GRADE 11
TOMAS HIGH SCHOOL, SASMUAN
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson/presenting new lesson
School STO.
Grade Level
Teacher REDCHEST M. YUMOL
Teaching Dates and Time
Session 1
The learners demonstrate an understanding of concepts and principles in providing a link between the kitchen and service area.
The learners independently provides a service link between the kitchen and service area.
The learners:
Take table reservations.
FBS textbook pages 1-2
FBS Learner’s Module pages 1-18.
FBS textbook pages 1-18.
DepEd Commons
Youtube
The teacher will do the following:
 Instruct the learners’ to answer
the Pre-test to check their prior
knowledge.
 Asks questions base on their
previous experience/s in a
restaurant i.e. (Have you been
in a restaurant? How was your
experienced? Do you think
they have served you based
on the standards? What are
the different workforce
classification you had
observed? Describe how food
Grade 11
Session 2
The learners:
Prepare service stations and equipment.
FBS textbook pages 3-4
FBS Learner’s Module pages 23-34.
FBS textbook pages 25-36.
DepEd Commons
Youtube
The teacher will do the following:
 Asks questions base on the
previous topic i.e. Can you recall
the type of restaurant
reservation? Can you enumerate
the elements of reservation? Can
you give tips in taking table
reservation?
 Present examples of table wares
and students should be able to
identify the given picture/s.
Learning Area FOOD & BEVERAGE SERVICES
Semester 2ND SEMESTER
Session 3
The learners:
Set up tables in the dining area.
FBS textbook pages 4-5
FBS Learner’s Module pages 35-64.
FBS textbook pages 37-67.
DepEd Commons
Youtube
The teacher will do the following:
 A presentation of the table
appointments where the
learners’ are ask to identify
them one by one.
 Instruct the students to
answer a 10 items written
test to check if they already
have a prior knowledge
about the topic.
Session 4
The learners:
Prepare dining room/restaurant area for
service.
FBS textbook pageS 6-7
FBS Learner’s Module pages 64-74.
FBS textbook pages 68-77.
DepEd Commons
Youtube
The teacher will do the following:
 Instruct the learners’ to answer
a 10 items test to check their
prior knowledge.
 Asks relevant questions
related to the new topic such
as, How do you understand
ambiance?
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 and beverage operation
worked?
A presentation about the different
preparations done in dining rooms and
restaurant area prior to the actual
service. It starts from taking table
B. Discussing new concepts and
reservations up to the physical set up of
practicing new skills
the dining area and service stations.
Students will do the following task given
to them:
 Answer a True or False item
test.
C. Developing mastery (POST-
 Present a role play that
ACTIVITY)
highlights the duties and
responsibility of service
personnel .Each group will be
given 5 minutes to prepare.
Students will perform a Table
Reservation guided by following skills
intended when making a reservation.
Students’ performance will be graded
using a rubric (see attachment).
D. Application of Concepts and
Skills
V. REMARKS
A creative presentation and meaningful
discussion about different ways in
stocking supplies necessary for service up
to the food hygiene and occupational
health and safety. The learners will be
given an overview on what are the
preparation done before the actual
restaurant service and eventually teach
them to value the need to learn different
skills in preparing service stations and
equipment.
Students will do the following:
 Show mastery about the topic by
answering the given test (True or
False).
Students’ will act as a probationary
waiter/waitress base on the situation
given to them. Their performance will be
graded using a rubric shown beforehand.
A fruitful presentation and productive
discussion in preparing the dining
area, laying the table appointments
and setting the tables properly that
will help to make meals more
appealing and satisfying. This will
also develop their skills and attitude
in performing activities involved in
preparing the dining room like folding
table napkin and table skirting that
plays an important role in guest
dining experience.
Students will do the following:
 Analyse the given illustration
whether each table
appointment was placed
according to the rules of
laying table appointment.
 Practice and perform the
proper procedure for the
given table napkin folds.
Students will do the following:
 Draw the correct place
setting for the given table
appointment and label each
item.
 Research or create 1 fancy
table napkin design.
Familiarize and write the
procedure on the space
provided and be ready to
demonstrate it in the class.
A conversational discussion on setting
the mood / ambiance of the dining area
and identify the appropriate type or
style of table setting with character, and
right colour combinations for aesthetic
consideration because dining
experience of the guest is greatly
affected by the atmosphere of the
place.
Students will do the following:
 Describe the ambiance that
you prefer in a food service
establishment according to
A. Emotional tone
B. Lighting
C. Music
D. Décor
Students’ will Illustrate the dining room
layout that is appropriate for the
occasion on the space provided and
describe the ambiance that is suitable
for the occasion according to
A. Emotional tone
B. Lighting
C. Music
D. Décor
Written assessment is given to students
right after their performance.
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 VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

REDCHEST M. YUMOL, LPT ADOR P. LAYUG ERNESTO D. CHUA, JR.

SHS Teacher II SHS Focal Person Principal III