SCHOOL CAAMNHS GRADE LEVEL Grade 9

TEACHER JAMAICA E. LEIDO LEARNING AREA TLE

June 14, 8:30 AM 9:30 AM
TEACHING 2022 FOURTH
DATE & QUARTER
TIME
I. OBJECTIVES
The learner demonstrates an understanding of preparing packaging materials
A. Content Standards

B. Performance Standards The learners independently prepare packaging materials

TLE_HECK9PF-IVi- 19
C. Learning Competencies/ At the end of the lesson, students should be able to:
Objectives 1. Identify the different packaging materials and their functions.
Write the LC code for each 2. Select packaging materials following the enterprise standards.
3. Create food packaging for dessert.
II. CONTENT Packaging Materials
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages DepEd, (2012). Teacher’s Guide for TLE Cookery Grade 9. p. 13, Pasig, Philippines, Author.
2. Learner’s Materials
DepEd, (2021). Learning Activity Sheet in TLE (Cookery) Grade 9. Pp.3-11 Bulacan, Philippines, Author.
pages
3. Textbook pages
4. Additional Materials from
pictures from google
Learning Resource (LR)
portal
5. Other Learning Materials
6.Integration Science

7Es Teacher’s Activity Teacher’s

IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the new
lesson
B. Establishing a purpose for
the lesson
Elicit:
(The activities in this section
will evoke or draw out prior
concepts or prior experiences
from the students)
Engage:
(The activities in this section
will stimulate their thinking and
help them access and connect
prior knowledge as a jumpstart
to the present lesson)
Materials
What is the difference between garnish and plating?
What are the guidelines in plating a dessert?
To begin the lesson there will be a group game. This
game is called “4PICS 1WORD”
Visual Aids
MECHANICS OF THE GAME
The game will be done in two groups: the girls and
the boys.
Each group will guess the missing letter to form a
word that fits the photo posted on the board.
They will be given 2 minutes to fill out the missing
letter. The first group that will finish the game, will
declare a winner.
 ANNOTATIONS:
Teaching Philosophy
1. Philosophy of Progressivism
In this activity, the learners will construct knowledge
based on the pictures posted on the board. This
activity emphasizes the group activity so that the
learners will learn through cooperative learning
strategies.

Furthermore, this philosophy contends that

teachers teach learners to acquire basic
knowledge, skills, and values to help them build
representations and incorporate new
information. It emphasizes on preparing the

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
Explore:
(In this section, students will be
given time to think, plan,
investigate, and organize
collected information; or the
performance of the
planned/prepared activities
from the students’ manual with
data gathering with Guide
Questions)
students for active participation.
Research Studies
According to Gillies, R. M. (2016), cooperative
learning is widely recognized as a pedagogical
practice that promotes socialization and learning
among students. It involves students working
together to achieve common goals or complete group
tasks
Gillies (2006) found that teachers who implement
cooperative learning demonstrate more mediated-
learning interactions than teachers who implement
group-work only
Gillies, 2004, 2006; Mercer et al., 2004) show that
teachers can teach students how to talk and reason
together to promote student interactions and learning.
Discuss the types of Packaging Materials
What is Food Packaging?
Food packaging is enclosing of food to protect it
from damage, contamination and spoilage during
transport and storage.
Types of Packaging Materials
Leaves – are often used for wrapping certain types of
food, for example, banana leaves.
Vegetable fibers – these materials are very flexible,
have some resistance to tearing and are lightweight
for handling and transportation
Wood - it offers good protection, good stacking
characteristics and strength. It has been used as
containers for liquid and solid foods including fruits,
vegetables, beer, and tea.
Paper - is an expensive packaging material. It is
absorptive, easily to torn and has no barrier to water
and gases.
Earthenware - these pots are used worldwide for
storing liquids and solid foods such as beer, dried
foods and honey.
Glass - protects the food from crushing and bruising.
It also resistant to moisture, gases, odors and
microorganisms.
Plastics - are extremely useful as they can be made in
either soft or hard forms with different thicknesses,
light resistance, and flexibility.
Metal - made from aluminum or steel, it forms a
barrier that is resistant to light, air and water. It is
also resistant to insects and rodents.
Activity # 1
Learners will select the packaging material for each
food in the pictures.
 Guide Question:
What packaging material is often used for delivery
and Why?

ANNOTATIONS:
Teaching Philosophy
1. Philosophy of Essentialism
It is a subject-centered philosophy. Its focus is
on transmitting a series of progressively difficult
topics and promoting students to the next level.
The teacher imparts knowledge mainly through
conducting lectures.

In addition, the philosophy of essentialism

maintains that the aim of schools should be to teach
students the foundational skills of reading, writing,
mathematics, and science and that only through
demonstrated mastery, as determined by grade-level
standards, will students be promoted to the next
grade. Academic rigor in all content for all learners is
expected without regard for individual abilities or
interests. Students regardless of their race and gender
should receive a common foundation in all core
academic content.

Activity #2: Give Me Importance

Learners will define packaging in their own words
E. Discussing new concepts and give its importance.
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
Explain:
(In this section, students will be
involved in an analysis of their
exploration. Their
understanding is clarified and
modified because of reflective
activities)/Analysis of the
gathered data and results and be
able to answer the Guide
Questions leading to the focus
concept or topic for the day.
Group Activity: The teacher
Activity #3: “Come and Do It” integrated science
and used
The students will be group into 3 and they are free to differentiated
choose task that they are interested to do. instruction to
 Each group will be given 3 to 5 minutes of further encourage
preparation and a strictly 2 minutes students to do what
presentation. is familiar but apply
 When it’s already 2 minutes and they are new concepts
not yet done presenting, the teacher will learned. All
have to cut the presentation. activities provided
by the teacher can
Group I. The Writers be done by all
Group II. The Artists students. This
Group III. The Cheerers shows that the
teacher is sensitive
to the needs of all
Guide Questions: students, whether
Group 1. Poem Making they have a
Make a poem about the use of different disability or
packaging materials make a poem about the whether they belong
importance of packaging in our daily life to a group or
Group II. Venn Diagram organization.
What are the advantages and disadvantages of NOTICED: THE
using plastic, paper, and glass as packaging materials. TEACHER
Group III. Cheers and Yell PREPARED
How will you promote the proper disposal of ACTIVITIES FOR
used packaging materials? THE STUDENTS,
CAN BE SEEN AT
THE
ANNOTATIONS: DIFFERENTIATE
1. Philosophy of Humanism D INSTRUCTION.
 This Explore part of the lesson is based on
the idea that students should have a choice
in the learning process.
2. Philosophy of Constructivism
 In this part of the lesson, students are free
to explore their ideas and share concepts in
non-traditional ways.
3. Philosophy of Progressivism
This part of the lesson promotes
collaboration using group activities and
problem-solving to focus on them, not the
content or the teacher
Research Studies

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Elaborate:
(This section will allow
students to expand and
solidify/concretize their
understanding of the concept
and/or apply it to a real-world
situation)
Reyes, Ingreso, and Hilario (2019) in
their study argued that teachers should
focus on designing lessons that are relevant
to their student's lives.
Based on the study by Dumanjog (2020),
contextualization of a course or a certain
topic can boost student motivation,
learning, and perseverance. It has been
demonstrated that instruction with
contextualized content has the potential to
activate learners' prior knowledge and
encourage more effective problem-solving.
In terms of transformation, the concept of
content contextualization in interactive
activities in the classroom engages students
in learning.
“Let’s do the Packaging”
Students will group their self into 3 for this activity.
They will wrap/cover the food using the provided
packaging materials. They will be given 3 minutes to
prepare. After 3 minutes, students will present their
output to the class Students output will be rated using
the rubric.
If you are an employee in a food industry, what
packaging material will you use to ensure the safety
of the consumer in COVID 19 virus? Why?
ANNOTATIONS:
Integration Across the Curriculum

I. Evaluating learning Evaluation:
(This section will provide
opportunities for concept check
test items and answer keys that
are aligned to the learning
objectives – content and
performance standards and
address misconceptions- if any)
In this lesson, I incorporated
Science to my lesson. To get students interested, I
instruct them to do cheers and yell on how they are
going to promote the proper disposal of used
packaging materials. I also discussed that plastics are
non-biodegradable, and can harm humans, animals,
and plants thru toxic pollutants.
According to Global Data, flexible plastic packaging
was the most consumed pack material in the
Philippines packaging industry and accounted for a
market share of 33.2% in 2019. It is expected to
reach 34.9% by 2024. Glass and rigid plastics were
the other popular pack materials.
Research Studies
Reyes, Ingreso, and Hilario (2019) in their study
argued that teachers should focus on designing
lessons that are relevant to their student's lives.
Based on the study by Dumanjog (2020),
contextualization of a course or a certain topic can
boost student motivation, learning, and perseverance.
It has been demonstrated that instruction with
contextualized content has the potential to activate
learners' prior knowledge and encourage more
effective problem-solving. In terms of
transformation, the concept of content
contextualization in interactive activities in the
classroom engages students in learning.
Directions: On one ¼ sheet of paper, answer the
following questions by writing the letter of the
correct answer.
1. If a paper is absorptive and offers no barrier to
water or gases, how about glass?
A. Can withstand heat treatment such as
sterilization
B. It can protect food from moisture and oxygen
but is not suitable for long term storage.
C. Can prevent leakage using heat sealable
D. It can help to improve the quality of the product
2. Wine companies continue to use this packaging
because the transfer of flavor compounds from the
barrels improves the quality of the product. What
packaging is this?
A. metal B. paper
C. wood D. earthenware
3. Are often used for wrapping certain types of food
but do not protect the food against moisture, oxygen,
and micro-organisms. This is usually used in suman.
A. fiber B. leaves
C. plastics D. paper
4. This is extremely useful as they can be made in
either soft or hard forms with different thickness,
light resistance, and flexibility.
A. plastic B. fiber
C. metal D. wood
5. This packaging material can form a barrier that is
resistant to light, air, and water but it requires
treatment against rusting.
A. leaves B. metal
 C. glass D. paper
Extend: How does COVID-19 pandemic change the
(This section gives a situation packaging industry?
J. Additional activities for
that explains the topic in a new
application or remediation
context, or integrates it into
another discipline/societal
concern)

V. REMARKS
VI. REFLECTION
A.
No. of learners who earned 80%
in the evaluation

B. No. of learners who require

additional activities for
remediation
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:

JAMAICA E. LEIDO Observed by:

Teacher I
MDM. JUANITA I. DAWIS
Principal III