School: MALAULI HIGH SCHOOL
GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2. Curriculum Guide
2.Learner’s Materials Pages
3.Textbook Pages
Teacher: MARRY JANE L. CANABAL
Teaching Dates and Time:
SESSION 1
The learners demonstrate an
understanding in preparing
stocks for menu items.
The learners independently
prepare and cook stocks for
menu items.
LO 1. Prepare Stocks for
Menu Items
1.1 Use ingredients and
flavoring according to
enterprise standards.
At the end of the session,
students can classify the
stocks.
TLE_HECK9-12SSS-IIIa-
20
Principles of Preparing
Stocks
- Classifications of Stocks
- Ingredients in Preparing
Stocks
NA
NA
LM pages 242-244
NA
Grade Level: 10
Learning Area:
SESSION 2 SESSION 3
The learners demonstrate an The learners demonstrate
understanding in preparing an understanding in
stocks for menu items. preparing stocks for menu
items.
The learners independently The learners independently
prepare and cook stocks for prepare and cook stocks
menu items. for menu items.
LO 1. Prepare Stocks for LO 1. Prepare Stocks for
Menu Items Menu Items
1.1 Use ingredients and 1.2 Produce variety of
flavoring according to stocks according enterprise
enterprise standards. standards.
At the end of this session, the At the end of the session,
learners can enumerate the the learners can
guidelines in preparing familiarize themselves in
stocks. different kinds of spices.
TLE_HECK9-12SSS-IIIa-20 TLE_HECK9-12SSS-IIIa-
20
-Guidelines in Preparing -Different Kind of Spices
Stocks -Sample Recipe of White
Stock
NA NA
NA NA
LM pages 245 LM pages 246-249
NA NA
Cookery
Quarter: 3-WEEK 1
SESSION 4 FREE DAY
The learners
demonstrate an
understanding in
preparing stocks for
menu items.
The learners
independently prepare
and cook stocks for
menu items.
LO 1. Prepare Stocks
for Menu Items
1.1 Use ingredients and
flavoring according to
enterprise standards.
1.2 Produce variety of
stocks according
enterprise standards.
1.2 Produce variety of
stocks according
enterprise standards.
At the end of the
session, students
should be able to attain
at least 75% mastery
from the long quiz.
TLE_HECK9-12SSS-
IIIa-20
- Topics from Session -
1-Session 3
NA
NA
NA
NA
4. Additional Materials from
Learning Resources (LR) Portal)
B. Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the
Lesson (Motivation)
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
Conduct a recap of the
previous meeting.
Tell Me What You See!
Show different pictures of
stocks, and the learners will
spot the difference.
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
Show video presentation
about preparing of stocks.
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking
tape, speaker,
Conduct a recap of the
previous discussion.
The teacher will ask the
learners about the herbs
and spices that they know.
NA
Visuals from Laptop
and TV, pictures, actual
tools, chalk, eraser,
masking tape, speaker,
Not Applicable (NA)
LONG QUIZ

C. Presenting examples /instances
of the new lessons (show pics,
videos, ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts &
practicing and concern to new
skills #2
F. Developing Mastery (Leads to
Formative Assessment) (activity
after the lesson)
G. Finding Practical Applications
of concepts and skills in daily
living (application)
H. Making Generalizations &
Abstractions about the lessons
I.Evaluating Learning
(assessment/test)
J. Additional activities for
application or remediation
-Power point Presentation
- Video Presentation
Conduct a 5-item pretest
Using visual aids, the
teacher will deliver the
lesson for the day.
The class will identify the
pictures shown on the screen
and they will identify the
different kinds of stocks and
its ingredients.
Why is it important for us to
properly identify the
different classifications of
stocks? How likely are we to
apply this knowledge on our
day to day activities?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a
ten (5) – item formative
assessment, advice students
to prepare a ¼ sheet of
paper)
On your TLE notebook,
look for the different
-Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
The class will fill up the
missing words under the
guidelines for preparing
stocks.
Why is it important for us to
follow the guidelines for
preparing stocks?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
assessment, advice students to
prepare a ¼ sheet of paper)
Study the lecture prepare for
graded recitation tomorrow.
-Power point Presentation LONG QUIZ
- Video Presentation
Pretest LONG QUIZ
Show 5 different pictures
of different spices and
seasonings and the learners
will try to name them.
Using visual aids, the LONG QUIZ
teacher will deliver the
lesson for the day.
Conduct of the graded LONG QUIZ
recitation. Ten points if
able to answer correctly
and five points it not. Ten
seconds will be given to
answer the question per
students.
How important is it to LONG QUIZ
identify the different kinds
of spices and seasoning
used for stocks?
If time permits, have a LONG QUIZ
synthesis of the lesson.
The teacher will conduct a LONG QUIZ
seven (5) – item formative
assessment, advice
students to prepare a ¼
sheet of paper.
Prepare for a summative Have an advance
test tomorrow. reading about Preparing
 (assignment/homework) Filipino stocks and their Soups for Menu Items.
ingredients. List down at
least five (5).
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by:

MARRY JANE L. CANABAL MERLITA L. AGUINALDO

Teacher Officer in Charge /HT III
 School: MALAULI HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: MARRY JANE L. CANABAL Learning Area: COOKERY
DAILY LESSON LOG Teaching Dates and
Time: Quarter: 3- WEEK 2

I. OBJECTIVES SESSION 5 SESSION 6 SESSION 7 SESSION 8 FREE DAY

A. Content Standards The learners The learners demonstrate an The learners The learners
demonstrate an understanding preparing soups demonstrate an demonstrate an
understanding preparing required for menu items. understanding preparing understanding preparing
soups required for menu soups required for menu soups required for menu
items. items. items.

B.Performance Standards The learners The learners independently The learners The learners
independently prepare prepare soups for menu items. independently prepare independently prepare
soups for menu items. soups for menu items. soups for menu items.
.

C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
LO 2. Prepare soups LO 2. Prepare soups required LO 2. Prepare soups LO 2. Prepare soups
required for menu items. for menu items. required for menu items. required for menu
items.
2.1 Select and assemble 2.1 Select and assemble correct 2.3 Present and evaluate
correct ingredients in ingredients in preparing soups soup recipes in 2.2 Prepare variety of
preparing soups including stocks and garnishes. accordance with the soup recipes according
including stocks and criteria to enterprise.
garnishes.
2.3 Present and evaluate
soup recipes in
accordance with the
criteria
At the end of the
session, students should
be able to come up and
present a soup.
TLE_HECK9-12SSS- TLE_HECK9-12SSS-IIIb-21 TLE_HECK9-12SSS- TLE_HECK9-12SSS-
IIIb-21 IIIb-21 IIIb-21
Classification of soups -Basic Principles of Preparing -Suggested Soups LO 2. Prepare soups
Soup Recipe required for menu
- Cooking soups items.

III. Learning Resources

A.References
1.Teacher’s Guide Pages NA NA NA NA
2. Curriculum Guide NA NA NA NA
2.Learner’s Materials Pages pp.255-258 pp.258-259 p.260-262 NA
3.Textbook Pages NA NA NA NA
4. Additional Materials from NA NA NA NA
Learning Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the
Lesson (Motivation)
C. Presenting examples /instances of
the new lessons (show pics, videos,
ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts &
practicing and concern to new skills
#2
F. Developing Mastery (Leads to
Formative Assessment) (activity
after the lesson)
G. Finding Practical Applications of
concepts and skills in daily living
(application)
H. Making Generalizations &
Abstractions about the lessons
I.Evaluating Learning
(assessment/test)
J. Additional activities for
application or remediation
(assignment/homework)
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in
the evaluation
Visuals from Laptop and Visuals from Laptop and TV, Visuals from Laptop Visuals from Laptop
TV, pictures, actual pictures, actual tools, chalk, and TV, pictures, actual and TV, pictures, actual
tools, chalk, eraser, eraser, masking tape, speaker, tools, chalk, eraser, tools, chalk, eraser,
masking tape, speaker, masking tape, speaker, masking tape, speaker,
Conduct a recap of the Conduct a recap of the Conduct a recap of the LABORATORY TIME
previous discussion. previous discussion. previous discussion.
The teacher will ask The teacher will show a picture Video Presentation of LABORATORY TIME
some students, “what is of a soup, he/she will ask the Different Kinds of
their favorite soup and question, “WHAT DO YOU Soups and its recipe
why?” THINK ARE THE FACTORS
THAT MAKES SOUP
PRESENTABLE?”
-Power point Show picture -Power point LABORATORY TIME
Presentation Presentation
- Video Presentation - Video Presentation
Conduct a 5-item pretest LABORATORY TIME
Using visual aids, the Using visual aids, the teacher -Power point LABORATORY TIME
teacher will deliver the will deliver the lesson for the Presentation
lesson for the day.. day.
The teacher will show The teacher will show different The teacher will give LABORATORY TIME
different pictures of pictures and the students will instructions for the
soups and the students identify what principle of coming Performance
will classify them where preparing soups it belongs. Task.
they belong.
Why soup is important Do we really need to consider Groupings LABORATORY TIME
in every meal? doing basic principles of
preparing soup? Why?
If time permits, have a If time permits, have a If time permits, have a LABORATORY TIME
synthesis of the lesson. synthesis of the lesson. synthesis of the lesson.
The teacher will conduct The teacher will conduct a ten The students will divide The students will have
a ten (10) – item (5) – item formative in (5) groups and they their Performance Task.
formative assessment, assessment, advice students to will discuss their chosen A rubric will be used to
advice students to prepare ¼ sheet of paper. soup recipe for the PT rate their output.
prepare ¼ sheet of Day.
paper.
Have an advance List down (5) soups that they Prepare for tomorrow Look for five (5) ways
reading about the already tasted. Describe each Laboratory. to store vegetables.
Principles in Preparing taste. Write it on your TLE
Soup. notebook.
 B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work? No.
of learners who caught up with the
lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by:

MARRY JANE L. CANABAL MERLITA L. AGUINALDO

Teacher Officer in Charge /HTIII

School: MALAULI HIGH SCHOOL Grade Level: 10

GRADES 10 Teacher: MARRY JANE L. CANABAL Learning Area: COOKERY
 DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Subtasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2. Curriculum Guide
Teaching Dates and
Time: Quarter: 3/ WEEK 3
SESSION 9 SESSION 10 SESSION 11 SESSION 12 FREE DAY
The learners demonstrate The learners The learners The learners demonstrate an
an understanding demonstrate an demonstrate an understanding preparing and
preparing and cooking understanding understanding preparing cooking sauces required for menu
sauces required for menu preparing and and cooking sauces items.
items. cooking sauces required for menu
required for menu items.
items.
The learners The learners The learners The learners independently
independently prepare and independently independently prepare prepares and sauces required for
sauces required for menu prepare and sauces and sauces required for menu items.
items. required for menu menu items.
items.
LO 3. Prepare Sauces LO 3. Prepare Sauces LO 3. Prepare Sauces LO 3. Prepare Sauces Required
Required for Menu Items Required for Menu Required for Menu for Menu Items
Items Items
3.1 Classify various types 3.6 Identify and deal with the
of sauces. 3.3 Identify the types 3.5 Evaluate sauces for problems of sauces.
3.2 Prepare a variety of of thickening agents flavor, color and
hot and cold sauces based and convenience consistency.
on the required menu products used in
items. preparing sauces.
3.4 Use thickening
agents and
convenience products
appropriately.
At the end of the session, At the end of the Observation At the end of the session, students
students should be able to session, the students should be able to identify and
classify the various types should be able to deal with the problems of sauces.
of sauces. name the different
thickening agents.
TLE_HECK9-12SSS-IIIc- TLE_HECK9-12SSS- TLE_HECK9-12SSS- TLE_HECK9-12SSS-IIIc-22
22 IIIc-22 IIIc-22
-Overview of Sauces -Thickening Agents Observation -Basic Finishing Techniques in
-Basic Sauces for Meat, -Hygienic Principles Sauce Making
Vegetables, and Fish and Practices in - Common problem in the
-Variation of Sauces Sauce Making preparation of
NA NA NA NA
NA NA NA NA
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the
Lesson (Motivation)
C. Presenting examples /instances
of the new lessons (show pics,
videos, ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts &
practicing and concern to new
skills #2
F. Developing Mastery (Leads to
Formative Assessment) (activity
after the lesson)
G. Finding Practical Applications
of concepts and skills in daily
living (application)
H. Making Generalizations &
Abstractions about the lessons
pp. 271
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking
tape, speaker,
Conduct a recap of the
previous discussion.
NAME ME!
Power point Presentation
- Video Presentation
NA
Using visual aids, the
teacher will deliver the
lesson for the day.
The teacher will present a
video about making
different sauces. You will
observe what is the easiest
and hardest sauce to do.
In our daily life, how do
you see the importance of
sauces in every food.
If time permits, have a
synthesis of the lesson.
pp. 272-273 pp. 274 p.275-277
NA NA NA
Visuals from Laptop Visuals from Laptop Visuals from Laptop and TV,
and TV, pictures, and TV, pictures, actual pictures, actual tools, chalk,
actual tools, chalk, tools, chalk, eraser, eraser, masking tape, speaker,
eraser, masking tape, masking tape, speaker,
speaker,
Conduct a recap of Conduct a recap of the Conduct a recap of the previous
the previous previous discussion. discussion.
discussion.
Identify the words in The teacher and The teacher will show different
forms of gibberish learners will bring pictures of failed sauces. The
game. different kinds of learners will try to determine the
sauces. The learners problems of each sauces.
will be divided into 5
groups and they will
choose representative.
The representative will
be blindfolded and will
taste the mystery sauce.
Power point The teacher will bring Power point Presentation
Presentation different kinds of - Video Presentation
- Video Presentation sauces.
NA NA NA
Using visual aids, the The learners will apply Using visual aids, the teacher will
teacher will deliver the basic sauce making deliver the lesson for the day.
the lesson for the day. using their ingredients.
The learners will The learners will be By group, flashing of the various
choose their partner. divided to (5) groups. basic finishing techniques in
They will ask each They will evaluate the Sauce Making, the learners will
other about their different sauces. identify the finishing techniques.
favorite sauces and
why.
Why is it important to Why is it important to Why is it important to identify
apply the hygienic be more familiarized in the common problems in making
principles and making sauces? sauces.
practices in sauce
making?
If time permits, have If time permits, have a If time permits, have a synthesis
a synthesis of the synthesis of the lesson. of the lesson.
lesson.
 I. Evaluating Learning The teacher will conduct a The teacher will The representative of The teacher will conduct a ten
(assessment/test) ten (5) – item formative conduct a ten (10) – each group will present (10) – item formative assessment,
assessment, advice item formative their observations in advice students to prepare ¼
students to prepare ¼ assessment, advice class sheet of paper.
sheet of paper. students to prepare ¼
sheet of paper.
J. Additional activities for Directions: Interview one Bring three (3) ready- Have an advance study Make a research on at least ten
application or remediation member of your family in made sauces. about the basic sauces and the food where it is
(assignment/homework) your home and ask them finishing techniques and commonly used in the
the different food that common problems in Philippines. Include descriptions.
have sauces. List down making sauces. Write in one whole sheet of
10. paper.
V.REMARKS
VI. Reflection

A.No. of learners who earned 80%

in the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?

Prepared by: Checked by:

MARRY JANE L. CANABAL MERLITA L. AGUINALDO

Teacher Officer in Charge/ HTIII
 School: MALAULI HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: MARRY JANE L. CANABAL Learning Area: COOKERY
DAILY LESSON Teaching Dates 1:00-3:00 PM- March 13-17,2023
LOG and Time: Quarter: 3/ WEEK 4

I. OBJECTIVES SESSION 13 SESSION 14 SESSION 15 SESSION 16 FREE DAY

A. Content Standards The learners demonstrate The learners demonstrate The learners The learners
an understanding concepts and an understanding concepts demonstrate an demonstrate an
principles in storing and and principles in storing and understanding concepts understanding basic
reheating stocks, sauces, and reheating stocks, sauces, and and principles in storing concepts and underlying
soups soups and reheating stocks, theories in preparing
sauces, and soups poultry and game dishes
B. Performance Standards The learners independently The learners The learners The learners prepare a
demonstrate competencies in independently demonstrate independently variety of poultry and
storing and reheating stocks, competencies in storing and demonstrate game dishes found in
sauces, and soups reheating stocks, sauces, and competencies in storing different culture
soups and reheating stocks,
sauces, and soups
C. Learning Competencies LO 4. Store and reconstitute LO 5. Evaluate the finish LO1-LO5 LO 1. Performs mise en
stocks, sauces, and soups product using rubrics. Competencies Place
1.1identify the market
4.1. Maintain optimum quality forms of poultry
and freshness of stocks, determine poultry cuts in
sauces, and soups accordance with
prescribed dish
4.2. Reconstitute stocks,
sauces, and soups

4.3. Integration of RASA

BASA RASA BASA
Reading and
understanding the
market forms of
poultry.
D. Subtasking (if needed) At the end of the session, At the end of the session, At the end of the session, At the end of this session,
students should be able to students should be able to students should be able to the learners can
enumerate the different come up and present a soup. attain at least 75% independently select and
methods in storing and mastery from the long purchase poultry and
reconstituting stocks, sauces quiz. game.
and soups.
Write the LC code for each TLE_HECK9-12SSS-IIId-23 TLE_HECK9-12SSS-IIId- TLE_HECK9-12PGD-
24 IIIe-25
II. CONTENT LABORATORY TIME - LO1-LO5 - Tools and Equipment in
(Subject Matter) -Store and Reconstitute Cooking Poultry and
Stocks, Sauces and Soups Game
 - Selecting and
Purchasing Poultry and
Game

III. Learning Resources

A. References
1.Teacher’s Guide Pages NA NA NA NA
2. Curriculum Guide NA NA NA NA
2.Learner’s Materials Pages pp. 284-285 NA NA pp.287-288
3.Textbook Pages NA NA NA NA
4. Additional Materials from NA NA NA NA
Learning Resources (LR) Portal)
B.Other Learning Resources Visuals from Laptop and TV, LABORATORY Visuals from Laptop and
pictures, actual tools, chalk, TV, pictures, actual tools,
eraser, masking tape, speaker, chalk, eraser, masking
tape, speaker,
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the LABORATORY TIME Not Applicable (NA) Conduct a recap of the
previous discussion. previous discussion.
B. Establishing purpose for the JUMBLED WORDS LABORATORY TIME UNIT TEST JUMBLED WORDS
Lesson (Motivation)

C. Presenting examples /instances
of the new lessons (show pics,
videos, ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts &
practicing and concern to new
skills #2
F. Developing Mastery (Leads to
Formative Assessment) (activity
after the lesson)
G. Finding Practical Applications
of concepts and skills in daily
living (application)
H. Making Generalizations &
Abstractions about the lessons
I.Evaluating Learning
(assessment/test)
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
The learners will group into
five. They will talk about their
performance task in stocks,
soups and sauce making next
meeting.
Why do we need to follow the
proper storage of stocks, soups
and sauces?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(5) – item formative
LABORATORY TIME UNIT TEST Power point Presentation
- Video Presentation
LABORATORY TIME UNIT TEST Conduct a 10-item pretest
LABORATORY TIME UNIT TEST Using visual aids, the
teacher will deliver the
lesson for the day.
The learners will evaluate UNIT TEST The teachers will show
each group’s finish product. different kinds of poultry
and games and they will
answer them in “Quiz
Bee” style.
LABORATORY TIME UNIT TEST Why is it important to
classify the poultry and
games?
LABORATORY TIME UNIT TEST If time permits, have a
synthesis of the lesson.
The students will have their UNIT TEST If time permits, have a
Performance Task. A rubric synthesis of the lesson.

J. Additional activities for
application or remediation
(assignment/homework)
V.REMARKS
VI. Reflection
assessment, advice students to
prepare ¼ sheet of paper.
Prepare for performance task
next meeting.
will be used to rate their
output.
Prepare for Unit Test Make an album (collage Have an advance reading
tomorrow or scrapbook) of different in Selecting Good Quality
stocks, sauces, and soups. Poultry and Game
Includes description,
ingredients, and
procedures, storing
procedures and how it is
reconstituted. Your output
will be evaluated using
rubrics. To be submitted
next week.

A.No. of learners who earned 80%

in the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by:

MARRY JANE L. CANABAL MERLITA L. AGUINALDO

Teacher Officer in Charge/ HTIII

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A. References
School: Malauli High School Grade Level: 10
Teacher: Marry Jane L. Canabal Learning Area: COOKERY
Teaching Dates and 1:00-3:00 PM March 20-24, 2023
Time: Quarter: 3/WEEK 5
SESSION 17 SESSION 18 SESSION 19 SESSION 20 FREE DAY
The learners demonstrate The learners demonstrate The learners The learners
an understanding basic an understanding basic demonstrate an demonstrate an
concepts and underlying concepts and underlying understanding basic understanding basic
theories in preparing poultry theories in preparing poultry concepts and concepts and underlying
and game dishes and game dishes underlying theories theories in preparing
in preparing poultry poultry and game dishes
and game dishes
The learners prepare a The learners prepare a The learners The learners prepare a
variety of poultry and game variety of poultry and game prepare a variety of variety of poultry and
dishes found in different dishes found in different poultry and game game dishes found in
culture culture dishes found in different culture
different culture
LO 1. Performs mise en LO 1. Performs mise en Place LO 1. Performs mise LO 1. Performs mise en
Place 1.1identify the market forms en Place Place
1.1identify the market forms of poultry determine poultry 1.1identify the 1.1identify the market
of poultry determine poultry cuts in accordance with market forms of forms of poultry
cuts in accordance with prescribed dish poultry determine determine poultry cuts in
prescribed dish poultry cuts in accordance with
Integration of RASA BASA accordance with prescribed dish
prescribed dish
Read and understand the
Integration of RASA
different poultry cuts. BASA
Read and understand the
market forms of poultry
and detremine poultry
cuts in accordance with
prescribed dish.
At the end of this session, At the end of this session the At the end of this At the end of this session,
the learners can classify learners can explain the session, the learners the learners can
poultry and games. nutritional value/ components can differentiate the demonstrate how to cut
of poultry and game. different market poultry.
forms of poultry.
TLE_HECK9-12PGD-IIIe- TLE_HECK9-12PGD-IIIe-25 TLE_HECK9- TLE_HECK9-12PGD-
25 12PGD-IIIe-25 IIIe-25
-Classification of Poultry -Nutritional Value/ --Market Forms of -Different Cuts of
and Games Components of Poultry and Poultry Poultry
Game
-Preparation of Poultry for
Cooking
1.Teacher’s Guide Pages
2. Curriculum Guide
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B. Other Learning Resources
IV.PROCEDURES
A. Review Previous Lessons
B. Establishing purpose for the
Lesson (Motivation)
C. Presenting examples /instances
of the new lessons (show pics,
videos, ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts &
practicing and concern to new
skills #2
F. Developing Mastery (Leads to
Formative Assessment) (activity
after the lesson)
G. Finding Practical Applications
of concepts and skills in daily
NA
NA
pp. 288-289
NA
NA
Visuals from Laptop and
TV, pictures, actual tools,
chalk, eraser, masking tape,
speaker,
Conduct a recap of the
previous discussion.
GOOD or BAD
Power point Presentation
- Video Presentation
The teacher will show
different videos of poultry
and game.
NA
Using visual aids, the
teacher will deliver the
lesson for the day.
Using their last group, the
learners will give their
reaction about the video that
they watched.
What can you say about the
ordinance of the said city
NA NA NA
NA NA NA
pp. 289-290 pp. 291-294 pp. 291-294
NA NA NA
NA NA NA
Visuals from Laptop and TV, Visuals from Visuals from Laptop and
pictures, actual tools, chalk, Laptop and TV, TV, pictures, actual
eraser, masking tape, speaker, pictures, actual tools, chalk, eraser,
tools, chalk, eraser, masking tape, speaker,
masking tape,
speaker,
Conduct a recap of the Conduct a recap of Conduct a recap of the
previous discussion. the previous previous discussion.
discussion.
TELL ME WHAT YOU DESCRIBE ME! FOUR PICS, ONE
SEE! WORD
Power point Presentation Power point Power point Presentation
- Video Presentation Presentation - Video Presentation
- Video Presentation
NA NA NA
Using visual aids, the teacher Using visual aids, Using visual aids, the
will deliver the lesson for the the teacher will teacher will deliver the
day. deliver the lesson for lesson for the day.
the day.
The learners will watch a SHARING Chicken Wings,
video about the preparation Share your Chicken Wings Song
process of chicken in the experience in The learners will sing
slaughtered house. visiting your nearby the song while passing
market. Describe the the fish bowl to each
place and what can other. If the song stops,
you say about the the learner who hold the
different market bowl will pick up a piece
forms of poultry. of paper that contain a
question about the
different cuts of chicken.
Give a reaction about the As a Grade 10 Write a journal about
video showing the preparation learners, how is it
living (application)
H. Making Generalizations &
Abstractions about the lessons
I. Evaluating Learning
(assessment/test)
J. Additional activities for
application or remediation
(assignment/homework)
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
about their meat products?
Should we need to follow
them or not? Explain your
answer.
If time permits, have a
synthesis of the lesson.
The teacher will conduct a
ten (5) – item formative
assessment, advice students
to prepare ¼ sheet of paper.
Make a research about the
nutritional value and
components of poultry and
game.
of poultry in slaughtered important to know I learned that……..
house. the different market I realized that……..
forms of poultry?
If time permits, have a If time permits, have If time permits, have a
synthesis of the lesson. a synthesis of the synthesis of the lesson.
lesson.
The teacher will conduct a ten The teacher will The teacher will conduct
(5) – item formative conduct a ten (5) – a ten (5) – item formative
assessment, advice students to item formative assessment, advice
prepare ¼ sheet of paper. assessment, advice students to prepare ¼
students to prepare sheet of paper.
¼ sheet of paper.
Market Visit Prepare for a long quiz.
Directions: This will be a Have an advance
collaborative activity. Follow reading about the
the instructions below: Find a different cuts of
partner. Visit a supermarket poultry.
or a wet market near you and
do the following:
1. List down the market
forms of poultry being
sold.
2. Take note of the
appearance, color, odor
and its cuts.
3. Make a report of your
activity.
4. Submit your report in a
short bond paper with
folder.
 E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by:

MARRY JANE L. CANABAL MERLITA L. AGUINALDO

Teacher Officer in Charge/ HTIII
 School: MALAULI HIGH SCHOOL Grade Level: 10
GRADES 1 to 12 Teacher: MARRY JANE L. CANABAL Learning Area: COOKERY
DAILY LESSON Teaching Dates and 1:00-3:00 /April 3-4 toApril 11-14, 2023
LOG Time: Quarter: 3/WEEK 6

I. OBJECTIVES SESSION 21 SESSION 22 SEESION 23 SESSION 24 FREE

A. Content Standards The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
B. Performance Standards The learners prepare a
variety of poultry and game
dishes found in different
culture
C. Learning Competencies Week 5 Lessons
The learners demonstrate an
understanding basic concepts
and underlying theories in
preparing poultry and game
dishes
The learners prepare a variety
of poultry and game dishes
found in different culture
LO 2. Cook poultry and game
bird dishes
DAY
The learners demonstrate an The learners
understanding basic concepts demonstrate an
and underlying theories in understanding basic
preparing poultry and game concepts and underlying
dishes theories in preparing
poultry and game dishes
The learners prepare a The learners prepare
variety of poultry and game a variety of poultry and
dishes found in different game dishes found in
culture different culture
LO 2. Cook poultry and game LO 2. Cook poultry and
bird dishes. game bird dishes.

D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
At the end of the session,
students should be able to
attain at least 75% mastery
from the long quiz.
Week 6 Lessons
2.1 prepare poultry and game
birds hygienically to minimize
risk of food spoilage and cross-
contamination cook various
poultry and game bird dishes
appropriately.
At the end of this session, the
learners can determine the types
and causes of food spoilage and
cross contamination.
TLE_HECK9-12PGD-IIIf-h-26
-Types and causes of food
spoilage and cross contamination
2.1 prepare poultry and game 2.1 prepare poultry and
birds hygienically to minimize game birds hygienically
risk of food spoilage and cross- to minimize risk of food
contamination cook various spoilage and cross-
poultry and game bird dishes contamination cook
appropriately. various poultry and
game bird dishes
Integration of Rasa Basa appropriately.
Read and expalin the technical
terms use in preparing poultry
At the end of this session, the At the end of this
learners can explain the session, the learners can
difference between dry-heat be familiarized in
method and moist-heat fabricating and
method. deboning of chicken.
TLE_HECK9-12PGD-IIIf-h- TLE_HECK9-12PGD-
26 IIIf-h-26
Methods of cooking poultry Steps in Fabricating and
and game birds Deboning of Chicken
- Dry-heat cookery
- Moist-heat cookery

III. Learning Resources

A. References
1.Teacher’s Guide Pages NA NA NA NA
2. Curriculum Guide NA NA NA NA
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B. Other Learning Resources
IV.PROCEDURES
A. Review Previous
Lessons
B. Establishing purpose for the
Lesson (Motivation)
C. Presenting examples
/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts and
practicing new skills #1. (Pre-
Discussion Activity)
E. Discussing new concepts &
practicing and concern to new
skills #2
F. Developing Mastery (Leads to
Formative Assessment)
(activity after the lesson)
G. Finding Practical
Applications of concepts and
skills in daily living (application)
H. Making Generalizations &
Abstractions about the lessons
I. Evaluating Learning
(assessment/test)
J. Additional activities for
NA pp. 297-298
NA NA
NA NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Not Applicable (NA) Conduct a recap of the previous
discussion.
UNIT TEST CROSSWORD PUZZLE
UNIT TEST Power point Presentation
- Video Presentation
The teacher will show video
about food poisoning.
UNIT TEST NA
UNIT TEST Using visual aids, the teacher
will deliver the lesson for the
day.
UNIT TEST The learner will group into 5.
They will search about the news
in food poisoning. They will
share their thoughts and what
they think the possible ways to
prevent the food
poisoning/contamination.
UNIT TEST As a member of your family,
how can you make sure that the
food of your family is safe to
eat?
UNIT TEST If time permits, have a synthesis
of the lesson.
UNIT TEST The teacher will conduct a ten
(5) – item formative assessment,
advice students to prepare ¼
sheet of paper.
Search for the Principles of Make a research about the
pp. 298
NA
NA
Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
Conduct a recap of the
previous discussion.
GUESS THE DISH!
Power point Presentation
- Video Presentation
NA
Using visual aids, the teacher
will deliver the lesson for the
day.
The learners will identify the
different cooking methods by
naming the pictures flashes on
the board.
What is the healthiest cooking
method and why?
What do you think is the
dangerous cooking method?
Why?
If time permits, have a
synthesis of the lesson.
The teacher will conduct a ten
(10) – item formative
assessment, advice students to
prepare ¼ sheet of paper.
Search about the methods in
pp. 299-306
NA
NA
Visuals from Laptop
and TV, pictures, actual
tools, chalk, eraser,
masking tape, speaker,
Conduct a recap of the
previous discussion.
Ask the learners what is
their favorite parts of
chicken and Why?
Power point Presentation
- Video Presentation
NA
Using visual aids, the
teacher will deliver the
lesson for the day.
The teacher will explain
the performance task
about fabricating and
deboning of chicken.
As a student, why is it
important to familiarized
in fabricating and
deboning chicken?
If time permits, have a
synthesis of the lesson.
The learners will group
into 8 members. They
will talk about their next
performance task.
Take Home Performance
 application or remediation Poultry Cookery. Write it in Different Methods of Cooking Fabricating Chicken Task
(assignment/homework) your TLE Notebook. Poultry Each group will make a
video presentation with
the title” Fabricating
Chicken” or “Deboning
Chicken”. The rubric
will be given to them.
V.REMARKS
VI. Reflection

A.No. of learners who earned 80%

in the evaluation
B. No. of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by: Checked by:

MARRY JANE L. CANABAL MERLITA L. AGUINALDO

Teacher Officer in Charge/ HTIII

GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Sub tasking (if needed)
Write the LC code for each
II. CONTENT
(Subject Matter)
School:
Teacher:
Teaching Dates and Time:
SESSION 25
The learners demonstrate an
understanding basic concepts
and underlying theories in
preparing poultry and game
dishes
The learners prepare a
variety of poultry and game
dishes found in different culture
LO 3. Plate/present poultry and
game bird dishes
3.1 identify the type of service
ware to be utilized in serving
poultry and game-bird dishes
present plated poultry and
game-bird dishes with
appropriate sauces, garnishes,
and accompaniments
At the end of this session, the
learners can identify the factors
in presenting/plating poultry
dishes.
TLE_HECK9-12PGD-IIIi-27
- Portion Control for Cooked
Poultry and Game
- Factors to consider in
presenting/plating poultry
dishes.
- Present plated poultry and
game-bird dishes with -
appropriate sauces, garnishes,
and accompaniments
SESSION 26
The learners demonstrate
an understanding basic
concepts and underlying
theories in preparing poultry
and game dishes
The learners prepare a
variety of poultry and game
dishes found in different
culture
LO 3. Plate/present poultry
and game bird dishes
3.1 identify the type of
service ware to be utilized in
serving poultry and game-bird
dishes present plated poultry
and game-bird dishes with
appropriate sauces, garnishes,
and accompaniments
At the end of this session, the
learners can independently
present poultry dishes.
TLE_HECK9-12PGD-IIIi-27
-Plating/Presenting Poultry
Dishes
- Plating the Food
- Decorate the Frame
- Mix Shapes, Colors and
Textures
Garnishes
Grade Level: 10
Learning Area: COOKERY
Quarter: 3/WEEK 7
SESSION 27 SESSION 28
The learners demonstrate The learners demonstrate
an understanding basic an understanding basic
concepts and underlying concepts and underlying
theories in preparing poultry theories in preparing poultry
and game dishes and game dishes
The learners prepare a The learners prepare a
variety of poultry and game variety of poultry and game
dishes found in different dishes found in different
culture culture
LO 4. Store poultry and LO 4. Store poultry and
game bird game bird
4.1 store and maintain 4.1 store and maintain
poultry and game bird poultry and game bird
according to standards according to standards
At the end of this session, the At the end of this session,
learners can familiarize in the the learners can apply the
techniques of storing poultry safety practices in handling
and game bird dishes. and storing poultry and
game products.
TLE_HECK9-12PGD-IIIj-28 TLE_HECK9-12PGD-IIIj-
28
Techniques in storing poultry - Safety Practices in
and game bird dishes. Handling and Storing
Poultry and Game
Products
III. Learning Resources
A. References
1.Teacher’s Guide Pages NA
2. Curriculum Guide NA
2.Learner’s Materials Pages pp. 313-314
3.Textbook Pages NA
4. Additional Materials from Learning NA
Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and TV,
pictures, actual tools, chalk,
eraser, masking tape, speaker,
IV.PROCEDURES
C. Review Previous Lessons Conduct a recap of the previous
discussion.
B. Establishing purpose for the Lesson JUMBLED WORDS
(Motivation)
C. Presenting examples /instances of the new Power point Presentation
lessons (show pics, videos, ppt) - Video Presentation
D. Discussing new concepts and practicing NA
new skills #1. (Pre-Discussion Activity)
E. Discussing new concepts & practicing and Using visual aids, the teacher
concern to new skills #2 will deliver the lesson for the
day.
F. Developing Mastery (Leads to Formative Enumerate the factors to
Assessment) (activity after the lesson) consider in presenting/plating
poultry dishes.
G. Finding Practical Applications of concepts If you were going to present
and skills in daily living (application) poultry dishes, will you consider
following these factors in
presenting/plating poultry
dishes? Why?
H. Making Generalizations & Abstractions If time permits, have a synthesis
about the lessons of the lesson.
I. Evaluating Learning (assessment/test) The teacher will conduct a ten
(5) – item formative assessment,
advice students to prepare ¼
sheet of paper.
J. Additional activities for application or Search what is plating?
NA NA NA
NA NA NA
pp. 314-318 pp. 320-321 pp. 320-321
NA NA NA
NA NA NA
Visuals from Laptop and TV, Visuals from Laptop and TV, Visuals from Laptop and
pictures, actual tools, chalk, pictures, actual tools, chalk, TV, pictures, actual tools,
eraser, masking tape, speaker, eraser, masking tape, speaker, chalk, eraser, masking tape,
speaker,
Conduct a recap of the Conduct a recap of the Conduct a recap of the
previous discussion. previous discussion. previous discussion.
WORD HUNT CRUMBLED WORD CROSSWORD PUZZLE
Power point Presentation Power point Presentation Power point Presentation
- Video Presentation - Video Presentation - Video Presentation
NA NA NA
Using visual aids, the teacher Using visual aids, the teacher Using visual aids, the
will deliver the lesson for the will deliver the lesson for the teacher will deliver the
day. day. lesson for the day.
Fill in the blanks. MULTIPLE CHOICE MULTIPLE CHOICE
Why food creative Why is it important to practice Why proper storing is
presentation is important in proper handling and storing of important for all types of
food business’s like poultry? foods?
restaurant?
If time permits, have a If time permits, have a If time permits, have a
synthesis of the lesson. synthesis of the lesson. synthesis of the lesson.
The teacher will conduct a ten The teacher will conduct a ten The teacher will conduct a
(5) – item formative (5) – item formative ten (5) – item formative
assessment, advice students to assessment, advice students to assessment, advice students
prepare ¼ sheet of paper. prepare ¼ sheet of paper. to prepare ¼ sheet of paper.
Search for the Different Search the following Prepare for a long quiz.
 remediation (assignment/homework) Write it on your TLE Notebook. Techniques in Storing Poultry 1. Manufacturing date
and Game Bird 2. Expiration date
3. Best before date

V.REMARKS
VI. Reflection

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who requires additional

acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: COOKERY
DAILY LESSON LOG Teaching Dates and Time: Quarter: 3 WEEK 8

I. OBJECTIVES SESSION 29 SESSION 30 SESSION 31 SESSION 32 FREE DAY

A. Content Standards The learners demonstrate an The learners demonstrate The learners demonstrate REMEDIAL DAY
understanding basic concepts an understanding basic an understanding basic
and underlying theories in concepts and underlying concepts and underlying
preparing poultry and game theories in preparing poultry theories in preparing poultry
dishes and game dishes and game dishes
B. Performance Standards The learners prepare a The learners prepare a The learners prepare a
variety of poultry and game variety of poultry and game variety of poultry and game
dishes found in different culture dishes found in different dishes found in different
culture culture
C. Learning Competencies Week 7 Lessons LO 5. Evaluate the finish LO 5. Evaluate the finish
product using rubrics. product using rubrics.

D. Subtasking (if needed) At the end of the session, At the end of the session, At the end of the session,
students should be able to attain students should be able to students should be able to
at least 75% mastery from the come up and present a come up and present a
long quiz. chicken dish using dry heat chicken dish using moist heat
method. method.
Write the LC code for each
II. CONTENT Week 7-8 Lessons LABORATORY TIME LABORATORY TIME
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages NA NA NA
2. Curriculum Guide NA NA NA
2.Learner’s Materials Pages NA NA NA
3.Textbook Pages NA NA NA
4. Additional Materials from Learning NA NA NA
Resources (LR) Portal)
B. Other Learning Resources LABORATORY LABORATORY
IV.PROCEDURES
D. Review Previous Lessons Not Applicable (NA) LABORATORY TIME LABORATORY TIME
B. Establishing purpose for the Lesson UNIT TEST LABORATORY TIME LABORATORY TIME
(Motivation)

C. Presenting examples /instances of the new UNIT TEST LABORATORY TIME LABORATORY TIME
lessons (show pics, videos, ppt)
D. Discussing new concepts and practicing UNIT TEST LABORATORY TIME LABORATORY TIME
new skills #1. (Pre-Discussion Activity)

E. Discussing new concepts & practicing and UNIT TEST LABORATORY TIME LABORATORY TIME
concern to new skills #2
F. Developing Mastery (Leads to Formative UNIT TEST The teacher will rate the finish The teacher will rate the finish
Assessment) (activity after the lesson) product using the rubric. product using the rubric.
G. Finding Practical Applications of concepts UNIT TEST LABORATORY TIME LABORATORY TIME
and skills in daily living (application)
H. Making Generalizations & Abstractions UNIT TEST LABORATORY TIME LABORATORY TIME
about the lessons
I. Evaluating Learning (assessment/test) UNIT TEST The students will have their The students will have their
Performance Task. A rubric Performance Task. A rubric
will be used to rate their will be used to rate their
output. output.
J. Additional activities for application or Prepare for Performance Task Prepare for the next Accomplish your requirements 4.
remediation (assignment/homework) Performance Task. for third quarter.

V.REMARKS
VI. Reflection

A.No. of learners who earned 80% in the

evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?
Prepared by: Checked by:

____________________________
__________________________
Teacher Principal