GRADE 1 to 12 School Mayuro Elementary School Grade Level VI

DAILY LESSON LOG Teacher Riza S. Guste Subject: TLE – Home Economics
Date January 15-19, 2024 Quarter 2 – WEEK 9

OBJECTIVES Monday Tuesday Wednesday Thursday CATCH UP- FRIDAY

A. Content Standard Demonstrates an understanding of and skills in the basics of food preservation. I. National Reading Program
B. Performance
Standard
Preserve food/s using appropriate tools and materials and applying the basics of food. Story Mapping Activity: "Journey Through the Plot"
Title of the Story: The Tortoise and the Hare
C. Learning Assesses preserved or Assesses preserved or Markets preserved food Markets preserved food in
Competency/ processed processed in varied and creative varied and creative OBJECTIVE:
Objectives  Enhance students' comprehension of the
food as to the quality food as to the quality ways with pride. ways with pride.
narrative structure by creating a visual story map
Write the LC code for using the rubric. using the rubric. TLE6HE-0j-15 TLE6HE-0j-15 for a given text.
each. TLE6HE-0i-14 TLE6HE-0i-14
Materials Needed:
 Chart paper or whiteboard
 Markers or colored pencils
 Sticky notes or index cards
II. CONTENT Assessing Preserved/ Assessing Preserved/ Marketing Marketing Instructions:
Processed Food Using Processed Food Using Preserved Food Preserved Food 1. Select a Story:
Rubric Rubric Choose a short story, novel excerpt, or passage that
III. LEARNING the students have read or are about to read.
RESOURCES
2. Identify Key Story Elements:
A. References K to 12 MELC p 411 K to 12 MELC p 411 K to 12 MELC p 411 K to 12 MELC p 411 Introduce the key elements of a story: exposition,
1. Teacher’s Guide rising action, climax, falling action, and resolution.
Pages Discuss each element briefly to ensure students
2. Learner’s Materials understand their roles in a narrative.
pages
3. Textbook pages 3. Create a Large Story Map:
4. Additional SLM/PIVOT SLM/PIVOT SLM/PIVOT SLM/PIVOT MODULES/ADM 4. Draw a large representation of the story map on
Materials from MODULES/ADM MODULES/ADM MODULES/ADM chart paper or the whiteboard. Label each section
Learning Resource with the corresponding story element.
(LR) portal
5. Introduce Sticky Notes or Index Cards:
B. Other Learning Laptop, pictures Laptop, pictures Laptop, pictures Laptop, pictures Explain that each student will use sticky notes or
Resource index cards to jot down key events, characters, or
III. PROCEDURES details that fit into each section of the story map.
A. Reviewing previous Arrange the following steps in Why is it important to know how
conducting a research. Write number
How do you assess food Why do we need rubrics
lesson or presenting 1 as the first product? in assessing the food to package your product? 6. Read the Story:
the new lesson step then 2, 3, 4, 5, 6, and 7 as the Either read the selected story aloud or have students
last step on the space below. preserved?
read it independently, focusing on identifying key
_________ planning
_________ brainstorming elements.
_________ revising
_________ writing 7. Place Events on the Story Map:
_________ researching
_________ publishing After reading, instruct students to write down
_________ editing important events or details on sticky notes or index
B. Establishing a Study the food packaged below.
purpose for the Tell something about it. What
are its nutritive value?
lesson
If you are going to assess the
product, how will you do it?
What can you say about these Read the poem below If you have to package your cards. They should categorize and place these notes
processed foods? on the appropriate sections of the story map.
and answer the questions product, what are the things
that follow. you need to consider in 8. Discuss and Arrange:
designing your food Have students take turns presenting their notes to the
packaging? class. Facilitate a class discussion on the placement of
each event, ensuring that students justify their choices
based on the narrative structure.

9. Review and Refine:

After the discussion, review the story map as a class.
Discuss any differences in interpretation and refine
the placement of events if necessary.

10. Individual or Group Maps:

Depending on your preference, students can either
create individual story maps or work in small groups
to collaborate on a larger, more detailed map.
C. Presenting Let us learn How to In food product assessment, the 1. What is the poem about?
2. What are the fruits mentioned? Can
Let us learn the things to
examples/ instances things perceived by our five 11. Present and Display:
Assess Processed/ these be preserved? consider in designing
of the new lesson senses are what we use Conclude the activity by having students present their
Preserved Food to evaluate the characteristics of
3. Can you name some fruit preserved
successful food packaging.
products which are available in the story maps to the class. Encourage them to explain
food. market? Which one do you usually their choices and share insights into the narrative
buy? Why?
structure.
4. If you were given a chance to
design the package and label of II. VALUES EDUCATION
the Gawain: "Kooperasyon at Pagkilala sa Halaga ng
preserved fruit product, how Suhestyon"
would you do it?
D. Discussing new How to Assess Taste, packaging, nutritive value Packaging plays an important role
Things to Consider in Layunin:
and market when it comes to selling your products.
concepts and Processed/Preserved This is Designing Successful Food  Itaguyod ang pag-unawa at pagpapahalaga sa
practicing new price of a product are what we mga suhestyon ng iba sa isang grupong pang-
Food consider most often.
because people weigh the quality of a
Packaging
skills #1 The purpose of assessing a product by taking a good look at its klase.
1. Taste- the special sense that packaging. 1. Select materials and type
processed/preserved food is for the
perceives and distinguishes the If packaging design makes a good first
food system to
improve and increase the access to sweet, sour, bitter, impression on them, they are likely to of packaging Kagamitan:
healthy food. It conducts surveys to or salty quality of a dissolved choose 2. Get familiar with the  Kartolina o papel na pwedeng gupitin
and buy the product. A label on the
gather substance and is mediated by taste
product  Lapis o bolpen
information about their behaviors buds product is not just for providing some
details  Tape o pambalot
and perceptions toward choosing and on the tongue 3. Gather all necessary
buying food. 2. Packaging- the presentation of
and legal information. More than that,  Larawan o simbolo ng pagsang-ayon
The information gathered will be it helps people take a buying decision. information
something or someone to the
used in assessing and improving a
public in a way Marketers now believe that a good 4. Research your 1. Paghahanda:
product for
community consumption and raise that is designed to be attractive or packaging design has a ripple effect on competition  Ihanda ang kartolina at iba pang kagamitan.
appealing people. Once a person has found that
awareness in the improvement of
the packaging is presentable, he or she 5. Work on your overall  Ilahad ang layunin ng aktibidad: Pag-unawa at
healthy food 3. Nutritive Value- relative worth, pagpapahalaga sa suhestyon ng bawat isa.
access. utility or importance relating to
is likely to take its photo and share it design concept
Product Assessment is a type of with friends on social media.
assessment that considers the
nutrition With the new trends, packaging design 6. Pick the main design 2. Simula ng Diskusyon:
4. Market Price- a price actually are constantly changing and it goes
consumer’s
given in current market dealings the colors, shapes, symbols, lines, etc.
elements  Itanong sa klase ang kahalagahan ng pagiging
perceptions and feedbacks on the
final product and not on the process. that may attract the customers. 7. Add extra value bukas sa mga suhestyon ng iba.
As a creative designer, one would like 
to show his imagination and style. It 8. Use technology (example: Paalalahanan ang mga estudyante na ang bawat
gives the current design in the industry, computer) isa ay may iba't ibang karanasan at perspektiba.

E. Discussing new
What is a rubric?
concepts and A rubric is a tool used for
practicing new skills scoring to evaluate the quality
#2 of processed/preserved food
product following the set of
criteria.
A rubric has two components
namely: Criteria and Descriptive
Ratings. A good rubric
describes levels of quality for
each of the criterion. These
levels of performance may
be written as different
descriptive ratings (e.g.,
Outstanding, Very Satisfactory,
Satisfactory and Needs
Improvement) or as numerical
scores (e.g., 4, 3, 2, 1)
which enhances the look of the
product.
7 Packaging Design Trends
1. Simple, Clear and Bold Designs
Packaging designers have been
emphasizing on creating simple and
clean
designs, which people can understand
instantly. Clean designs are useful in
sending a brand message successfully
to customers. The designers
understand that using minimal
elements in a package design will
elevate the
product. A clean-cut design will surely
convey a clear product message.
2. Custom Lettering
Designers are creative people. They
love to see things in their own unique
way.
They want a customize label to show
their identity. Custom lettering
includes
elements like irregular lines and
natural texture. This type of unique
lettering
helps in making a product stand out
and breaks the traditional trend of
using
digital designs.
3. Splashing Colors Around
Read and answer each Another fast developing trend in
question carefully. packaging design is the wild use of
colors.
1. What is a rubric? We know that colors evoke emotions
2. What are the two (2) and are responsible to an extent for
purchasing decisions. Packaging
components of scoring a designers have been using colors in
rubric? exciting
ways. They are incorporating bright
3. Is rubric important in colors with vibrant shades to make
packaging attractive for customers.
assessing your The designers are also using colors to
performance? Why or
show the difference between variants
of a product. Customers can
why not? immediately identify a particular
variant of a product without going
through
all the range.
4. Repetition
Repetition has its own place in creating
amazing graphic designs. You can
notice this pattern everywhere in many
designs from the past and present. In
product packaging design, repetition of
beautiful patterns has become a fad.
Repetition of a visual motif has a
purpose of creating a strong product
message. The designers create bold or
playful pattern depending on the
personality of the product.
5. Build Narrative
Packaging design needs to convey
some stories/messages about the
9. Check the final design
What Must Be on a Food Label?
A food label carries useful information
about a product. It helps protect the
public
health and safety by displaying
information and warning statements.
This food
contains an additive or allergen that
may harm your health. It allows you to
compare
similar products and choose the one
that suits your needs. It advises you
also when
to use it, how to store, how to prepare,
what is made of, its size and weight and
the
manufacturer’s contact.
The following are the details that
should be found in a food label.
A. name and description of the product
B. net weight
C. date mark/product expiration
D. ingredient list
E. nutrition information panel
F. allergy warning
G. name and address of the
manufacturer
H. country of origin
I. storage instructions
J. lot or batch number
3. Pagpapahayag ng Sariling Suhestyon:
a. Pabayaang magbigay ng sariling suhestyon ang
bawat estudyante sa isang partikular na isyu o
tanong.
Isyu o Paksa: Teknolohiya at Lipunan
Mga Gabay na Tanong:
 Ano ang mga epekto ng teknolohiya sa
interpersonal na ugnayan?
 Paano maaring maging responsable ang mga
kabataan sa paggamit ng teknolohiya?
b. Hikayatin ang mga estudyante na maging malaya
at kakaiba sa kanilang mga sagot.
4. Pagtatalima:
 Pagkatapos ng pagbibigay ng suhestyon,
ipagbigay-alam sa klase na ang bawat isa ay
magtatalima.
 Ipakita ang mga symbolo ng pagsang-ayon
(larawan o simbolo) na gagamitin para ipakita
ang pagsang-ayon sa isang suhestyon.
5. Gawain ng Grupo:
 Pangkatin ang klase sa apat.
 Sa bawat grupo, magkaruon ng diskusyon kung
paano nila napapahalagahan ang bawat
suhestyon na nabanggit.
6. Presentasyon :
 Bawat grupo ay magbahagi ng kanilang
natutunan mula sa diskusyon.
 Itanong ang mga bagay na napansin o natutunan
ng bawat grupo.
7. Paglikha ng Poster :
 Paglikha ng isang poster na nagpapakita ng
pagkakaisa sa pagpapahalaga sa mga suhestyon
ng bawat isa.
8. Pagtatapos:
 Itala ang mga pangunahing natutunan ng klase
hinggil sa pagpapahalaga sa mga suhestyon ng
bawat isa.
Magbigay ng hamon o paalala na ito ay isang unang
hakbang lamang at dapat itong isabuhay sa kanilang
pang-araw-araw na pakikipag-ugnayan.
 product
that customers may instantly connect
with a product. Some designers use a
storytelling technique of illustration for
telling a product’s story. The
illustration is content-rich & gives the
customer a taste of forgotten stories.
6. Pastel Colors
Calming design of packages is the new
trend. Pastel colors will give the
impression of being neutral, explosive,
and bright colors. Packaging designers
continue with the use of bold and
bright colors. It looks different by
giving a
pale effect to the product packaging.
This also helps in giving a warm and
candid aura to the product.
7. Unique Shapes
The designers create unique shapes and
labels in packaging the products.
They want a product that should catch
the eye of the potential customers
immediately. Creating unique shape
and label of packaging design may
look
extreme, but it draws people’s
attention. These types of designs speak
for the
product loudly and clearly.
F. Developing Discuss concept of the Discuss concept of the lesson. Complete the Thinking
mastery (leads to lesson. Give correction and Balloon on the next page with
Formative Give some examples. clarification about the answer the seven (7) packaging
Assessment 3) of the learners. design trends. Write your
answer on a separate sheet of
paper.
G. Finding practical Accomplish the given task
Read the paragraph below Read and analyze each
application of concepts below. Analyze the
and accomplish the rubric question. Write your
and skills in daily accomplished rubric in
based on the data provided answers on a separate
living assessing processed food
in the paragraph. sheet of paper.
product by completing the
paragraph. 1. What is food
Carlo is selling his processed
oyster chips. The product packaging?
Product: Remedios’
Tri-question Approach
Study the tri-question approach below. Write
your answer on a separate sheet of paper.
Be Creative!
Read, study and evaluate the situation inside
the box. Based on your evaluation of the
package design, rate and accomplish the
scoring card carefully.
Situation:
If you were given the chance to pack and
design your own
product (pickled papaya) how would you do
III. PEACE AND HEALTH EDUCATION
Activity: "Expressing Peace through
Communication"
Objective:
 Promote healthy communication skills for
building peaceful relationships.
Materials Needed:
 Chart paper and markers
 Whiteboard and markers
 Small pieces of paper or sticky notes
 Pencils or pens
1. Introduction :
a. Briefly discuss the importance of healthy
communication for peaceful relationships.
b. Introduce the concept of the activity.
1. Communication Skills Overview (10
minutes):
a. Quickly go through the key communication
skills, emphasizing active listening, empathy,
and assertiveness.
b. Write down a few key points on the whiteboard.
2. Role-Playing
 Divide the class into small groups.
 Provide a short scenario to each group and
instruct them to quickly role-play using effective
communication.
 Allow each group to present their role-play.
3. Group Discussions :
 After each role-play, have a brief group
discussion.
 Ask one or two questions related to effective
communication in each scenario.
 Create a Classroom
4. Communication Charter:
 Discuss the idea of creating a set of guidelines
for healthy communication in the classroom.
 Have the class work together to quickly
brainstorm and jot down key points for a
"Communication Charter" on chart paper.
5. Personal Commitments (5 minutes):
 Distribute small pieces of paper or sticky notes.
 Ask students to quickly write one personal
 Pickled Papaya
The processed product
being assessed was (1)
__________. It has an
excellent nutritive
value and got the perfect
score of (2) __________.
The taste is also (3)
__________ and
got the score of 15. The
criteria for
(4)__________ and
__________ got 10 points
each
because the criterion got
the lowest score of fair
and very expensive
respectively. The
total product got the total
score of (5) __________.
H.Making Complete the thought of the sentence.
1. In assessing food product, we evaluate
generalizations
the characteristics of food as perceived
by the five senses. Most often we always
and abstractions
about the lesson
consider the __________,
__________,
__________ and __________ of a
product.
2. The focus of __________ assessment
is on evaluating the result or outcome of
a process. It is concern on the
__________ alone and not on the
process.
3. A __________ is a scoring guide use
to evaluate the quality of food
processed/preserved following the set of
criteria.
contains seven (7) nutritional it? Use your skills in commitment related to improving their
2. What are the seven (7) product packaging and designing. Make an
value and it tastes good. It has communication skills.
an attractive packaging and the packaging design artistic label of your
product.  Have them stick their commitments on a
price trends? designated "Commitment Board" in the
is reasonable and affordable. 3. What are the details classroom.
needed in a food label?
6. Closing Reflection (5 minutes):
Why is it important?
 Conclude the activity with a brief class
4. What are the things to
discussion reflecting on what they learned about
consider in designing healthy communication.
Read the statements carefully. Write Rating Scale:
PRODUCT if the statement is true and successful food Outstanding (Performance consistently met  Emphasize how applying these skills can
RUBRIC if false. expectations in
__________ 1. Assessing a processed packaging? all essential areas of responsibility, at times
contribute to a more peaceful and positive
product doesn’t need a rubric.
5. If you were to possibly exceeding classroom environment.
__________ 2. A rubric should be clear and
expectations, and the quality of overall was
easy to understand. package the product very good.)
__________ 3. The purpose of using rubric in IV. HOMEROOM GUIDANCE
assessing a product is to improve the from food preservation, Very satisfactory (Performance did
product’s overall quality. consistently meet Learning Objectives
__________ 4. You don’t need to consider how will you do expectations-performance failed to meet 1. enumerate lessons learned in school that can be
the criteria in assessing processed product
it? expectations in one or used in the family and
if you are satisfied with the quality of your
product. more essential areas of responsibility, and/or
the community;
__________ 5. The scores obtained in the one or more of the
rubric is not necessary in the improvement most critical goals were not met, and the 2. explain the effects of sharing lessons learned in
of the product.
__________ 6. A rubric is a scoring guide
quality of overall was academic success; and
good.) 3. create an output that shows participation in the
use to evaluate the quality of food
Unsatisfactory (Performance was consistently
processed/preserved following the set criteria.
below family and community activities in the new normal.
__________ 7. Setting assessment criteria
expectations in most essential areas of
cannot help the consumer decide and
choose the best product. responsibility, and/ a Materials Needed:
__________ 8. Products may differ to quality reasonable progress toward critical goals
and some other aspects like appearance, were not met, and the
Clean sheet of paper, pen/pencil
aroma, taste, texture and flavor.
quality of overall was poor.)
__________ 9. A consumer should know the
best product of his/her preference INTRODUCTION:
through proper assessment. School is a place where you discover and develop
__________ 10. The goal of a
processed/preserved food assessment is to knowledge and skills that
improve a will help you achieve your goals. In this module, you
food system via increase access to healthy
food. will be able to cite lessons you have learned in school
What do we need to consider Complete the thought of the Complete the thought of the and use them to participate in activities in the new
most often in food product sentence. normal that can be of help in your family and
1. Packaging designers have been sentence. community
assessment?
1. Taste- the special sense that perceives and emphasizing on creating 1. Selecting the materials
distinguishes the sweet, sour, bitter, _______________and_________
or salty quality of a dissolved substance and
______ designs, which people can
and type of packaging, A. Let’s Try This
is mediated by taste buds
understand getting familiar with the Suggested Total Time Allotment: 30 minutes
on the tongue
1. Copy the activity on a clean sheet of paper.
2. Packaging- the presentation of something instantly. product, gathering all
or someone to the public in a way
2. The different packaging design 2. Enumerate lessons you have learned in school that
that is designed to be attractive or appealing
trends are _______________.
necessary information, can be of help in your family and in the community
3. Nutritive Value- relative worth, utility or
importance relating to nutrition getting digital, and checking
4. Market Price- a price actually given in
current market dealings the
final design are some of the
things to consider when
_______________.
4. A Processing Questions:
1. What were your thoughts while doing the activity?
_______________carries

I. Evaluating I. Read each sentence carefully
learning and write the letter of the
correct answer on
your paper.
1. It is a scoring guide used to
evaluate the quality of
processed or preserved
food following the set of
criteria.
A. assessment C. grade
B. rubric D. mechanic
2. The two components of a
rubric are descriptive and
__________ ratings.
A. criteria C. holistic
B. analytic D. general
3. It is the process of designing,
evaluating, and producing
packages.
A. eating C. scoring
B. preserving D. packaging
4. The sweet, sour, bitter and
salty are considered _________.
A. taste C. odor
B. flavor D. form
5. When the assessor’s views
and scores are focused on the
final product and
not on the process, it is
considered as _________.
A. performance C. product
B. process D. writing
II. Read the words inside the
box. Circle the word if it is used
in assessing a
product. If not, underline the
word. Write your answer on a
separate sheet.
Select one (1) processed
product present in your
community. Using the rubric,
assess the product through the
following criteria: nutritive
value, taste, packaging
and market price. Answer the
questions that follow.
Questions:
1. The criteria used in
assessing the product are:
a. ____________________
b. ____________________
c. ____________________
d. ____________________
2. In Nutritive Value, the
product got __________
points.
3. In Taste, the product got
__________ points.
4. In Market Price the product
got __________ points.
5. Total product got the total
points of __________ .
useful information about a 2. What are the most significant experiences that you
have learned?
product. It helps 3. How important are these experiences or learnings?
protect public health and
safety by displaying B. Let’s Explore This
Suggested Time Allotment: 40 minutes
information and warning Read the situations below and answer the following
statements. questions.
3. The different details Situation 1: You have good Mathematical skills. You
saw your sibling having difficulty
found on a food packaging in answering problems in his Math assignment. What
label are will you do?
_______________
Read and analyze each sentence. Write Situation 2: You are done answering your school
Study the word or phrase work and decided to take a rest for
TRUE if the sentence is correct.
inside the box. Write FALSE if the a while but you saw your parent washing the dishes.
your answer in Column sentence is incorrect. Write your What will you do?
A if it is a answer on a separate sheet of paper.
1. When it comes to selling your Processing Questions:
thing to consider in product, packaging and design matters
1. What did you feel while doing the activity?
designing successful a lot.
2. Is it important to share your knowledge and skills
2. Selecting the materials and type of
food package and in packaging should be considered in learned in school? Briefly
Column B if it is a thing designing your product. explain your answer.
to consider in packaging 3. Food label is not important in 3. How will you able to share your knowledge and
food packaging and designing. skills to others
design trends. Write 4. Designers are experimenting with the
your answer on a packaging unique shapes. They want On a sheet of paper, complete the following
separate sheet the product to catch the eye of the statements in relation to the activities done.
potential buyers.
of paper. 1. I have learned
5. Marketers believe that a good that__________________________________
packaging design has a ripple effect on
2. I realized that
the
Customers. ______________________________________
6. Packaging designs are constantly
changing in colors, shapes, lines and
symbols.
7. Repetition of a visual motif has no
purpose in creating a strong brand
message and identity.
8. Irregular lines and natural texture are
unique type of lettering which help
a product looks more attractive to
customers.
9. In designing a food label nutrition
information panel, net weight, and date
mark are more of important than
storage instruction and lot or batch
number.
10. A good packaging design may look
extreme and it draws customer’s
attention.
 J. Additional
activities for
application or
remediation
IV. REMARKS
V. 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:

RIZA S. GUSTE
Teacher III
Checked :
LUTGARDA B. MAGADIA
Master Teacher I

Noted:

MELINDA C. AGBAY
Principal I