School
JONGKO NATIONAL HIGH SCHOOL
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
3. Learner’s Materials Pages
4.Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal)
FRANCISCO C.
Grade Level TEN (10)
TECHNOLOGY AND LIVELIHOOD EDUCATION-
Teacher LOWIE LYN C. JARANILLA Learning Area
COOKERY
Teaching Dates and Time September 04-08, 2023 Quarter FIRST (Week 2)
Tuesday Wednesday Thursday Friday
The learners demonstrate an understanding in preparing egg dishes.
The learners independently prepare and cook egg dishes.
LESSON 1: PREPARE EGG DISHES
LO1: Perform Mise En Place
1.1 Identify an egg‟s components and its nutritive value.
1.2 Identify and prepare ingredients according to standards recipes.
At the end of this session, the At the end of this session, the learners are At the end of this session, the learners are At the end of this session, the learners are
learners are able to; able to; able to; able to;
a. Familiarize on the topic for this a. Classify the kitchen tools, utensils and a. Determine the parts of an egg; a. Recognize the good and bad quality of
quarter. equipment needed in egg preparation; b. Explain the role of each part of an egg;
b. Determines each student's and an egg. b. Determine the proper egg grading.
knowledge of and proficiency in b. Explain how does tools, utensils and
the subject matter. equipment in egg preparation helps
people in their daily lives.
TLE_HECK9-12ED-Ia-1
Orientation Kitchen Tools, Utensils and Equipment Physical Structure and Composition - Nutritive Value of Egg
Egg Overview Needed in Egg Preparation of Egg - Egg Quality
Pre-Test - Egg Grading
- Egg size
N/A
N/A
K to 12 Basic Education JHS TLE and SHS Technical-Vocational Track Home Economics- Cookery page 17
Cookery 9-10 Most Essential Learning Competencies page 418
Cookery 10 Quarter 1-Module 1 Learning Module Cookery 10 Cookery 10 Quarter 1-Module 1
SLM DepEd SOCCKSARGEN Page 54 SLM DepEd SOCCKSARGEN pages 8-10
page 7
N/A
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
Pencil and Pen
N/A
The teacher will give a short
orientation about what to expect in
this lesson and quarter.
PRE-TEST
(Provide a printed copy)
Egg Overview
2.
In cookery, egg refers to poultry
or fowl products. The versatility of
eggs is evident in its presence in
numerous food items. Eggs may be 3.
eaten cooked in its shell, fried or
poached or may be combined with
other ingredients to produce another
dish. In baking, egg acts both as an
4.
emulsifier and leavener.
Eggs are produced
commercially in farms with a few
hundred laying chickens, or in large 5.
laying complexes with thousands of
layers. Small and micro-sized
backyard poultry either in small
poultry cages or as free range chicken 6.
are also producing eggs. Egg is
indeed a convenient food for any
meal in and out of the house.
Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
`Conduct a recap of the previous discussion.
Guess What?!
Power point Presentation
The teacher will give an introduction to the topic.
Kitchen Tools
1. Colander – a perforated bowl of varying
sizes made of stainless steel, aluminum
or plastic.
Offset spatula –It is used for turning and
lifting eggs, pan cakes, and meats on
griddles, grills, sheet pans, and the likes.
Pastry Brush – a small implement used
to brush the surface of unbaked pastries
or cookies with egg white, egg yolk or
glaze.
Rubber scraper –It is used to scrape off
all the contents of bowls and pans from
the sides and fold inbeaten eggs in batter
or whipped cream.
Sieve – type mesh supported by a round
metal frame used for sifting dry
ingredients like starch and flour.
Wire whip or Whisk –It is used for
blending, mixing, whipping eggs or
batter, and for blending gravies, sauces,
and soups.
Kitchen Utensils
1. Egg Poacher – A miniature Bain
Marie with an upper dish containing
indentations each sized to hold an egg
EggCercise!
 Power point Presentation
 Real egg
Physical Structure and Composition
of Egg
We normally distinguish 3parts of
an egg, the shell, the egg white, and
the egg yolk, but a closer scrutiny
reveals more detailed components of
an egg.
1. Shell. The egg„s outer covering,
the shell, accounts for about 9 to
12 % of its total weight
depending on egg size.
2. Air cell. This is the empty space
between the white and shell at the
large end of the egg which is
barely existent in newly laid egg.
3. Albumen/Egg white. Albumen,
also called egg white, accounts
for most of an egg„s liquid
Good or Bad?
 Power point Presentation
Nutritive Value of Egg
Egg is indeed one of nature„s
complete food. It contains high quality
protein with all the essential amino acids,
all of the vitamins except vitamin C, and
many minerals. Egg products are
particularly good for fortifying food low in
protein quality. Except for mother„s milk,
eggs provide the best protein naturally
available. Egg protein is often used as a
reference standard for biological values of
their proteins.
Egg quality
Egg quality has two general
components: shell quality (exterior
quality) and interior egg quality. Interior
egg quality has direct bearing on the
functional properties of eggs while shell
quality has direct influence on
microbiological quality.
Egg Grading
Grading is a form of quality control
used to classify eggs for exterior and
interior quality. In the Philippines, the
grade designations are A, B, C, and D.
Egg Size

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)
Checking of answer sheet of pre-
test.
How does poultry contribute to the
economy?
The teacher will summarize the topic and ask the learners questions that related to the topic.
The teacher will assess the result of
or contains separate device for
poaching.
2. Omelet Pan –used exclusively for
omelets and never washed after used
but cleaned with absorbent paper.
3. Non- stick pan- A cookware is a
common application, where the non-
stick coating allows food to brown
without sticking to the pan.
4. Sauce pan- deep cooking pan with a
handle used primarily for cooking
sauce.
5. Mixing bowl - used for mixing
ingredients.
Kitchen Equipment
1. Oven - a chamber or compartment used
for cooking, baking, heating,or drying.
2. Electric mixer -A hand-held mixer
which usually comes with various
attachments including a whisk
attachment for whisking cream, batters
and egg whites, and sugar.
3. Refrigerator - a kitchen appliance where
you store food at a cooltemperature.
Raise It Up!
Materials: Small board, chalk and eraser
Directions: Group the class into four,
classify the following pictures being shown
if they are Tools, Utensils or Equipment.
Write their answers on the board and raise it
after. The fastest group with the correct
answer will earn the highest points.
How does tools, utensils and equipment in
egg preparation helps people in their daily
lives?
Identification
Directions: Identify the following terms.
Write your answer in ¼ sheet of paper.
________1. A chamber or compartment
used for cooking, baking, heating,or drying.
________2. A cookware is a common
weight, about 67%.
4. Chalaza. This is the ropey
strands of egg white at both sides
of the egg, which anchor the yolk
in place in the center of the thick
white.
5. Germinal Disc. This is the
entrance of the latebra, the
channel leading to the center of
the yolk.
6. Membranes. There are two kinds
of membranes, one just under the
shell and the other covering the
yolk. These are the shell
membrane and the vitelline
membrane. Just inside the shell
are two shell membranes, inner
and outer.
7. Yolk. the yellow to yellow-
orange portion makes up
about33% of the liquid weight of
the egg.
Identify the Parts!
How was the experienced working in a
group?
Several factors influence the size of
the egg: breed, age of hen, weight, feed
and environmental factors. Native
chickens have much smaller eggs than
commercial breeds. Some commercial
breedshave bigger eggs than others. Of the
same breed, new layers tend to have
smaller eggs compared to older hens.
Pullets that are significantly underweight
at sexual maturity will also produce small
eggs. Better fed hens lay larger eggs than
underfed ones. The environmental factors
that lead to smaller eggs are heat, stress
and overcrowding.
The egg sizes are Jumbo, Extra Large,
Large, Medium, Small and Peewee.
Medium, Large, and Extra Large are the
sizes commonlyavailable.
EGG or EX
Why it is important to understand the
nutritional value of egg?
Matching Type
Direction: Match Column A with Column
B. Choose the letter of the correct and
write your answer in your TLE notebook.
 pre-test application, where the non-stick coating.
_______3. A kitchen appliance where you
store food at a cooltemperature.
________4. It is used for turning and lifting
eggs, pan cakes, and meats on griddles,
grills, sheet pans, and the likes.
________5. A small implement used to Note: The scores are depending on the
brush the surface of unbaked pastries or answer of each representative.
cookies with egg white, egg yolk or glaze.

Answers
1. Oven
2. Non-stick pan Answers
3. Refrigerator 1. C
4. Offset Spatula 2. E
5. Pastry Brush 3. A
4. D
5. B

J. Additional activities for Search! Bring it On! Search! Portfolio Making

application or remediation
(assignment/homework) Directions: Give five (5) of the Directions: Group the learners into five Directions: Search for the Nutritive Value Directions: Make a Portfolio/ Compilation
following; members and bring the following next of an Egg. Write your answer in your TLE of pictures with illustration showing the
a. Tools meeting: Notebook. qualities of a fresh egg in terms of egg size
b. Utensils and grading. Your output will be rated
c. Equipment one egg, bowl, toothpick using the scoring rubric. To be submitted
next week.
used in egg preparation. Write your
answers in your TLE Notebook.
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:

LOWIELYNC.JARANILLA CHRISTINAL.PAPA
AssistantTeacher Head Teacher I

School FRANCISCOC.JONGKONATIONALHIGHSCHOOL Grade Level TEN (10)

DAILY LESSON TECHNOLOGY AND LIVELIHOOD EDUCATION-
Teacher LOWIELYNC.JARANILLA Learning Area
LOG COOKERY
Teaching Dates and Time SEPTEMBER04-08,2023 Quarter FIRST (Week 2)
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
3. Learner’s Materials Pages
4.Textbook Pages
5. 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)
The learners demonstrate an understanding in preparing egg dishes.
The learners independently prepare and cook egg dishes.
LO2: PREPARE AND COOK EGG DISHES
2.1 Identify the market forms of eggs.
2.2 Explain the uses of eggs in culinary arts.
2.3 Cook egg dishes in accordance with prescribed recipes.
At the end of this session, the At the end of this session, the learners are able to;
learners are able to; a. Enumerate the uses of egg in culinary, and
a. Enumerate the market forms of b. Explain the importance of egg in culinary.
meat.
b. Explain what will happen to the
egg when overcooked?
TLE_HECK9-12ED-Ib-d-2
Market Forms of Egg Reasons Why we Eat Egg
Uses of Eggs in Culinary
N/A
K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
Cookery 10 Quarter 1-Module 2 SLM DepEd SOCCKSARGEN pages 9-12
N/A
N/A
Youtube.com
Conduct a recap of the previous discussion.
Describe It! Let’s Observe!
Directions: Observe each pictures/ video, and tell something about it.
Power point presentation.
D. Discussing new concepts
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts
& practicing and concern to
new skills #2
Market Forms of Egg
There are three market forms of eggs
namely: fresh, dried (whole, egg
whites/egg yolks), and frozen
(whole, egg whites/egg yolks).
1. Fresh Eggs or shell eggs may be
purchased individually, by dozen
or in trays of 36 pieces.
2. Frozen Eggs – are made of high
quality fresh eggs. They come in
the form of whole eggs with
extra yolks and whites. Frozen
eggs are pasteurized and must be
thawed before use.
3. Dried Eggs – are seldom used.
Their whites are used for
preparing meringue. Dried eggs
are used primarily as ingredients
in food industry. They are not
commonly sold directly to
consumers.
The teacher will give an introduction to the topic.
Uses of Eggs in Culinary
Egg is cooked in many ways. It can be the main protein dish; itcan be a main or accessory ingredient in dishes from appetizers to
desserts.It can be cooked by dry heat, moist heat, with or without oil, as simply or as elaborately as one„s inclination for the moment.
Indeed it can be eaten anywhere.
1. Cooked and served ―as is
 in the shell – soft cooked ( 5 minutes simmering) or hard cooked (15minutes simmering)
 poached – cooked in simmering water; addition of salt and vinegarhastens coagulation
 fried – keep low to moderate temperature
 scrambled – addition of sugar delays coagulation; addition of liquidsand acids decreases coagulation point
 omelet
2. Eggs as emulsifier- Lecithin and lysolecithin are responsible for the remarkable ability of egg yolk to act as an emulsifying agent.
3. As binding, thickening agent, and gelling agents
 Eggs are useful as binding, thickening and gelling agents because they contain proteins that are easily denatured by heat.
 Using whole eggs requires lower coagulation temperatures resulting in a stiffer gel.
 Softer gel is produced with the addition of scalded milk and acid.
 In cooking custards, Bain Marie, double boiler or steamer is used to avoid boiling which can produce a porous custard.
 Soft custards are produced by constant stirring
4. As foam
 When egg is beaten albumen is denatured, air is incorporated as whiteis stretched into thin films
 With continued beating, the air cells are subdivided and volume isincreased
 Protein network dries up and stabilizes the gas or air foams

Effect of Heat on Eggs 5. As coloring and flavoring agent

 Addition of eggs makes the food more color yellow.
1. Coagulation of proteins: white at
60-65 0C, yolk at 65-700C.
 Beyond this temperature, over
coagulation occurs and water is
squeezed out causing shrinkage
resulting in atough product.

2. Formation of greenish
discoloration at the interface of the
yolk and white when egg is
overcooked

 Due to the reaction between the

iron in the yolk and the hydrogen
sulfide liberated from the sulfur
containing ferroussulfide.

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
II. Evaluating
Learning (assessment/test)
J. Additional activities for
application or remediation
(assignment/homework)
V.REMARKS
VI. Reflection
 Reaction is favored by high
cooking temperature
 Prolonged cooking
 Reaction is prevented by
immediate cooling of the egg
(e.g. immersing in cold water)
after cooking
What will happen to the egg if when What is the importance and uses of eggs in culinary?
overcooked?
The teacher will summarize the topic and ask the learners questions that related to the topic.
Directions: Enumerate the Directions: Enumerate the following terms. Write your answers in ¼ sheet of paper.
following.
1-5 Uses of egg in culinary.
Write your answer in ¼ sheet of 6-10- Cooked and serve as is of egg.
paper.
1-3 Market forms of egg Answers
4-5 Effects of heat in in egg 1. Cooked and serve
2. Eggs as emulsifier
Answers 3. As binding, thickening agent, and gelling agents
1. Fresh 4. As foam
2. Frozen 5. As coloring and flavoring agent
3. Dried 6. In a shell
7. Poached
4. Coagulation of proteins
8. Fried
5. Formation of greenish 9. Scrambled
discoloration at the interface 10. Omelet
of the yolk and white when
egg is overcooked
Directions: Search for the Uses of Directions: Bring the following next meeting
Egg in Culinary. Write it in your  one egg
TLE Notebook.  tall glass, bowl or small basin
 water
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:

LOWIE LYN C. JARANILLA CHRISTINA L. PAPA

Assistant Teacher Head Teacher I
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
3. Learner’s Materials Pages
4.Textbook Pages
5. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning
Resources
IV.PROCEDURES
A. Review Previous Lessons
SESSION 1 SESSION 2 SESSION 3 SESSION 4
The learners demonstrate an understanding in preparing egg dishes.
The learners independently prepare and cook egg dishes.
LO2: PREPARE AND COOK EGG DISHES
2.1 Identify the market forms of eggs.
2.2 Explain the uses of eggs in culinary arts.
2.3 Cook Egg Dishes in accordance with prescribed recipes.
At the end of this lesson, the learners are At the end of this lesson, the learners are At the end of this lesson, the learners are At the end of the session, students should
able to; able to; able to; be able to attain at least 80% mastery
a. Test the freshness of egg, and a. Perform some uses of eggs, and a. Determine the factors to be from the graded recitation/activity.
b. Identify the different ways of b. Apply their experience in real- consider in foam formation
cooking egg. life. culinary.
TLE_HECK9-12ED-Ib-d-2
Tips for Successful Egg Cookery Performance Task Stages in Foam Formation Long Quiz
Different Ways to Cook Eggs Cook Variety of Egg Dishes Factors to be considered in Foam
Formation
N/A
K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
SLM DepEd SOCCKSARGEN pages 13-20
N/A
N/A
Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Conduct a recap of the previous discussion. Not Applicable (NA)
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
Tips for Successful Egg Cookery
1. Use fresh eggs.
2. Cook eggs at low to medium
heat.
3. Use eggs that are clean and
without cracks.
4. Avoid over cooking eggs with
shells because it makes the
egg whitehard.
5. Peel hard-boiled eggs
immediately after required
time under cold running
water.
Different Ways to Cook Eggs
Cooking egg in a shell
Hard cooked eggs:
 Place the eggs in a pot.
 Fill the pot with enough water
to cover the eggs.
 Bring to boil and immediately
lower the heat to a simmer
depending on the size of the
Directions: Go to TLE Room and prepare
the tools and ingredients for performance
task.
Power point presentation.
The teacher will give an introduction to the topic.
Different Ways to Cook Eggs
Directions: Show what you have
learned by preparing and cooking
eggs in the given egg dishes. The egg
dish that you will perform will be
come from draw lots. You will be
rated based on the overall evaluation.
Each group will bring 1 egg for each
recipe given or activity.
HAVE A SHORT REVIEW
Stages in foam formation
LONG QUIZ NUMBER 1
1. Frothy – large air bubbles that flow
easily
2. Soft Foam – air cells are smaller and
more numerous; foam becomes whiter;
soft peaks are formed when beater is
lifted.
3. Stiff Foam – peaks hold their shape;
when bowl is tipped, it holds, moist
and glossy
4. Dry- moistness and glossiness
disappear; specks of egg white are
seen
Factors to be considered in foam
formation (leavening agent)
1. Beating time and temperature beating –
as the time of beating increase, both
volume and stability of the foam
increases initially; resulting in bigger
volume and finer texture.
2. Beating Force – resulting in bigger
volume and fine texture.
3. Freshness of Egg –produce bigger
 egg. volume of foam.
4. Adding sugar – increase the stability of
Coddled egg: foams but delays foams formation
 Put cold egg into already reduce volume.
simmering water and simmer to 5. Addition of soda – increase stability
30 seconds. and volume.
6. Lessen of adding salt – lowers quality
Soft- cooked eggs:
 Put cold eggs into already of the foam.
simmering water and simmer for 7. Type of Egg – duck eggs do not foam
3-4 minutes. well because they lack ovomucin.
8. Dilution of Egg White by Water –
Medium-cooked eggs: produces bigger volume but lesser
 Put cold eggs into already foam.
simmering water and simmer
for 5=7 minutes. Applications of Foam in Cookery

Cooking eggs out of shell *as leavening

*as meringue
Poached egg *structural and textural agent
 This are prepared by slipping
shelled eggs into barely simmering
water and gently cooking until the
eggs holds its shape. The fresher
the egg, the more centered the
yolk.

Fried eggs
 This is call for perfectly fresh eggs,
the correct heat level, and
appropriate amount of cooking fat
and deft hand. Maybe served
sunny side up, basted, over easy,
over medium, over hard.

Scrambled egg
 T his can be made in two
ways. The eggs can be stirred
over low heat for a soft delicate
curd and creamy texture or stirred
less frequently as they cook for
larger curd and fir texture.
 Do not over cooked scrambled

F. Developing Mastery
(Leads to Formative
Assessment) (activity after the
lesson)
egg or hold too long. Overcooked
egg are tough and watery and will
turn green in steam table.
 It should be soft and moist. A
good scrambled egg must not be
tough nor burned but completely
coagulated.
Omelets
 The rolled or French-style
omelets start out like scrambled
eggs, but when the eggs start to
set, they are rolled over.
 The American omelet is folded
in half.
 Omelets maybe filled with
cheese, sautéed vegetables or
potato, meats and smoked fish
among other things. And are
open added just before an
omelet are rolled or folded.
 Baked eggs - these are quick and
easy to prepare. These are prepared
by breaking the egg in a greased
heated custard cup sprinkle with salt
and pepper and bake 15-20 minutes
or until the egg white is set.
Directions: Name what type of cooking It Showtime! Directions: Give the three applications of foam
eggs is in the picture. Directions: Each group will in Cookery
demonstrate how they cook their CHECKING OF PAPERS
eggs.
1. As leavening
2. As meringue
3. Structural and textural agent
Answers:
1. Poached Egg
2. Scrambled
3. Omelet
4. Fried Egg
5. Omelet
G. Finding Practical
Applications of concepts and
skills in daily living
(application)
H. Making Generalizations
& Abstractions about the
lessons
III. Evaluating
Learning (assessment/test)
J. Additional activities for
application or remediation
(assignment/homework)
What is your favorite egg dish and why?
The teacher will summarize the topic and ask the learners questions that related to the topic.
Identification
_________1. This are prepared by
slipping shelled eggs into barely
simmering water and gently cooking
until the eggs holds its shape.
_________2. This is where you put cold
eggs into already simmering water and
simmer for 3-4 minutes.
_________3. Maybe served sunny side
up, basted, over easy, over medium, over
hard.
_________4. These are prepared by
breaking the egg in a greased heated
custard cup sprinkle with salt and pepper
and bake 15-20 minutes or until the egg
white is set.
_________5. This maybe filled with
cheese, sautéed vegetables or potato,
meats and smoked fish among other
things.
Answers:
1. POACHED EGG
2. SOFT-COOKED EGG
3. FRIED EGG
4. BAKED EGG
5. OMELET
Groupings
Directions: Group the class with 10
members. Your group will demonstrate
one way of cooking egg next meeting.
How are you going to apply your
today‟s experience in your daily life?
Rubric
Journal Writing
Direction: On your TLE Notebook,
write the following.
Activity Name: Journal
Writing_________
In this lesson I learned
that__________________________
_____________________________
I realized
that__________________________
What are the factors RECORDING OF SCORE
affecting foam stability?
DETERMINE IF THE CLASS GOT
80% IN THE EVALUATION.
PREPARE FOR REMEDIAL IF IT‟S
BELOW 80%.
Directions: Write TRUE if the statement is
correct and FALSE if it‟s not.
1. Duck eggs do not foam well because they
lack ovomucin.
2. Reducing sugar, increase the stability of
foams but delays foams formation reduce
volume.
3. Beating of egg resulting in bigger volume
and fine texture.
4. Freshness of egg produce bigger volume of
foam.
5. Dilution of egg white by water produces
bigger volume but lesser foam.
ANSWERS:
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
Directions: Prepare for long quiz number 1.
 _____________________________

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: Noted by:

Teacher II Head Teacher I,JHS Principal II


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
3. Learner’s Materials Pages
4.Textbook Pages
5. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning
School
Teacher
Teaching Dates and Time
Monday
LO 3. PRESENT EGG DISHES
3.1 Select suitable plates according to standards,
3.2 Present egg dishes hygienically and attractively using suitable garnishing and side dishes sequentially within the
required time frame
At the end of this lesson, the
learners are able to;
a. enumerate the eight ways
to present like a chef; and
b. Explain why is color
important in presenting
your dish.
Eight Simple Ways to Present
Like A Chef
Grade Level TEN (10)
TECHNOLOGY AND LIVELIHOOD
LOWIE LYN C. JARANILLA Learning Area
EDUCATION-COOKERY
SEPTEMBER 25-29, 2023 (10:00-11:00) Quarter FIRST (Week 5)
Tuesday Wednesday Thursday Friday
The learners demonstrate an understanding in preparing egg dishes.
The learners independently prepare and cook egg dishes.
LO4: EVALUATE THE FINISH PRODUCT
4.1 Rate the finished products using rubrics.
At the end of this lesson, the At the end of this lesson, students should At the end of this lesson, students should be able to;
learners are able to; be able to;
a. Familiarize in different a. Evaluate finish product; and
types of plates; and a. Enumerate the types of garnishes; and b. Create their own rubric.
b. Explain how is it possible b. Explain how important is garnishing
to make a very simple egg in plating food.
dish very appealing to
your eyes.
TLE_HECK9-12ED-Ie-3 TLE_HECK9-12ED-Ie-4
Different Techniques in Presenting Types of Garnishes Evaluate the Finish Product
Egg Dishes Attractively Video Watching
Types of Dinner Plates and Its
Uses
N/A
K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
Cookery 10 Quarter 1-Module 3 SLM DepEd SOCCKSARGEN pages 10-12
N/A
N/A
Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
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
Conduct a recap of the previous discussion
https://www.slideshare.net/jessabar https://youtube.com/watch?v=lgF
rion/different-techniques-in- M4qFhDvE Rate It!
presenting-egg-dishes-attractively-
2 Directions: Look at the pictures on the screen. Try to rate then
between 3-1. Three (3) is the highest and (1) is the lowest.
Explain how you rate it.
Power point presentation.
The teacher will give an introduction to the topic.
EIGHT SIMPLE WAYS TO Different Techniques in Types of Garnishes Evaluate the Finished Product
PRESENT LIKE A CHEF Presenting Egg Dishes
Attractively 1. Herbs and Leaves- The After learning all the ways and means in preparing egg
1. SET THE TABLE most common herbs and dishes, you are now ready to rate the finished products using
PROPERLY. A presentable table leaves used for culinary in rubrics.
always make food preparation 1. Scrambled egg and bun on a
plate with cereal the Philippines is spring
more enticing. Ensure the proper A rubric is an assessment tool that clearly indicates
arrangement of cutlery, glasses and 2. Boiled eggs on white plate onions, celery, moringa achievement criteria across all the components of any kind of
other tableware. with garnish (malunngay) and bitter student work, from written to oral to visual.
2. CHOOSE YOUR PLATES 3. Scrambled egg with herbs gourd (ampalaya) leaves.
WISELY. Plates have different 4. Fried egg with bacon and Lots of choices are
size and uses. Choose the right toasted bread available as long as it serves
plate for each dish. 5. Egg in a sandwich
its purpose.
3. READ THE CLOCK! Consider 6. Scrambled egg in Manhattan
plate 2. Roots and Greens-You can
the placement of dish from the
7. Hard-boiled egg in different use radish, onions and other
diner‟s point of view,
sizes and shapes root crops as your garnish.
carbohydrates like rice, pasta and
8. Devilled eggs Greens such as lettuce is
others are preferably placed at 9. Salad eggs also widely used as garnish.
“11 o‟clock” and proteins at “6 10. Stir-fried eggs 3. Edible Flowers- You can
o‟clock” This would also bring 11. Poached egg
also use edible flowers such
room for vegetables that may 12. Baked eggs
13. Soft-boiled eggs as dill flowers, marigold,
consume half of the plate and
14. Hard-boiled Easter egg rose petals, blue
starch at about one forth.
15. Fried egg topping nasturtiums and santan
4. A LITTLE BIT OF HEIGHT, 16. Baked eggs in potato bowl flower. Kalabasa flower is
A cup of rice or mashed potato
also a very well known
 can depict a height on the dish, to
add more height you can lean a
steak or barbecued meat on the
rice and place vegetables on the
side.
5. BE ODD. When placing small or
bite sizes of dish, it would look
good in the eyes if you place odd
number of pieces than having
them in even numbers
6. PLAY WITH COLOR AND
TEXTURE. We cannot deny
that color will catch our
attention immediately, green
leaves or herbs can catch our
attention, same with sliced red
tomatoes or as simple as a
colored napkin.
7. PLAY WITH HEIGHT. A
mound of rice with vegetables
on its base will give emphasis
on the height of the rice and
will easily catch our attention.
8. GARNISH
APPROPRIATELY. You can
choose any garnish of your
desire to your dish, as long as it
will complement the dish. Just
remember not to over do it as
this would damage or affect the
overall taste of the dish itself
F. Developing Mastery Coloring is Fun
(Leads to Formative
Assessment) Direction: Listed below are names
Types of Dinner Plates and its
Uses
1. Dinner Plate This type of plate
is both used in lunch and
dinner. The size of this plate is
around 11 to 12 inches across.
2. Dessert Plate This plate is
served with desserts and can
also be used for snacks and
appetizers. It is usually 18 cm
in diameter.
3. Bread And Butter Plate This
plate is used to serve bread and
butter and sometimes called
quarter plate or side plate. The
size of this plate is 15cm in
diameter.
4. Soup Plate/Bowl For watery
food or soups, we use soup
plate/bowl. Soup plate/bowls in
formal dinners are shorter in
height that ordinary soup
plate/bowl. The top of it has an
arch like a bowl.
5. Salad Bowl This plate is
usually to serve salad. They are
commonly round in shape and
size range from 20-22cm.
6. Appetizer Plate This plate is
bigger that BnB plate. It has
different sizes that starts from
17 cm depending upon the
need.
edible flower.
4. Fruits and Vegetables-
Peas, carrots, lemons,
avocados, bananas and
other fruits and vegetables
are also popular garnishes.
5. Purees- Fruit puree such as
avocado and mangoes can
be used to add color on
your dish. You can choose
any puree of your desire
6. Sauces and Syrups The
most used and readily
available sauce is tomato
paste or sauce. Some
readily available sauces are
barbecue sauce and teriyaki
sauce. For desserts and
sweats you can use
chocolate syrups or honey.
Apart from garnish, side dish
is also essential in presenting a
dish.
A side dish is literally a dish
placed on the side of main dish, it
will serve as an additional small
amount of food that will
complement the main dish. Some
common side dishes are salad,
vegetables or rice. There will be
unlimited choices for your side
dish of your desire.
Directions: You are going to rate a cooking activity “ How to
make a Perfect Omelette”. How are you going to rate it using
your own rubric.
(activity after the lesson) of colors, try to think of a food that
may be solid or liquid in form that
is exactly or as close as the color
listed below. You can also add
some if you want.

G. Finding Practical Why is color important in Is it possible to make a very simple How important is garnishing in Watch the link of the video “How to Make a Perfect Omelette”
Applications of concepts and presenting your dish? egg dish very appealing to your plating food? and rate the performance in the video using your own rubric that
skills in daily living eyes? How? you created:
(application)
https://youtube.com/watch?v=E2nHfbzHDmY
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that related to the topic.
& Abstractions about the
lessons
IV. Evaluating Enumerations Directions: Give 10 Egg Dish that
Learning (assessment/test) Directions: Enumerate the you know. Presenting your own rubric.
following terms
1. 6.
1- 8 ways of Presenting Egg 2. 7.
like a Chef 3. 8.
4. 9.
9-10 Give two egg dishes 5. 10.

Answers may vary.

J. Additional activities for Directions: Prepare for next topic. Directions: Search for different Directions: Search for the Tips Directions: Search the difference of cereals and starch. Write
application or remediation types of garnishes. Bring at least how to handle egg. Write your your answers in your TLE Notebook.
(assignment/homework) one together with paring knife, answers in your TLE Notebook.
chopping board and plate.
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:

LOWIE LYN C. JARANILLA CHRISTINA L. PAPA

Assistant Teacher Head Teacher I

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
3. Learner’s Materials Pages
4.Textbook Pages
5. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning
Resources
IV.PROCEDURES
School Francicsco C. Jongko National High School Grade Level TEN (10)
TECHNOLOGY AND LIVELIHOOD EDUCATION-
Teacher Lowie Lyn C. Jaranilla Learning Area
COOKERY
Teaching Dates and Time September 16-20, 2023 Quarter FIRST (Week 7)
Monday Tuesday Wednesday Thursday Friday
The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.
The learners independently prepare and cook cereals and starch dishes.
PREPARE CEREALS AND STARCH DISHES
LO1: PERFROM MISE EN PLACE
1.1 Identify the ingredients in preparing various types of starch and cereal dishes
At the end of this lesson, the learners At the end of this lesson, the learners are able At the end of this lesson, the learners are able to;
are able to; to;
a. Differentiate cereals and starch; a. Familiarize in the functional properties of starches;
and a. Familiarize in the different sources of b. Explain what is/ are the functions of starch in cookery.
b. Explain the importance of tools and starch;
equipment needed in preparing b. Classify the starch; and
cereals and starch. c. Give the daily uses of starch.
TLE_HECK9-12CD-If-5
 Sources of Starch  Functional Properties of Starches
 Overview  Classification of starch
  Nutritional Significance of Noodles and Pasta or Alimentary Paste
Tools and Equipment  Starch Properties and
Needed in Cereals and Reactions
Starch Preparation
N/A
K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
Cookery 10 Quarter 1-Module 5 SLM DepEd SOCCKSARGEN pages 6-14
N/A
N/A
Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
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
Conduct a recap of the previous discussion
Directions: Complete the name Video Watching Directions: Give one function of starch!
of the particular tools and
equipment. https://youtube.com/watch?v=UaF8
vKEg0ro
Power point presentation.
The teacher will give an introduction to the topic.
Overview Sources of Starch Functional Properties of Starches
Cereals are usually starchy
pods or grains. Cereal grains are The parts of plants that store 1. Thickeners in gravies, sauces and p udding. It absorbs water andbecome a gel when cooked.
the most important group of food most starch are seeds, roots, and 2. Colloidal stabilizers- Starch increases stability and thickness by helping foods remain in in an
crops in the world named after tubers. emulsion and retain physical characteristics.
the Roman goddess of harvest, Thus, the most common sources of
3. Moisture retainer- Starch retains moisture in cake fillings and candies.
Ceres. Rice, wheat and corn are food starch are:
the three most cultivated cereals  cereal grains, including corn, 4. Gel forming agents- Starch acts as gelling agents in pudding, pie filling and kakanin.
in the world. 5. Binders- Starch serves as binder to maintain food texture and shape.
wheat, rice, grain, sorghum,
Starch on the other hand, 6. Package- Starch is a good source of biodegradable material for food packaging.
and oats;
exists in nature as the main 7. Flavor carriers– its ability to trap oils and fats, which absorb flavoring substances more
component of cereals and tubers.  legumes; and efficiently.
In manufactured and processed  roots or tubers, including
foods, it plays an obvious role in potato, sweet potato, Starches – are added to processed meats (luncheon meats, hot dogs, sausages, etc.) as a filler,
achieving the desired viscosity in arrowroot, and the tropical binder, moisture, retainer, and fat substitute.
such products as cornstarch cassava plant (marketed as
pudding, sauces, pie fillings, and tapioca) Cereal. Cereal is any grain that is used for food. Grains especially whole grain are not just empty
gravies. calories. These are very valuable and can contribute a great deal to our health. You should include at
Common Source of least four servings from this food group each day.
Tools and Equipment Needed Manufactured Food Starch
in Cereals and Starch
 corn Cereal-processed food:
Preparation  A whole grain cereal is a grain product that has retained the specific nutrients of the whole,
1. Mixing bowl – used when  potato unprocessed grain and contains natural proportions of bran, germ and endosperm.
preparing cake mixture,  tapioca (cassava)
 Enriched cereals are excellent sources of thiamine, niacin, riboflavin,and iron.
salads, creams, andsauces.
 A restored cereal is one made from either the entire grain or portions of one or more grains to
2. Sifter – used for
Starches are named after its plant which there have been added sufficient amounts of thiamine, niacin, and iron to attain the
separating coarse particles sources
accepted whole grain levels of these three nutrients found in the original grain from which the
of flour, sugar, baking  corn starch from corn cereal is prepared.
powder, and powdered  rice starch from rice
ingredients to retain finer  tapioca from cassava Cereals provide the body with:
textures.  Carbohydrates
3. Wire whip – used for Classification of Starch  Protein
beating egg whites, egg  Native or Natural Starch refers  Fat
yolk, creams and to the starches as originally  Vitamins
 mayonnaise. derived from its plant source.  Minerals
4. Wooden spoon – used for  Modified Starches are starches  Water
mixing creams, butter, and that have been altered  Cellulose or roughage
for tossing salads. physically or chemically, to
5. Slotted spoon – used to modify one or more of its key
separate solid particles from chemicals and/or physical Nutritional Significance of Noodles and Pasta or Alimentary Paste
soup. property.
Nutritive value:
6. Blending fork – used for  Purified starch may be Water
testing the tenderness of separated from grains and Protein
meat. tubers by a process called wet Fat
7. Rubber scraper – used for milling. This procedure Carbon
scraping off mixtures of employs various techniques of Calcium
butter, sugar, and egg from grinding, screening, and Phosphorous
Iron
the sides of the mixing centrifuging to separate the Thiamin
bowl. starch from fiber, oil, and Riboflavin
8. Strainer – used for protein. Niacin
separating liquids from fine
or solid food particles, such Starch Properties and Reactions
as coco cream from coconut
1. Gelatinization. The sum of
and tamarind extract.
changes that occur in the first
9. Tongs – used for handling
stages of heating starch granules
hot foods.
in a moist environment which
10. Measuring Cups – used for
includes swelling of granules as
measuring dry and liquid
water is absorbed and disruption
ingredients
of the organized granule
11. Measuring spoon – used
structure.
for measuring dry and
2. Viscosity. The resistance to flow;
liquid ingredients which
increase in thickness or
require a little amount
consistency. When the newly
12. Sauce pan and pots – used
gelatinized starch is stirred, more
for cooking meat and fish
swollen granules break and more
dishes withgravy and sauce.
starch molecules spill causing
13. Rice cooker – used for
increase in viscosity or thickness.
cooking rice and other foods.
14. Pressure cooker – used for Different Sweeteners Added to
tenderizing or cooking meat, Starch Gel Preparation
chicken, and other grains or  honey
legumes, such as mongo and  molasses
white beans in lesser time.  panutsa or granulated
15. Double boiler – used for sugar
preparing sauces which 3. Retrogradation-is the process
 easily get scorched when in which starch molecules,
cooked directly on the stove. particularly the amylose
16. Steamer – used for cooking fraction, re-associate or bond
food by steaming. together in an ordered structure
17. Colander - a perforated bowl after disruption by
of varying sizes made of gelatinization; ultimately a
stainless steel, aluminum or crystalline order appears.
plastic, used to drain, wash, 4. Syneresis. Oozing of liquid
or cook ingredients from from gel when cut and allowed
liquid to stand (e.g.jelly or baked
18. Canister - a plastic or metal custard). The oozing of liquid
container with a lid that is from a rigid gel; sometimes
used for keepingdry products called weeping.
19. Channel knife – a small
hand tool used generally in This reaction occurs in all kinds of
decorative works such as gels:
 puddings
making garnishes.
 jellies
 custards
 gelatin
 agar
5. Dextrinization. It is the
process of forming dextrin.
Dextrins – are partially
hydrolyzed starches that are
prepared by dry roasting. In
home kitchens, dextrinization is
achieved by toasting flour for
polvoron, rice flour for kare-
kare sauce, and bread slices for
breakfast.

6. Hydrolysis- Starches undergo

hydrolysis during cooking or
processing and during storage
of food where a chemical
reaction in which a molecular
linkage is broken and a
molecule of water is utilized.
F. Developing Mastery Tool or Equipment Group Work Tell Me!
(Leads to Formative Directions: Group the class into Directions: Divide the class into Directions: Identify the following pictures what types of functional properties of starch its belong.
Assessment) (activity after 5 and tell whether the following five. Think about the products that
the lesson) are tools or equipment. made out of starch properties and
reactions. Give two of each. Write
your answers in ½ crosswise.
G. Finding Practical Why tools and equipment are What are the daily uses of starch? What is/ are the functions of starch in cookery?
Applications of concepts and important in every Mise En
skills in daily living Place?
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the
lessons
V. Evaluating Name It! Enumeration List Down
Learning (assessment/test) Directions: Name the tools Directions: Enumerate the
needed in starch and cereal following terms. Directions: List down the Nutritional Significance of Noodles and Pasta or Alimentary Paste
preparations.
Answers:
1-3 Most Common Sources of
1. Water
Answers: Food Starch
2. Protein
1. MIXING BOWL 4-6 Most Common Sources of
3. Fat
2. SLOTTED SPOON Manufactured Starch
4. Carbon
3. WIRE WHISK 7-9 Classification of starch
5. Calcium
4. STRAINER
6. Phosphorous
5. TONGS Answers:
7. Iron
6. MEAURING SPOON 1. Cereals
8. Thiamin
7. STEAMER 2. Legumes
9. Riboflavin
8. RICE COOKER 3. Roots or tubers
10. Niacin
9. COLANDER 4. Corn
10. SIFTER 5. Potato
6. Tapioca
7. Native starch
8. Modified starch
9. Purified starch

J. Additional activities for Directions: Search the sources of Directions: Search for the Starch Directions: Prepare for the next topic.
application or remediation starch. Write your answers in composition and Structure. Write
(assignment/homework) your TLE Notebook. your answers in your TLE
Notebook.

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:

LOWIE LYN C. JARANILLA CHRISTINA L. PAPA

Assistant Teacher Head Teacher
 School Grade Level TEN (10)
DAILY LESSON TECHNOLOGY AND LIVELIHOOD EDUCATION-
Teacher Learning Area
LOG COOKERY
Teaching Dates and Time Quarter FIRST (Week 6)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.

B. Performance Standards The learners independently prepare and cook cereals and starch dishes.

C. Learning Competencies LO2: PREPARE STARCHES AND CEREAL DISHES

2.1. Cook various types of starch and cereal dishes.

2.2 Prepare sauces and accompaniments of selected starch and cereal products.
2.3 Follow safety and hygienic practices while working in the kitchen
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
3. Learner’s Materials Pages
4.Textbook Pages
5. 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
At the end of this lesson, the learners are able to; At the end of this lesson, the learners are At the end of the session, students
a. Familiarize in the different factors affecting starch paste viscosity and starch gel able to; should be able to attain at least 80%
strength; and a. Enumerate the common problems of mastery from the long quiz.
b. Explain why do we need to consider the factors affecting starch paste viscosity and starch cookery;
starch gel strength? b. Distinguish the principles in cooking
cereals; and
. c. Explain why do we need to consider
the common problems in starch
cookery.
TLE_HECK9-12CD-Ig-i-6
Factors Affecting Starch Paste Viscosity and Starch Gel Strength  Common Problems in Starch
Cookery
 Principles in Cooking Cereals
N/A
K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
Cookery 10 Quarter 1-Module 6 SLM DepEd SOCCKSARGEN pages 6-14
N/A
N/A
https://www.youtube.com/watch?v=Q-qiDnNRs98&t=10s
Conduct a recap of the previous discussion.
LONG QUIZ # 2
.
Power point Presentation or Video Presentation
The teacher will give an introduction to the topic.
Factors Affecting Starch Paste Viscosity and Starch Gel Strength Common Problems in Starch
Cookery LONG QUIZ #2
1. Stress or other factor. Stirring Amount and Type. This is a gelatinized cornstarch
dispersion that is likely to break; the granules broke apart due to stirring. 1. Thinning of Gel. This problem
2. Kind and Amount of Starch. Certain type of starch will influence the characteristics is usually encountered when using
of the starch paste viscosity and gel strength. Generally speaking, with "native acid or acid ingredients such as
starches" the greater the amount of amylopectin the more viscous the starch paste,
 whereas, the greater the amount of amylase, the firmer the gel is (greater the gel lemon or vinegar.
strength).
3. Heating rate. The faster starch-water dispersion is heated; the thickerit will be at the 2. Weak Gel. Weak gel results if
identical endpoint temperature. there is too much liquid in relation to
4. Endpoint Temperature the starch
 Each type of starch has a specific endpoint temperature at which it will undergo
3. Skin Formation. Skin formation
optimum gelatinization.
is due to loss of water from the
 Incompletely gelatinized starch will not attain optimum starch paste viscosity or
starch and protein molecules near the
gel strength.
surface of the mixture. To reduce
 Over gelatinization results in decreased starch paste viscosity and gel strength this problem, cover container of the
because the swollen granules fragmented with stirring and/or imploded due to the starch gel with a waterproof cover.
extensive loss of amylase from the granule.
5. Cooling and storage conditions 4. Scorching. This can be avoided
 If cooled too fast, the amylase will not have time to form the vital micelles by temperature control and constant
necessary for the three dimensional structure. stirring so the starch granules do
 If cooled too slowly, the amylase fractions will have a chance to align too much not settle at the bottom of the
and become too close together and the liquid portion will not be trapped in the cooking pan.
micelles. In both instances there will be weeping and syneresis (the contraction of
a gel accompanied by the separating out of liquid.). 5. 5. Raw Starch Flavor. This is due
to ungelatinized starch.
6. Ingredients added (acid, enzyme, sugar, fat and emulsifiers
6.
a. Addition of acid or enzyme can also cause dextrinization (the process of forming
dextrins). Principles in Cooking Cereals
 Dextrin – a pale powder obtained from starch, used mainlyas an adhesive.
In cooking all cereal products, the
 In making kalamansi pudding or pie, if the juice is added early in the gelatinization
following points should be observed:
process, dextrinization of the starch will occur resulting in decreased viscosity and
1. Use a double boiler.
gelstrength.
 Sugar will delay or inhibit gelatinization of starch. 2. Observe carefully the correct
 Starch pudding with excess sugar will be less viscous orform less firm gel. proportions of cereal, water and
 A cake may collapse as the structural contribution of starchis delayed or inhibited. salt.
 Decreased starch paste viscosity and gel strength because the sugar added to water 3. Cook at boiling temperature
won„t be available for gelatinization. The kind of sugar used also affect viscosity. (212° F.).
 Fat and surfactants, will serve to ―waterproof‖ the starch granules so that water will 4. Watch the time by the clock,
not penetrate as readily during thegelatinization process. and always cook the full time
prescribed,preferably longer.
5. Serve attractively.
6. Improper cooking and poor
serving are largely responsible for
unpopularityof cereal foods.

F. Developing Mastery (Leads Directions: Enumerate the following.

to Formative Assessment) • Common Problems in Starch
(activity after the lesson) Cookery CHECKING OF PAPERS
• Principles in Cooking Cereals
G. Finding Practical
Applications of concepts and
skills in daily living
(application)
H. Making Generalizations &
Abstractions about the lessons
VI. 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
Why do we need to consider the factors affecting starch paste viscosity and starch gel Why do we need to consider the common RECORDING OF SCORE
strength? problems in starch cookery?
The teacher will summarize the topic through asking the learners related to the topic.
Identification Starch or Cereal DETERMINE IF THE CLASS GOT
_________1. This is a pale powder obtained from starch, used mainly as an adhesive. _________1. Raw starch flavor. 80% IN THE EVALUATION.
_________2. This is a gelatinized cornstarch dispersion that is likely to break; the _________2. Weak gel. PREPARE FOR REMEDIAL IF
_________3. Using a double boiler. IT‟S BELOW 80%.
granules broke apart due to stirring.
_________4. Thinning of gel
_________3. The faster starch-water dispersion is heated; the thicker it will be at the _________5. Serve attractively
identical endpoint temperature. _________6. Serve attractively
_________4. This is when a certain type of starch will influence the characteristics of _________7. Skin formation
the starch paste viscosity and gel strength. _________8. Scorching
_________5. If cooled too fast, the amylase will not have time to form the vital micelles _________9. Watch time by the clock
necessary for the three-dimensional structure. _________10. Cook at 212 Degree
Fahrenheit
Answers:
1. Dextrin Answers:
2. Stress or other factors STARCH 1. Raw starch flavor.
3. Heating Rate STARCH 2. Weak gel.
4. Amount of starch CEREAL 3. Using a double boiler.
5. Cooling and storage condition STARCH 4. Thinning of gel
CEREAL 5. Serve attractively
CEREAL 6. Improper cooking
STARCH 7. Skin formation
STARCH 8. Scorching
CEREAL 9.Watch time by the clock
CEREAL 10.Cook at 212 Degree
Fahrenheit
Directions: Search the common problems in starch cookery. Write your answer in your Directions: Prepare for long quiz number
TLE Notebook. 2.
caught up with the lessons

School Grade Level TEN (10)

DAILY LESSON TECHNOLOGY AND LIVELIHOOD EDUCATION-
Teacher Learning Area
LOG COOKERY
Teaching Dates and Time Quarter FIRST (Week 7)
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:

LOWIE LYN C. JARANILLA CHRISTINA L. PAPA

Assistant Teacher Head Teacher 1

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.

B. Performance Standards The learners independently prepare and cook cereals and starch dishes.
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
3. Learner’s Materials Pages
4. Textbook Pages
5. 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)
LO2: PREPARE STARCHES AND CEREAL DISHES LO3: PRESENT STARCH AND
CEREAL DISHES
2.1. Cook various types of starch and cereal dishes.
2.2 Prepare sauces and accompaniments of selected starch and cereal products. 3.1 Present starch and cereal dishes with
2.3 Follow safety and hygienic practices while working in the kitchen. suitable garnishing and plating.
At the end of this lesson, the learners are able to; At the end of this lesson, the learners are At the end of this lesson, the students are
a. Engage the students in cooking pasta properly; able to; able to;
b. Familiarize in the basic principles in preparing pasta; and
a. Follow the guidelines on proper and a. Determine the techniques in preparing
c. Explain why we need to follow the proper way of cooking pasta.
safe handling of food; and pasta before plating;and
b. Explain why we need to follow the b. Explain the principles of FIFO.
guidelines on proper and safe
handling of food.
TLE_HECK9-12CD-Ig-i-7 TLE_HECK9-12CD-Ig-i-8
 Cooking Pasta  Guidelines On Proper and Safe Present and Store Starch and Cereal
 Basic Principles in Preparing Pasta Handling Of Food Dishes
 Suggestions for Holding Pasta
Techniques in Preparing Pasta before
Plating
N/A
K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
Cookery 10 Quarter 1-Module 6 SLM DepEd SOCCKSARGEN pages 6-14
N/A
N/A
Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Conduct a recap of the previous discussion
`Video Watching
-Preparing Power point Presentation or
- Video Presentation
The teacher will give an introduction about the topic.
E. Discussing new concepts
& practicing and concern to
new skills #2
Cooking Pasta Guidelines on Proper and Safe Present and Store Starch and Cereal
Pasta should be cooked al dente, or ―to the tooth‖ . This means the Handling of Food Dishes
cooking should be stopped when the pasta still feels firm to the bite, not
soft and mushy. The pleasure of cooking pasta is its texture, and this is Food handlers Proper storage of food is very crucial in
lost if it is overcooked. To test for doneness, break pasta into small piece  Undergo training on food safety and keeping food safe because the manner and
and taste it. As soon as pasta is al dente, cooking must be stopped at once. obtain medical certificates fromthe temperature of storage will affect the food„s
Half a minute extra is enough to overcook it. local/provincial/city/municipal health susceptibility to bacterial growth, other
Cooking times differ for every shape and size of pasta. Timing also office. contaminants, and infestation. Storing food
depends on the kind of flour used, and the moisture content.  Observe proper hand washing will not improve its quality, it will only
Fresh egg pasta, if it has not been allowed to dry, takes only 1 to 1 ½ minutes technique delay the rate of deterioration, and thus, the
to cook after the water has returned to a boil.  Wear complete cooking outfit and proper period of storage should also be
Italian practice is to toss the pasta with the sauce the minute it is drained, the use disposable gloves for direct food observed.
sauce immediately coats all surfaces of the pasta, and the cheese, melts in the contact.
heat of the boiling hot noodles.  Observe personal hygiene at all FIFO (First In, First Out) in storing
times. food is very important. Though it is a long-
Basic Principles in Preparing Pasta  Avoid handling food if you are sick. time method in store-keeping where the first
Pasta Shapes food stored should be the first food to be out
There are hundreds of shapes and sizes of pasta with each shape used for Kitchen facilities from the storage it is high time to make it a
different preparations based on how the sauce will cling, the texture desired,  Use separate equipment and utensils habit or put into practice. Write the expiry
or how the product will be used. For example: for handling raw foods date, date received and date of storage to the
Pasta shapes with holes or ridges, such as wagon wheels or rotini, are food package and regularly check the
 Sanitize all surfaces and equipment
perfectfor chunkier sauces. expiration date.
used for food preparation.
Thin, delicate pastas, such as angel hair or vermicelli, are better served
 Clean thoroughly the cutting-boards
withlight, thin sauces. Techniques in Preparing Pasta before
and work areas after each use.
Thicker pasta shapes, such as fettuccine, work well with heavier sauces. Plating
Very small pasta shapes, like alphabet shapes and acini di pepe, are  Protect the kitchen areas and food
from insects, pests and otheranimals.
goodfor soups. 1. Pasta is best if cooked and served
 Maintain the highest standards of immediately. Try to cook pasta upon order.
Flavored pasta is available in a variety of shapes in both the dried and sanitation in the kitchen at all times 2. If pasta is to be served immediately, just
fresh forms. Vegetable ingredients are added to pasta to provide both color  Repair immediately broken but still drain and do not rinse in cold water.
and flavor. An example of flavored pasta is spinach noodles that are green. serviceable kitchen tools, utensils and
Follow the package directions for cooking flavored pastas. equipment to be ready for next use. 3. If pasta is to be used cold in salad, it is
 Sanitize completely all kitchen ready to be incorporated in the recipe as
Pasta Gets Bigger and Heavier when Cooked utensils especially cups, saucers, soon as it has cooled.
Generally, pasta doubles or triples in weight when it is cooked. flatware after each use.
Likewise, the volume increases 2 to 2 ½ times during cooking.  Provide for adequate space, proper 4. If pasta is to be held, toss gently with a
ventilation and window screens in the small amount of oil to keep it from sticking.
Follow the Recipe area.
The general rule for cooking pasta in boiling water is for 1 pound of  Provide garbage receptacle for 5. Measure portions into mounds on trays.
pasta, use 1 gallon of water, 1 teaspoon of salt, and 1 teaspoon of oil. For proper waste disposal. Cover with plastic film and refrigerate until
100 servings of spaghetti, 6 gallons of water, 2 tablespoons of salt, and 2 service time.
tablespoons of oil are needed to cook 6 pounds of dried spaghetti. Food Preparation and Cooking
When pasta is to be used as an ingredient in a recipe that will be cooked  Check expiry dates of food 6. To serve, place the desired number of
more, like macaroni and cheese, it should be slightly undercooked. This commodities bought and those in portions in a china cap and immerse in
means reducing the cooking time by about 2 minutes. Pasta that is not stock simmering water to reheat. Drain, plate, and
cooked enough is tough and chewy. Pasta that is overcooked is soft and  Use iodized salt as a must in salt- add sauce.
pasty. When overcooked pasta is combined with a sauce, it often breaks seasoned preparations.
apart. Handle pasta the right way after it is cooked. Like most foods, pasta  Cover the food properly.

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
VII. Evaluating
Learning (assessment/test)
is best when it is cooked and served right away. However, it is sometimes  Practice segregation of materials.
necessary to cookit ahead and hold it until time for service.  Store food properly.
Suggestions for Holding Pasta Safe temperature
 Do not leave cooked food at room
temperature for more than two
hours.
 Refrigerate promptly all cooked
and perishable food preferably
below50C within four hours.
Directions: Group the class into five. Each Directions: Thumbs TRUE OR FALSE
group will be given a board and chalk. They will Up if the statement is
write True if the statement is correct and False if guidelines on proper Direction: Tell whether the statement is
it‟s NOT. The group with fastest and correct and safe handling of True and False if it‟s not.
answer will earn the highest points. (5points food and Thumbs
each). Down if it‟s not.
Why do we need to follow the proper way of cooking pasta? Why is it important to follow the What is the importance of applying FIFO in
guidelines on proper and safe handling of serving food?
food?
The teacher will summarize the topic through asking the learners related to the topic.
Fill in the Blanks Directions: Write A if the guideline in Directions: Make a slogan showing the
Directions: Fill in the Blanks. Read each statement below and fill in the blank/s with for food handlers, B for Kitchen importance of proper storing of food. Your
the correct answer. Facilities, C for Food Preparation and output will be rated using the scoring rubric
Cooking, D if it is for Safe that provided by your teacher.
1. Pasta shapes with holes or ridges, such as wagon wheels or rotini are perfect for Temperature.
sauces.
2. Very small pasta shapes, like alphabet shapes and acini di pepe, are good for ____1. Cover the food properly.
______. ____2. Provide garbage receptacle for
3. An Italian phrase that means “ to the tooth “ called . proper waste disposal.
4. The volume of pasta increases times during cooking. ____3. Observe personal hygiene at all
5. Following_ the will lead you to cook pasta correctly. times.
____4. Do not leave the cook food in
Answers: room temperature for more than two
1. Chunkier hours.
2. Soups ____5. Avoid handling food if you are
3. Al-dente sick.
_____6. Always check the expiration
 4. Two-three date of goods.
5. Package _____7. Clean the cutting boards
thoroughly.
_____8. Refrigerate promptly all cooked
and perishable food preferably below
50C within four hours
_____9. Provide for adequate space,
proper ventilation and window screens in
the area.
_____10.Observe proper hand washing
technique

Answers:
1. C
2. B
3. A
4. D
5. A
6. C
7. B
8. D
9. B
10. A

J. Additional activities for Directions: Bring materials for slogan Directions: Explain the principles of FIFO.
application or remediation Directions: Have an advance reading in your next topic “Guidelines on Proper and making next meeting. Write your answer in your TLE notebook.
(assignment/homework) Safe Handling of Food”

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
 School Grade Level TEN (10)
DAILY LESSON TECHNOLOGY AND LIVELIHOOD EDUCATION-
Teacher Learning Area
LOG COOKERY
Teaching Dates and Time Quarter FIRST (Week 8)
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: Noted by:

Teacher II Head Teacher I,JHS Principal II

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.

B. Performance Standards The learners independently prepare and cook cereals and starch dishes.

C. Learning Competencies LO4: STORING STARCH AND CEREAL DISHES

4.1 Store starch and cereal at appropriate temperature
4.2 Maintain optimum freshness and quality of starch and cereal dishes according to the standard.
4.3 Store starch and cereal according to standard operating procedures.

D. Sub tasking (if needed) At the end of this lesson, the learners are expected to; At the end of this lesson, the learners are At the end of this lesson, the 80% of the
a. Familiarize in proper storage of pasta. expected to apply the procedure in making learners are expected to answer the
b. Explain the importance of proper storage of pasta. homemade pasta. questions correctly.
Write the LC code for each TLE_HECK9-12CD-Ij-8
II. CONTENT How to Store Pasta Noodles Homemade Pasta LONG QUIZ #3
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
3.Learner’s Materials Pages Cookery 10 Quarter 1-Module 6 SLM DepEd SOCCKSARGEN pages 6-13
4.Textbook Pages N/A
5. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, TLE ROOM Visuals from Laptop and TV, pictures,
Resources speaker actual tools, chalk, eraser, masking tape,
speaker
IV.PROCEDURES
A. Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for Video Watching
the Lesson (Motivation)

C. Presenting examples TV, LAPTOP TLE ROOM TEST QUESTIONNAIRES

/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts Conduct a recap of the previous discussion
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts
& practicing and concern to
new skills #2
How to Store Pasta Noodles Performance Task LONG QUIZ #3
1. Dry Pasta
 Remove the pasta from the store packaging if the noodles come in abox or Homemade Pasta
other non-airtight container.
 Place the noodles in a sealable plastic bag or other container that closes Directions: Based on the video that
tightly. For long noodles, such as spaghetti, use a tall plastic storage you‟ve watched last meeting, apply the
container. procedures in making homemade pasta.
 Seal the bag or screw the lid on tightly. Store the pasta in a cool, dryplace. You‟re group can make different pasta
Dry pasta stores indefinitely, but should be used within two years to shapes.
prevent loss of flavor. Store dried egg noodles for up to six months.
Dried pasta need not to be refrigerated. It can be stored on the shelf in an
airtight container in a dry area that is not exposed to extreme temperature. Some Your performance will be rated using the
manufacturers will stamp their packages with a "best if used by" date, which rubric below.
indicates that the flavor, color and nutritional value may be affected if used beyond
that date.
2. Cooked Pasta
 Pour the noodles into a colander. Allow as much moisture as possible to
drain. Noodles left in standing water become overly soft and mushy.
 Sprinkle 1 tsp. salad oil over the noodles. Toss the pasta so the noodles are
evenly coated in the oil. Salad oil prevents the pasta fromsticking together.
 Place the pasta in a tight-sealed container. Store in the refrigerator forthree
to five days.
 Cooked pasta can be stored unsauced in an airtight container and
refrigerated for 4 or 5 days. The sauce should be refrigerated separatefrom
the pasta and can be stored for 6 or 7 days. This prevents the pasta from
soaking up too much flavor and oil from the sauce, which causes the taste
of the pasta to be drowned out. If the pasta is stored together with the
sauce, it should be eaten within 1 or 2 days to limit the amount of sauce
that is absorbed. If cooked pasta is not going to be used within the
suggested time period, it should be frozen and then it can be stored for
approximately 3 months. Frozen cooked pasta should be thawed in the
refrigerator and not on the kitchen counter.
3. Fresh Pasta.
 Fresh pasta should ideally be used on the same day as manufactured. This
is not always possible, but if it is used within the next two days it will give
adequate results. After this it tends to crack through excess drying. It must
be stored, keep it well-covered in the fridge, to minimize the risk of this
happening. Frozen filled pastas will keep for up to three months if held at -
18oC or lower.
 Fresh pasta can be stored in the refrigerator for 2 or 3 days. If the pasta
will not be used within that time, it can be frozen and stored in the freezer
for 2 to 3 months.
 Homemade pasta can be stored in the refrigerator for 1 or 2 days or frozen
for 2 to 3 months.
 Homemade pasta can also be allowed to dry thoroughly and then placed in
 a plastic bag or airtight container. The length of time it will take to dry
will vary depending on the type of pasta and its size, shape and thickness.
 If dried completely, the pasta can then be stored in a cool dry place for a
couple of months.
 If you are going to use the pasta on the same day as it is made, you can
allow it to dry on a clean towel for a couple of hours before you cook it
unless it isstuffed pasta.
 Stuffed pasta, such as ravioli, should be cooked within half an hour,
otherwise it will begin to discolor and become damp.
 If it is not going to be cooked immediately it should be placed on a lightly
floured towel that is placed on a baking sheet, sprinkled lightly with flour,
and then placed in the freezer. Once they are frozen they can be stored in a
freezer proof bag or wrap and then place it in the freezer for 8 or 9
months.
4. Frozen pasta-does not have to be thawed before it is cooked. Just place the
frozen pasta into boiling water and reheat it. It will need tocook a little longer
than unfrozen pasta.

Tips & Warnings

• Store pasta sauce separate from the noodles, otherwise the noodles will
become mushy.

• You can freeze cooked pasta but it may be too soft once thawed. Use
frozen pasta in baked dishes so the softer texture is not noticeable.

F. Developing Mastery Directions: The group will present their output.

(Leads to Formative 1. Watch a video showing how to make a homemade pasta.
Assessment) (activity after 2. Review procedures and prepare for actual preparation. CHECKING OF PAPERS
the lesson) 3. Go to your designated group and talk about your performance task next
meeting.

G. Finding Practical Why do we need to follow the proper storage in each type of pasta? What is the benefit of having an actual RECORDING OF SCORE
Applications of concepts and performance in your life?
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that related to the topic.
& Abstractions about the
lessons
VIII. Evaluating
Learning (assessment/test)
IDENTIFICATION DETERMINE IF THE CLASS GOT 80%
Directions: Identify following statement of How to store pasta noodles. Write DP IN THE EVALUATION.
for Dry Pasta, CP for Cooked Pasta, FP if it is Fresh Pasta and FN for Frozen
Pasta.
PREPARE FOR REMEDIAL IF IT‟S
_____1. Seal the bag or screw the lid on tightly. Store the pasta in a cool, BELOW 80%.
dry place.
_____2. Pasta should ideally be used on the same day as manufactured.
This is not always possible, but if it is used within the next two days it will
give adequate results.
_____3. Does not have to be thawed before it is cooked. Just place the
frozen pasta into boiling water and reheat it.
_____4. Cooked pasta can be stored unsauced in an airtight container and
refrigerated for 4 or 5 days.
_____5. Place the noodles in a sealable plastic bag or other container that
closes tightly. For long noodles, such as spaghetti, use a tall plastic storage
container.

Answers:
1. DP
2. FP
3. FN
4. CP
5. DP

J. Additional activities for Direction: Prepare for performance task. “Homemade Pasta” Directions: Prepare for Long quiz number CONGRATULATIONS!
application or remediation 3
(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
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: Noted by:

Teacher II Head Teacher I,JHS Principal II