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COOKER 9 DLP For 3rd Quarter
COOKER 9 DLP For 3rd Quarter
Department of Education
Division of Puerto Princesa City
NAME OF THE SCHOOL
7. Planned,
managed and
implemented
developmentally
sequenced teaching
and learning
processes to meet
curriculum
requirements and
varied teaching
contexts.
I showed this
indicator by giving
clear and relevant
objectives that are
suitable to the
learning
competencies in
curriculum guide
and also visible in
the lesson proper.
C. Presenting Let’s have a short activity. It’s called 2 PICS 1 8. Selected,
examples/instances of the new WORD. The instruction says you have to guess the developed,
lesson word/s using the given pictures. organized and used
appropriate
The first slide is an example. Wherein the first picture teaching and
shows pool and the second is a tree, equals to the learning resources,
word poultry. including ICT to
address learning
goals.
I demonstrated this
indicator by
gathering and
Do you have any questions before we start? arranging
If none, let’s proceed. information needed
to attain the
objective of the
lesson from the
internet and used
motivating
PowerPoint
presentation.
That’s right! What about the next slide?
D. Discussing new concepts and Our topic for today is about “Suitable Fillings and 1. Applied
practicing new skills #1 spreads for sandwiches” knowledge of
content within and
Before we proceed to our topic this morning let’s first across curriculum
review the meaning of hot and cold sandwich from teaching areas.
our previous lesson. Can someone give me the I hit this indicator by
difference of these two? integrating science
subject in my lesson
Precisely! wherein I reminded
my students about
Can someone explain what is a sandwich filling based our previous lesson
on your own understanding? in which to avoid
bacteria we need to
Yes, that is correct. cover and refrigerate
meats and poultry. I
(Calling a student to read the text in front) also integrated Arts
Sandwich filling is the heart of the sandwich. It is subject where they
place between or on top of bread. It also provides need to present their
flavor and body to the sandwich. sandwich in an
presentable and
I know that you already have an idea about sandwich
appetizing way.
fillings and spreads your knowledge about this will
deepen after this class.
2. Used a range of
Give me examples of sandwich fillings that you’ve teaching strategies
made, eaten or just saw? that enhance learner
That’s great to hear, let’s have the two types of achievement in
fillings. literacy and
numeracy.
Dry fillings refer to ingredients such as sliced or
I showed this
cooked meat, poultry and cheese while moist fillings
indicator thru
refer to ingredients mixed with salad dressing or
involving the
mayonnaise.
students in the
These are the fillings that can be use separately or in learning process by
combination. letting them read
and explain text and
Please read the meaning of meat and poultry allowing them to
(Calling a student to read the text in front) proportion
ingredients in
Meat and poultry – meats used as fillings should be creating their own
cooked, covered and refrigerated. Slice just before sandwich
the sandwich is to be prepared to avoid drying out
and lose flavor.
Mayonnaise
Sandwiches made with mayonnaise should be served
immediately or refrigerated at once and kept
refrigerated until served.
E. Discussing new concepts and
new skills #2
F. Developing mastery Please get a ¼ sheet of paper and fill in the blanks.
Choose your answer from the box and write the
answer only in your ¼ piece of paper.
Key to correction:
1. meat
2. poultry
3. seafood
4. dries
5. indispensable
G. Finding practical application For you next activity I will group you into 4 groups. 3. Applied a range
of concepts and skills in daily (The teacher will group them into 4 groups by of teaching
living. counting…) strategies to develop
critical and creative
Everyone please read the direction. thinking, as well as
other higher-order
(Students are reading the direction) thinking skills.
Direction: Two groups will make hot sandwiches and I hit this indicator by
another two groups will make cold sandwiches using giving them a hands-
the appropriate fillings and spreads. You will be on activity where
given 3 minutes to finish this task and choose one they have to
person to present and evaluate your output in front. evaluate the fillings
You will be graded using a rubric. and spreads, they
need to combine in
order to produce a
hot or cold sandwich
and creatively
present their finish
product.
4. Managed
classroom structure
to engage learners,
(After 3 minutes) individually or in
groups, in
Times up! Please bring your output here in front. meaningful
exploration and
(Groups are now presenting and evaluating their own hands -on activities
work) within a range of
physical
Give yourselves around of applause! Everyone did a environment.
great job in making sandwiches. I showed this
indicator by giving
them a hands-on
activity that allows
them to apply
knowledge that we
discover from our
previous lessons
which makes the
learning more
meaningful and
lifelong.
H. Making generalization and Before we proceed to our evaluation let’s answer the
abstraction about the lesson. following questions/statements;
Key to correction
1. B
2. B
3. C
4. B
5. C
Prepared by:
Checked by: