Pre-Service Teacher: Hannah Lorraine A.

Hontanosas
Subject: Cookery 9

Date: April 24, 2023

Most Essential Learning Competency
Content Standard
The learner demonstrates understanding preparing and
cooking vegetable dishes.
Performance Standard
The learners independently prepare and cook vegetable
dishes.
Learning Competencies
Prepare variety of vegetable dishes
(TLE_HECK9-12-VD-IIa-9)

I - OBJECTIVES

the end At the end of the session, the students will be able to:
1. Identify the four basic cutting techniques;
2. Perform the four basic cutting techniques; and
3. Appreciate the importance of knowing the four basic cutting techniques in enhancing
food appearance and palatability of food.

II - CONTENT

Topic : BASIC CUTTING TECHNIQUES

III – LEARNING RESOURCES

A. References
1. Teachers Guide: K to 12 Home Economics Curriculum Guide May 2016 pages 17-18
2. Learner`s Guide: Cookery Learner`s Module pp. 105-115
3. Other learning resources:https://www.buildingblockstherapy.com.au/cutting
Materials Needed : TV, laptop, pentel pen, manila paper, pictures, wifi modem
cellphones, colored paper, paper tape, glue, scissors, folder, vegetables, plate, choppin
board, hairnet, apron, knife, rag, garbage bag.

IV - PROCEDURE
Preliminaries
4. Checking Attendance
1. Health
5. Prayer Protocol
2. Greetings
3. Classroom Management
A. Reviewing previous lesson or presenting new lesson
The teacher will have the review on the previous topic all about tools and
utensils in preparing vegetables.
Activity 1: CABBAGE RELAY
Instruction: Using an improvised cabbage, while the music is playing
pass the cabbage to the person next to you. When the music stop,
the one who holds the cabbage will peel one strip and will
identify the kitchen utensils.

KNIFE GRATER MEASURING MEASURING PLATE CHOPPING

CUPS SPOONS BOARD

B. Establishing a purpose for the lesson

Activity 2: PICTURE ANALYSIS

Instruction: Using the presented pictures, analyze and explain what have
you observed.

The teacher will present the lesson objective by allowing learners to

read it. Teacher will then repeat reading the objectives and give a little hint
to emphasize the learning goals to be achieve the students at the end of the
period.
Unlocking of Words of Difficulties
- The teacher will present the words of difficulties
 Julienne – vegetables are cut into long thin strips.
 Rondelle – vegetables are cut into round in shape.

C. Presenting examples/ Instances of the new lesson

The teacher will proceed to the differentiated tasking. The teacher will
give the general guidelines:
 Students will be group into 4 according to the printed
vegetables they picked and will gather by group in a
designated area.
 Each group will be given an activity sheet.
 The activity will be performed within 5 minutes only.
 Each group will assign the following roles to the
members.
Leader One who leads the group
Secretary One who writes the answers of the group
Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in constructing
ideas

The teacher will allow the groups to decide first who are assigned with
the different task in a minute.

Activtiy 3: DIFFERENTIATED ACTIVITIES

Group A – Activity: Spot It!

Instruction: Given the different recipe try to identify what are the basic
cutting techniques are present.

Group B – Activity: Name It!

 Instructions: Among the four basic cutting skills. Give one example of
recipe where these basic cutting techniques be applied.

Recipe using
Recipe using Recipe using Recipe using
Rondelle
Cube cuts Mince cuts Julienne cuts
cuts

Group C – Activity: Define Me!

Instruction: Given the different pictures, define each picture of cutting
techniques.

Group D – Activity: Perform Me!

Instructions: Using the art materials, perform the four basic cutting
techniques.

After giving different instruction to the

students, the teacher the teacher will present the rubrics. The teacher will
instruct also that this rubric will be used on rating their own output as part
of the presentation.
 Criteria 5 points 4 points 3 points
Correctness All answers are One-two mistakes Four or more
correct mistakes

The group The group The group

presented the presented the presented the
Promptness
output on/before output one minute output 2 minutes
the time after the time after the time

All members of One member of Two or more

the group the group did not members of the
Cooperation
cooperate cooperate group did not
cooperate

D. Discussing new concepts and practicing new skills #1

The teacher will process the student`s output by raising the following
questions:
1. How did you find the activity?
2. Have you tried preparing food at home?
3. What recipe you love the most?
4. When will be the vegetables serve?
5. When you are preparing food at home what are the common basic cutting
techniques did you apply?
6. What are the basic cutting techniques?
7. Cite a specific recipe where you can apply those cuts.
8. How these basic cutting techniques contribute to our food?
9. What are the disadvantages if we will not use the appropriate cuts in preparing
foods?
10.What nutrients can we get by eating vegetables?

E. Continuation of discussion of new concepts leading to formative

assessment
What is Cutting Technique?
 is a technique where the ingredients are cut into uniform pieces to cook
evenly and in the same amount of time. Not only cook more easily, but
also taste better.
 The Four Basic Cutting Techniques:

1. Mince
-the finest level of chopping, and is frequently done using
a food processor, or a sharp knife.

2. Cube
-to cut food into pieces that are even, like a square.

3. Rondelle
-to cut round in shape, this cut is generally used for
cutting round or oval shaped veggies.

4. Julienne
- in which the food is cut into long thin strips, similar to
matchsticks.

DEMONSTRATION
The teacher will demonstrate the four basic cutting techniques and
the sample of veggie art.

F. Developing Mastery (Leads to formative Assessment 3)

Activity 4: RE-DEMONSTRATION
Instruction: Given materials and utensils, select one member to your
group to re-demonstrate the basic cutting techniques.
Group A – Mince
Group B – Julienne
Group C – Cube
Group D – Rondelle
After the activity, the teacher ask students to go back to Activity 3 to
check their answers and allow students to correct their answers.
G. Finding practical applications of concepts and skills in daily living
Activity 5: VIGGIE ART
Instruction: The teacher will give the materials and
utensils to be used in the activity. The students are ask to
perform the basic cutting technique then form an art and
apply unique plating using the vegetables. After the activity
they will present and explain the specific art they have
formed.
After giving different instruction to the students, the
teacher the teacher will present the rubrics. The teacher will instruct also
that this rubric will be used on rating their own output as part of the
presentation.

Criteria 5 points 4 points 3 points

Correctness All cutting skills are One-two mistakes Four or more

correct mistakes

The end product is The end product is The end product is

original/imaginative original/imaginative; original/imaginativ
Uniqueness/Creativity and its creativity add it is presented in a e but the result
to the content, new /unusual way distracts from
increasing understanding
understanding

The group presented The group presented The group

the output on/before the output one presented the
Promptness the time minute after the time output 2 minutes
after the time

All members of the One member of the Two or more

group cooperate group did not members of the
Cooperation cooperate group did not
cooperate

H. Making generalizations and abstraction about the lesson

Before the session ends, the teacher ask the following questions
Instruction: Complete the sentence below by manifesting your
understanding on the topic.
I have learned that______________
 I have realized that______________
I will apply______________________
I. Evaluation
Using zipgrade activity sheet answer this following question.
Instruction: Read each item carefully. Shade the letter of your best
answer.
1.Which of the following refers to the cut of food into long thin
strips, similar to matchsticks?
a. Cube
b. Julienne
c. Mince
d. Rondelle
2.What cutting technique refers to cut food into pieces that are
even, like a square?
a. Cube
b. Julienne
c. Mince
d. Rondelle
3.This cut is generally used for cutting round or oval shaped
veggies.
a. Cube
b. Julienne
c. Mince
d. Rondelle
4.The finest level of chopping, and is frequently done using a
food processor, or a sharp knife.
a. Cube
b. Julienne
c. Mince
d. Rondelle
5. The cutting technique where the ingredients are cut into
uniform pieces to cook evenly and in the same amount of time.
Not only cook more easily, but also taste better.
a. Cutting Skills
b. Cutting Styles
c. Cutting Techniques
 d. Techniques

J. Additional Activities
Make a vegetable recipe that is good only for 5 persons. Send it on
group chat.

I. REFLECTION
(This part of the DLP should be filled out right after the delivery of the lesson. Teachers are encouraged to think about
their lessons particularly the parts that went well and the parts that were weak and write about it briefly. In the
reflection, teachers can share their thoughts and feelings about their lessons including things about the lesson that were
successfully implemented, that needed improvement, or that could be adjusted in the future. As in the DLP, teachers can
also talk about their leaner who did well in the lesson and those who need help.)

A. No. of learners who earned 80% in the evaluation: ____________________________________________

B. No. of learners who required additional activities for remediation. ____________________________

C. Did the remedial lessons work? _______________________________________________________________

D. Number of learners who continue to require remediation? _____________________________________

E. Which of my teaching strategies worked well? Why did it work? _____________________________

____________________________________________________________________________________________________
_

F. What difficulties did I encounter which my principal or supervisor can help me solve?
__________________________________________________________________________________________________

G. What innovation or localized materials did I use/ discover which I wish to share with other
teachers? _______________________________________________________________________________________

Prepared by:
HANNAH LORRAINE A. HONTANOSAS
Pre-Service Teacher

Checked by:
LIEZEL E. ABARCA
Teacher II