identify orally.
 Select 10 tools/equipment and call 10 students to identify.
C. Activity Group Activity:
 The group will be provided with activity sheet and ask
them to supply with the correct answer.
 The group will choose a leader and secretary to write their
answers.
 The teacher will prepare at 25 tools and equipment being
numbered (1 to 25) for the group to identify the name and
classify it according to its purpose whether (preparatory
tools, measuring tools,cutting, mixing, baking pans,
baking equipment)

# Tools/equipment Classification
1
2
25
D. Analysis  How do you classify tools? Why?

 Ash some students to share to the class their tips/ secrets
on classifying tools especially if it is new to them.
E. Abstraction  Discussing with in the group the tools and equipment

found in the BPP SHS learning module on page.------
 The group will choose a facilitator and secretary to record
What transpired in the group discussion.
 They will check actual tool against the picture in the
module.
F. Application  The group will just proceed to the table with different
tools/ equipment ask them to identify and classify the
tools presented on the table.
# Tools/equipment Classification
1
2
50

G. Making generalizations and  Picture analysis:
abstractions about the lesson  Paste the picture in the correct column or classification on
the board.
 T least 3 tools in every category or class.
 Call 1 representative from the group to do the activity
H. Evaluating Learnings
I. Additional activities for

V. REMARKS
5. No. of learners who earned
80%
6. No. of learners who require

remediation
7. Did the remedial lesson

work? No. of learners who
have caught up the lesson
8. No. of learners who continue

to require remediation
9. Which of my teaching
strategies worked well? Why
did these worked?
10. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
11. What innovation or localized

which I wish to share with
other teacher?

Valencia City
12
I. OBJECTIVES .
Write the LC code for each 1.5 Select required oven temperature to bake goods in
accordance with the desired characteristics.
Objectives:
1. Identify type of oven and its temperature ranges .
2. Discuss briefly the function /specification of the
different types of oven and its temperature ranges.
3. Appreciate the importance the use oven in baking
bakery products knowing its temperature ranges.
II. CONTENT
A. Subject Matter  Types of Oven
B. Integration  English Science, Math,
C. Strategies  4A’s method
A. References
3. Textbook pp.
portal

 Greetings
B. Reviewing previous lesson or The teacher will present flash cards/ picture of different
Presenting the new lesson tools and equipment.
“Identify Me”
15 tools and equipment presented for the students to
identify orally.
(rolling pin, pastry blender, scrapper, mixing bowl,
weighing scale, tube pan, spatula, flour sifter, electric
mixer, dough cutter, cookie sheet, pastry brush, measuring
cups, oven)
C. Activity  Present to the class types of oven in a Tarpaulin displayed
at the corner of the laboratory room
 Ask the draw or make a sketch of the important part of
the different types of oven.
 Call 2-3 students to present their sketch and process the
answer of the students.
D. Analysis  How do you differentiate the 5 types of oven according to
how it is made?. Discuss your basis of differentiating the
ovens.
 The teacher will present a situation if oven is not available
at home can they still do the baking? Why? Or why not?
 Do you have the idea of inventing your own made oven?
How?
Call 1 or 2 students to explain their invention and process
their answer.
E. Abstraction  The teacher will present a power point presentation on the

different types of oven and discussing the features of the
oven.( rack oven, deck oven, mechanical oven, convection
oven and dutch oven)
 Distribute the SHS learning module on page no.
 Ask the students to read correctly the features in every
type of oven and call one student to discuss further.

F. Application  The teacher will bring the students to the laboratory room
And assign the group to specific oven to study and
identify the parts and familiarize the function. The group
will be given 5 minutes to stay that type of oven
 After the given time , they are ask to take turns to next
type of oven.
G. Making generalizations and  The teacher will present a slide show of different types of
abstractions about the lesson oven and its specification.
H. Evaluating Learnings  Short Test 10 items.
“Identify Me”. Write your answer on your paper ¼ sheet.
 1. It is consider as workhorses of bakery and pastry shop.
2. A type of oven that the food is in motion while baking.
3. It contains fans that circulates the air and distribute the
Heat rapidly.
4. It is a large oven which entire racks full of sheets and
Can be wheeled for baking.
5. A thick walled cast-iron oven.
I. Additional activities for  Collect a picture of ovens from any magazines and able to
application or remediation classify it. Be ready to share to the class your collection.
V. REMARKS


remediation
the lesson

require remediation

worked?

can help me solve?


Valencia City
12
I. OBJECTIVES .
Write the LC code for each 1.5 Select required oven temperature to bake goods in
Objectives:
1. Demonstrate the procedure on how to light the oven
Safely.
2. Perform reading of oven temperature using oven
thermometer correctly.
II. CONTENT
D. Subject Matter  Lighting the oven and Reading oven Temperature..
E. Integration  English Science, Math,
F. Strategies  4A’s method
B. References
9. Textbook pp.
portal

J. Preparatory Activity  Prayer
 Greetings
K. Reviewing previous lesson or  The teacher will call five students to recall by presenting
Presenting the new lesson the different types of oven inside the TLE laboratory.
They’re ask to choose from the different types of oven
(first come first serve basis)
 In the presentation , they are ask to say something ,
identify the parts and its function.
(Call one student to choose rack oven, deck oven,
mechanical oven, and dutch oven)
L. Activity  Bring the students to the laboratory room. Ask the
“ I DO” Modelling observe intently during the demonstration because you
will have to have return demonstration after.
 Let me show you on how to light the oven safely.
 Discussing at the same time some tips/principles on how
to light oven safely.
 Show to the class also the reading or the temperature of
the oven in degrees Fahrenheit and degrees celcius. Show
to the class how and why?
(See the attachment)

M. “WE DO” Guided Practice  Let’s do it together in lighting the oven.
 Ask one representative from the group to do the lighting
with supervision and the rest of members will just watch/
observe.
 Call another student from the group to read/determine the
oven temperature and ask them how and why?
 Process the answer of the students and provide feedback.
N. “YOU DO” Independent  The teacher will call one representative from the group to
practice the lighting the oven and reading the temperature.
 The teacher shall closely monitor the independent practice
activity.
O. Evaluating Learnings  Graded performance of the group
(Provide teacher made rubrics)
P. Additional activities for

V. REMARKS

H. No. of learners who earned 80%

remediation

the lesson

require remediation

worked?

can help me solve?

Valencia City
12
I. OBJECTIVES .
Write the LC code for each . 1.5 Select required oven temperature to bake goods in
Objectives:
.1. Familiarize and discuss temperature ranges in various
Bakery products. .
2 Convert degrees fahrenheit to degrees celcius and
vise versa.
3. Demonstrate the procedure on how to light the oven
Safely.
II. CONTENT
G. Subject Matter  Conversion of oven temperature fom degrees Fahrenheit
to degrees celcius
H. Integration  English Science, Math,
I. Strategies  4A’s method
C. References
15. Textbook pp.
portal

Q. Preparatory Activity  Prayer
 Greetings
R. Reviewing previous lesson or  The teacher will present 3 pictures of oven thermometer
Presenting the new lesson with different temperature.
 Assign one student in every picture and ask to determine
the oven temperature . Process the answer and ask how?
And why?
S. Activity  The teacher shall present tarpaulin on the temperature
“ I DO” Modelling ranges of various bakery product and it formulas for
conversion and post in the classroom.
 The teacher will discuss first the temperature ranges in
different bakery products.
 And shall say”Let me show you how to convert degrees
Fahrenheit to celcius in the tarpaulin.
 Let’s start!
1. 100 degrees centigrade to degrees Fahrenheit
Using the formula:
F = C X 9 + 32
5
So:
F = 100 X 9 + 32
5
F = 20 X 9 + 32
F = 180 + 32
F = 212
2. 320 degrees Fahrenheit to degrees centigrade

C = F _ 32 X 5
9
C = 320 _ 32 X 5
9
C = 288 X 5
9
C = 32 X 5
C = 160
(See the attachment- Temperature ranges)
T. “WE DO” Guided Practice  Let’s do it together ..

 Group activity:
 The teacher shall present another exercises to convert the
temperature ranges in the tarpaulin by group.
1. 120 degrees centigrade to degrees fahrenheit
2. 400 degrees Fahrenheit to degrees centigrade
 Ask the student to discuss how they derived their answers.
Process the answers of the students and provide feedback.
U. “YOU DO” Independent  The teacher shall another exercises using their activity
practice notebook. Answer the following exercises. Show your
solution.
 Call 3-4 students to present their answer and discuss how
they derived their answers and why?
V. Evaluating Learnings  Short Test (Conversion)
1. 350 degrees Fahrenheit to degrees centigrade.
W. Additional activities for  Additional exercises:

application or remediation 1. 200 degrees centigrade to degrees Fahrenheit
3. 140 degrees centigrade to degrees Fahrenheit
V. REMARKS
O. No. of learners who earned 80%
P. No. of learners who require

remediation
Q. Did the remedial lesson work? No.

the lesson
R. No. of learners who continue to

require remediation
S. Which of my teaching strategies

worked?
T. What difficulties did I encounter

can help me solve?
U. What innovation or localized


Valencia City
12
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the core concepts and
theories in bread and pastry production
B. Performance Standards The learner independently demonstrates core competencies in preparing

and producing bakery products
C. Learning LO 1. Prepare bakery products TLE_HEBP912PB-Ia-f-1

Competencies 1.4 Bake bakery products according to techniques and appropriate
/ Objectives. Conditions.
Write the LC code for Objectives:
each 1. Identify the ingredients of Dinner Roll
2. Select appropriate tools in baking Dinner Roll
3. Prepare and produce appropriate products.
II. CONTENT Baking techniques, appropriate conditions and enterprise requirements

and standards. Dinner Roll Making
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Bread and Pastry Production Manual, Pages 31- 42
pages
3. Textbook pages
from Learning Resource
(LR) portal
B. Other Learning Internet/ You tube
Resources https://www.youtube.com/watch?v=5Ce2IJgxW2E
IV. PROCEDURES
Introductory Activity (5 PRELIMINARY
minutes). 1. Greetings
2. Prayer
3. Checking of attendance
4. Classroom management
Simple Recall
The teacher will ask these questions:
Who can recall different tools and equipment and its uses.
Activity/Strategy (10 The teacher will group the students into two. Each group will be
minutes). provided with cue cards where each ingredients are written on it. The
two groups should line up facing the board. Each member should get 1
cue card and paste it on the board where different mixtures are posted.
Place the cue cards below either mixture 1, 2, 3, and 4 for 10 minutes.
Analysis (5 minutes). The teacher will check the answers of the group by asking these
questions.
How do find our activity today?
Do you think the mixtures are correct?
Let’s check the different mixtures.
Abstraction (10 minutes). PowerPoint Presentation

The teacher will present the ingredients of Dinner Roll in different
mixtures.
Application (10 minutes). Find a partner. Prepare ¼ sheet of paper and write your names. Select
proper tools that can be used in preparing those mixtures. Mixture 1, 2,
3, and 4.
Evaluation The teacher will check the output of each pair.

(10 minutes). Mixture 1
1 ¼ cup bread flour
1∕8 bar butter (softened)
Tools: Measuring cup, mixing bowl, wooden spoon, knife
Mixture 2
3 tablespoon sugar
½ tablespoon yeast
Tools: mixing bowl, measuring spoon, spatula
Mixture 3
¼ cup beaten egg
1∕8 tsp iodized salt
Tools: small mixing bowl, measuring cup, measuring spoon,
spoon/fork
Mixture 4
Egg wash
Tools: brush, small mixing bowl, spoon/fork
Assignment/Agreement The teacher will tell the students bring the ingredients for Dinner Roll.
(5 minutes).
V. REMARKS
VI. REFLECTION A. No. of learners achieved 80%:

B. No. of learners who require additional activities for remedial:
WRITER: JESS T. BANDAO

Guinoyoran, National High School
Valencia City
‘
12
QUARTER: First WEEK: 8 DAY: 1 TIME ALLOTMENT: 240 mins.
I. OBJECTIVES
B. Performance The learner independently demonstrates core competencies in preparing

Standards and producing bakery products

Competencies / 1.4 Bake bakery products according to techniques and appropriate
Objectives. Conditions.
each
1. Identify the ingredients in Pandesal making and discuss its function.
2. Select and discuss appropriate tools/equipment in baking Pandesal.
3. Prepare, produce and present appropriate pandesal product.
II. CONTENT Baking techniques, appropriate conditions and enterprise requirements and
standards. Pan de sal Making.
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
pages
3. Textbook pages
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=rzYZAG0hG_8
Resources
IV. PROCEDURES
2. Prayer
Activity/Strategy (10  Group Activity

minutes). Direction:
 The teacher will provide recipe card a pan de sal. In every group,
You’re your leader and your secretary to record all your answeres
and ask the students to identify and classify ingredients used in the
recipe using the activity sheet attached.
 (10 minutes allotted)
Analysis (5 minutes). .

Abstraction (10 PowerPoint Presentation
minutes). The teacher will present the ingredients of Pandesal in different categories
(Pls. see the attached power point)
Application (10 Prepare ,produce and present pan de sal.

minutes).  The students are ask to demonstrate their understanding in pan
de sal making with desirable characteristic output..
(Please see the attached rubrics)
Evaluation  Based on the pan de sal recipe used. Complete the table below with
(10 minutes). correct answer:
Function Sample ingredient used
1.
Leavening agent 
2.
shortening 
3.
flavoring 
4.
Evap milk 
5.
Main ingredients 
6.
Measuring tool 
7.
Mixing tool 
8.
Cutting tool 
9.
Baking pan used 
10.
Source of heat 

Assignment/Agreement The teacher will tell the students to bring the ingredients for collect
(5 minutes). cinnamon roll recipe.
V. REMARKS


Valencia City
‘

I. OBJECTIVES


each
1. Identify the ingredients of Cinnamon Roll
2. Select appropriate tools in baking Cinnamon Roll
3. Experience the value identifying ingredients and selecting proper
tools in baking Cinnamon Roll
standards. Cinnamon Roll Making
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
pages
3. Textbook pages
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=idINJ5vHm8Y
Resources
IV. PROCEDURES
2. Prayer
Simple Recall
Activity/Strategy (10 The teacher will group the students into two. Each group will be provided
minutes). with cue cards where each ingredients are written on it. The two groups
should line up facing the board. Each member should get 1 cue card and
paste it on the board where different categories are posted. Place the cue
cards below either dry ingredients, liquid ingredients and others.
Analysis (5 minutes). The teacher will check the answers of the group by asking these questions.

minutes). The teacher will present the ingredients of Cinnamon Roll in different
categories
Application (10 Find a partner. Prepare ¼ sheet of paper and write your names. Select
minutes). proper tools that can be used in preparing Cinnamon Roll

(10 minutes). 1 TB yeast
1 tsp sugar
½ cup water
2 cups milk
3 TB butter
¼ cup sugar
1 tsp salt
½ tsp vanilla
3 cups all-purpose flour
Filling
¼ cup softened butter
⅓ cup brown sugar
2 tsp cinnamon
¼ cup chopped cashew nuts
½ cup raisins
Greasing mixture on pan

¼ cup maple syrup, optional
¼ cup brown sugar
¼ cup white sugar
¼ cup butter
Tools: measuring cups, measuring spoons, mixing bowls, wooden spoon,

small bowls, sifter, spatula, baking pan
Assignment/Agreement The teacher will tell the students to bring the ingredients for Cinnamon
(5 minutes). Roll.
V. REMARKS


Valencia City
‘
12
I. OBJECTIVES


each
1. Identify the ingredients of ensaymada
2. Select appropriate tools in baking ensaymada
tools in baking ensaymada
standards. Ensaymada Making
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
pages
3. Textbook pages
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=2xWtyz3ibls
Resources
IV. PROCEDURES
2. Prayer
Simple Recall

minutes). The teacher will present the ingredients of Cinnamon Roll in different
categories

1 tsp sugar
½ cup water
2 cups milk
3 TB butter
¼ cup sugar
1 tsp salt
½ tsp vanilla
Filling
⅓ cup brown sugar
½ cup raisins

¼ cup brown sugar
¼ cup white sugar
¼ cup butter

(5 minutes). Roll.
V. REMARKS


Valencia City
‘

I. OBJECTIVES


each
1. Identify the ingredients of coco bread
2. Select appropriate tools in baking coco bread
tools in baking coco bread
standards. Coco Bread Making
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
pages
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
2. Prayer
4. Classroom
management Simple
Recall
minutes). The teacher will present the ingredients of Coco bread in different
categories
1 tsp sugar
½ cup water
2 cups milk
3 TB butter
¼ cup sugar
1 tsp salt
½ tsp vanilla
Filling
⅓ cup brown sugar
2 tsp coconut
½ cup raisins
¼ cup brown sugar
¼ cup white sugar
¼ cup butter
(5 minutes). Roll.
V. REMARKS
Valencia City
‘
12
QUARTER: First WEEK: 10 DAY: 1 TIME ALLOTMENT: 240 mins
I. OBJECTIVES
I. OBJECTIVES


each
1. Identify the ingredients of Chocolate Refrigerated Cookies
2. Select appropriate tools in baking Chocolate Refrigerated Cookies
tools in baking Chocolate Refrigerated Cookies
II. CONTENT Baking techniques, appropriate conditions and enterprise requirements

and standards. Chocolate Refrigerated Cookies Making
A. References
1. Teacher’s
Guide pages
pages
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
2. Prayer
Simple Recall
Activity/Strategy (10 The teacher will group the students into two. Each group will be
minutes). provided with cue cards where each ingredients are written on it. The
two groups should line up facing the board. Each member should get 1
cue card and paste it on the board where different categories are posted.
Place the cue cards below either dry ingredients, liquid ingredients and
others.
Analysis (5 minutes). The teacher will check the answers of the group by asking these
questions.
Abstraction (10 minutes). PowerPoint Presentation

The teacher will present the ingredients of Chocolate Refrigerated
Cookies in different categories
minutes). proper tools that can be used in preparing Chocolate Refrigerated
Cookies

(10 minutes). 1 cup shortening
1 cup sugar
1 egg, beaten
2 Tbsp milk
2 tsp vanilla
3 ½ cup cake flour
3 tsp baking powder
½ tsp salt
3 ounces chocolate

scale, small bowls, sifter
Assignment/Agreement The teacher will tell the students to bring the ingredients for Chocolate
(5 minutes). Refrigerated Cookies.
V. REMARKS


Valencia City

Bread and Pastry Production First Quarter DLP

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1.2 Prepare a variety bakery products according to standard mixing

1.3 Use appropriate equipment according to required bakery products

1.4 Bake bakery products according to techniques and appropriate

C. Materials  Laptop, TV Monitor, Speaker, movie, fact sheets, activity

Call 2-3 students to answer

 call 2-3 students and process their answer

E. Discussing new concepts and  Distribute hand-outs on Baking Terminologies( by group)

 At least 3 pair of students for 3 rounds.

H. Making generalizations and  Summary on Baking Terms

J. Additional activities for  Agreement:

VI. TEACHER’S REFLECTION

B. No. of learners who require

E. Which of my teaching strategies

F. What difficulties did I encounter

WRITER: ESTERLITA T. LEONO

C. Strategies  4’s Method

IV. LEARNING TASK/PROCEDURES

B. Reviewing previous lesson or  Activity 1

Words are: ( time allotted- 10 minutes)

C. Establishing a purpose for the  Activity 1

Call 1-2 students

 Process the answers of the students by checking against the

H. Making generalizations and  Ask some learners to summarize their understanding.

Ingredient Dry Liquid

VI. TEACHER’S REFLECTION

WRITTER: ESTERLITA T. LEONO

Call at least 2 students to answer and provide feedback

Please see the attachment.

VI. TEACHER’S REFLECTION

B. No. of learners who require

D. No. of learners who continue to

WRITER: ESTERLITA T. LEONO

B. Integration  English, Science, Math

C. Materials  Laptop, TV Monitor, Speaker, movie, fact sheets, activity

IV. LEARNING TASK/PROCEDURES

3 sets of picture are provided ( 10 minutes allotted time)

Please see the attached activity sheet

E. Discussing new concepts and  Group Activity:

F. Developing mastery (Leads to  Group Activity:

J. Additional activities for application

VI. TEACHER’S REFLECTION

B. No. of learners who require

Who scored below 80%

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

WRITER: ESTERLITA T. LEONO

VI. TEACHER’S REFLECTION

B. No. of learners who require

2 pints = ? cup where: 1 pint = 2 cups

“WE DO” Guided Practice  The teacher will say:

 The teacher will present a group game:

 Process the answer of the students and provide feedback

VI. TEACHER’S REFLECTION

IV. LEARNING TASK/PROCEDURES

 Presenting picture of different types of bakery products.

C. Establishing a purpose for the

 where they can possibly buy/ see the product presented?

D. Presenting examples/Instances of  Power point presentation on the types of bakery products.

J. Additional activities for application  Agreement

VI. TEACHER’S REFLECTION

B. No. of learners who require