Republic of the Philippines

Department of Education
Region 02 (Cagayan Valley)
MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
400448 Email: malligplainsc@yahoo.com
HIGH SCHOOL DEPARTMENT
FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: Grade 12 Semester: First Semester

Core Subject Title: Cookery No. of Hours/Semester:80 hours
Prerequisites (If needed): None
Core Subject Description: It is course in Cookery, which y leads to National Certificate Level II (NCII). This course is designed for a SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-
LIVELIHOOD TRACK to develop the knowledge, skills, and attitudes to perform Cookery tasks. It covers core competencies as follows: 1) preparation of egg dishes, 2)
preparation of cereals and starch dishes, (3) preparation of vegetable dishes, (4) preparation and cooking of seafood dishes, (5) preparation of stocks, sauces, and
soups, (6) preparation of poultry and game dishes, and (7) preparation of and cooking meat.

Culminating Performance Standard: The learners are able to apply their knowledge, skills and attitudes at home that covers core competencies leading to National Certificate level II
Highest Enabling Strategy to Use in
Learning Competencies Highest Thinking Skills to Assess Developing the Highest Thinking
Content Skill to Assess
Content Standards Most Performance Flexible
Essential Standards KUD Most Essential KUD Assessment Enabling General Flexible Learning
Topics Complete Classification Classification RBT Level Activities (FAA) Strategy Strategies (FLS)
Performance
Check(s)
Preparing The learners Preparing The learners: The learners: The learners: Formative Assessment - The learners will
stock, demonstrate an Stock, soup, Activity: Write the be taking pictures on
soup, and understanding sauce - prepare a variety 1.Select and 1. Select and different ingredients the ingredients of
sauce of: of stocks, sauces, assemble correct K assemble correct K U needed for the recipe. Communication recipe that they will
and soups used in ingredients in ingredients in prepare.
-basic concepts different cultures preparing soups,
preparing soups,
and underlying including stocks
theories in including stocks and sauce
preparing and sauce
stocks, sauces,
and soups

2. Identify the K 2. Identify the K U List down types of Communication -Text-Illustration

types of types of thickening agents and Interaction
thickening agents thickening agents convenience products (Discussion) Module
used in preparing on types of
and convenience and convenience
sauces thickening agents
products used in products used in and convenience
preparing sauce preparing sauces products used in
 preparing sauces
3. Identify and K 3. Identify and K U Activity: Worksheets Problem Solving Text-Illustration
deal with deal with on Identifying and Interaction
problems in the problems in the dealing with problems (Discussion) Module
preparation of preparation of in the preparation of on Identify and deal
sauces sauces sauces will be given to with problems in the
students. A detailed preparation of
answer key will be sauces
given upon return of
worksheets.
4. Explain the U 4. Explain the U A Discuss the principles in Web conferencing
principles in principles in preparing stocks, Communication
preparing stocks, preparing stocks, soups, and sauces. The
soups, and sauces soups, and sauces teacher will ask the class
if they can share their
insights. Their exchange
of ideas can be written on
chat box or sent through
emails. In case of face to
face, the discussion will
be done in the classroom.
The rest of the class are
able to build their own
understanding through
the sharing of their peers.
This is great for shy
students as they have a
voice through
technology.
5. Prepare stock, D 5. Prepare D A The students will prepare Representation Video Presentation
soup and sauce stock, soup and stock, soup and sauce at
for menu items sauce for menu home using local and
available ingredients at
items
home.

6. Evaluate the D 6. Evaluate the D A
finished product finished product
The students will Representation Video Presentation
evaluate the finished
product together with
family member if they
are available.

The learners Preparing and The learners: 1.Identify types, K 1.Identify types, K U Activity: Worksheets Communication -A text with
demonstrate an cooking varieties, market varieties, market on identify types, illustration module
understanding Seafood dishes - prepare and forms, nutritive forms, nutritive varieties, market will be provided for
of: cooks seafood forms, nutritive value, reading and
value, and value, and
 dishes composition of composition of and composition of comprehension. The
-preparing and fish and seafood fish and seafood fish and seafood attached worksheet
cooking seafood will be available at
dishes. the end of each topic
to be answered and
submitted.
-Exploratory
approach can be
applied in answering
the different answer
sheets.
2. Identify steps in K 2. Identify steps K U Activity: Worksheets Communication A text with
processing fish in processing fish on identify steps in illustration module
processing fish will be provided for
reading and
comprehension. The
attached worksheet
will be available at
the end of each topic
to be answered and
submitted.
-Exploratory
approach can be
applied in answering
the different answer
sheets.
3. Discuss types, U 3 Discuss types, U A Essay Communication Text-Illustration
varieties, market varieties, market Interaction
forms, nutritive forms, nutritive (Discussion) Module
on types, varieties,
value, and value, and
market forms,
composition of composition of nutritive value, and
fish and seafood fish and seafood composition of fish
and seafood -
Exploratory
-Technology
Integration
4. Prepare the D 4. Prepare the D A The students will Connection Picture on the tool’s
kitchen tools, kitchen tools, Prepare the kitchen equipment, and
equipment, and equipment, and tools, equipment, and ingredients based on
ingredients based ingredients based ingredients based on required standards
on required on required required standards
standards standards

5. Assemble D 5. Assemble D A The students will Connection Picture on the

ingredients ingredients assemble ingredients ingredients
 according to according to according to recipes, according to recipes,
recipes, recipe recipes, recipe recipe card, or recipe card, or
card, or enterprise card, or enterprise standard enterprise standard
standard enterprise
standard

6. Cook fish and D 6. Cook fish and D A The students will cook Connection Video presentation
shellfish shellfish fish and shellfish

Legend: MC – Multiple Choice K – Knowing RBT – Revised Bloom’s Taxonomy WW – Written Works
U – Understanding QA – Quarterly Assessment
D – Doing PC – Performance Check

Performance Task (in paragraph form): They say you are what you eat. As a young chef, you need to prepare a nutritionally-balanced and tasty menu within budget to impart about the
importance of good nutrition and healthy living to classmates, teachers and schoolmates. The cookbook will be evaluated according to the following criteria: (a)Organization;
(b) purpose; (c)Procedural steps, (d) wording concepts, (e)Materials
Performance Task (in GRASPS form):
Goal: To create a standardized recipe book

Role: Young chef, menu advisor

Audience: Teacher, classmates

Situation:
You need to proposed a nutritionally-balanced and tasty menu within budget.

Product:
A recipe book with 3 main meal and 1 soup

Standards: The product/performance will be evaluated according to the following criteria: (a)Organization; (b) purpose; (c)Procedural steps, (d) wording concepts, (e)Materials

RUBRICS FOR A COOKBOOK.

4 3
ORGANIZATION Has the complete structure of a
real recipe in the correct order
of title, materials, procedures
and brief conclusion to end
recipe
PURPOSE Has a precise title for the recipe
that communicates what will be
made in a creative way
PROCEDURAL STEPS Provides detailed steps, so cook
does not have questions.
Uses imperative sentences at all
times
WORDING Uses clear and concise wording
to communicate
MATERIALS Plans very effectively; identifies
all materials and how much of
each is needed.
HEALTHY RECIPE Presentation includes a strong
explanation about why the
ingredient(s) are healthy.
Has the majority structure of a
real recipe in the correct order
of title, materials, procedures
and brief conclusion to end
recipe
Has a clear title for the recipe
that communicates what will be
made in a creative way
Provides most steps, so cook
does not have questions.
Uses imperative sentences at all
times
Uses appropriate wording to
communicate ideas
Plans well; identifies all
materials and how much of each
is needed.
Presentation includes an
explanation about why the
ingredient(s) are healthy.
2 1
Has the most of structure of a
real recipe in the correct order
of title, materials, procedures
and brief conclusion to end
recipe
Has a title for the recipe that
communicates what will be
made in a creative way
Provides some steps, so cook
does not have questions.
Uses imperative sentences at all
times
Uses limited wording to
communicate ideas
Has something of a plan; list
some materials.
Presentation is missing an
explanation about why the
ingredient(s) are healthy.
Is difficult to tell that it is in a
structure or recipe
Does not have a title that
communicates what will be made
Provides few steps, so cook does not
have questions.
Uses imperative sentences at all times
Uses unclear wording to
communicate ideas
Doesn’t plan or identify and list
materials
Presentation is missing a healthy
ingredient and/or explanation.

Republic of the Philippines

Department of Education
Region 02 (Cagayan Valley)
MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
400448
 Email: malligplainsc@yahoo.com
HIGH SCHOOL DEPARTMENT
FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: Grade 12 Semester: Second Semester

Core Subject Title: Cookery No. of Hours/Semester:80 hours
Prerequisites (If needed): None
Core Subject Description: It is course in Cookery, which y leads to National Certificate Level II (NCII). This course is designed for a SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-
LIVELIHOOD TRACK to develop the knowledge, skills, and attitudes to perform Cookery tasks. It covers core competencies as follows: 1) preparation of egg dishes, 2)
preparation of cereals and starch dishes, (3) preparation of vegetable dishes, (4) preparation and cooking of seafood dishes, (5) preparation of stocks, sauces, and
soups, (6) preparation of poultry and game dishes, and (7) preparation of and cooking meat.

Culminating Performance Standard: The learners are able to apply their knowledge, skills and attitudes at home that covers core competencies leading to National Certificate level II
Highest Enabling Strategy to Use in
Learning Competencies Highest Thinking Skills to Assess Developing the Highest Thinking
Content Skill to Assess
Content Standards Most Performance Flexible
Essential Standards KUD Most Essential KUD Assessment Enabling General Flexible Learning
Topics Complete Classification Classification RBT Level Activities (FAA) Strategy Strategies (FLS)
Performance
Check(s)
The learners Preparing and The learners: 1.identify the 1.identify the Formative Assessment - Text-Illustration
- demonstrate an cooking market forms market forms and Activity: list down the Interaction
preparing understanding meat dishes - independently and cuts of meat cuts of meat market forms and cuts (Discussion) Module
and of: prepare and cook K K U of meat Communication on the market forms
cooking meat dishes and cuts of meat
meat - preparing and
dishes. cooking meat
dishes.
2. identify K 2. identify K U Formative Assessment Communication -Text-Illustration
appropriate appropriate Activity: Worksheets Interaction
cooking methods cooking methods on identifying (Discussion) Module
for meat cuts for meat cuts appropriate cooking on appropriate
methods for meat cuts cooking methods for
will be given to meat cuts
students. A detailed
answer key will be
given upon return of
worksheets.
3. Explain the U 3. Explain the U A Formative Assessment Communication Text-Illustration
importance of importance of Activity: Worksheets Interaction
knowing meat cuts knowing meat the importance of (Discussion) Module
and the best way cuts and the best knowing meat cuts and on importance of
to cook them. way to cook the best way to cook knowing meat cuts
them. them will be given to and the best way to
students. A detailed cook them.
 answer key will be
given upon return of
worksheets.
4. Cook, plate and D . 4. Cook, plate D A The students will Connection Video presentation
evaluate the and evaluate the Prepare the kitchen
finished product finished product tools, equipment, and
ingredients based on
required standards ,
assemble ingredients
according to recipes,
recipe card, or
enterprise standard.
Cook, plate meat dish
and evaluate the
finished product
Prepare The learners The learners 1. Perform mise D E Video Presentation Problem Solving The learners will be
Vegetable demonstrate an independently en place showing the learners video recording
Dish understanding prepare and cook performing mise en themselves as they
in preparing and vegetable dishes plac perform mise en
cooking place
vegetable dishes
1.1 Identify K R Write the different Communication
ingredients ingredients needed for
according to the recipe
standard recipe The learners will be
video recording
themselves as they
1.2 Prepare D E Video Presentation Problem Solving/
perform mise en
ingredients showing the learners Reasoning and proof
place.
according to a preparing the
given recipe, ingredients for a
required form, chosen recipe
and timeframe.

2. Prepare Picture compilation of

vegetable dishes different vegetables.

2.1. Identify
market forms of K U
vegetables

2.2 Select K R
various kinds of
vegetables
according to a
given menu.

2.3 Cook variety K U Video presentation Problem Solving/ The learners will be
 of vegetable showing the learners Reasoning and proof video recording
dishes following preparing and cooking themselves
appropriate a chosen vegetable preparing and
cooking methods recipe cooking a chosen
to preserve vegetable recipe
optimum quality
and nutrition

3. Present and D D Video presentation Connection The learners will be

evaluate showing the learners video recording
Vegetable dishes Present and evaluate themselves Present
Vegetable dishes and evaluate
Vegetable dishes

Prepared by: Checked by:

OFELIA M. GROSPE, LPT PRINCES STA. INES, LPT

Subject Teacher Subject Coordinator

Verified by: Noted by:

ALMA A. LERION, LPT MARY ANNE G. ALAN, PhD

Coordinator, Senior High School Principal, Basic Education

Recommending Approval:

METHODIA B. LAGADI, PhD

Vice President for Academic Affairs

Approved by:

PRAXEDES A. IGNACIO, DBM

Chairman/President
 Evaluation of Achieved Competencies

Competencies to Develop Evaluation of Achieved Competencies

Based on the Minimum Standards

Skills Implied Skill EFAA Criteria Percentage FINAL Remarks

Necessary to and Allocation GRADE
Develop Standard of the
Knowledg Attitude s for a Criteria
e to to Successf for a
Attain Develop ul Successful
Completi Completio
on of the n of the PT
PT

(1)
Communicat The The Thinki EFAA: 1. 30%
ion skills learners learners ng Using a Specific
will be will be skills cookbook
Thinking able to able to (Critic , the
Skills develop advocate al & students 2.
(Critical the how Proble will able Measura 10%
and knowledg important m to ble
Problem e, skills, to have a Solvin promote a
Solving) g)
and balance nutrition
attitudes diet. ally- 3.
(2)
to Comm balanced Achievabl 10%
perform unicat and tasty e
Cookery ion & menu
 Techn 4.
tasks ology Realistic 40%
skills
(Creati EAA:
5. Time-
ve & bound
Cookbook 10%
Innova
tion)

Proble
m-
Solvin
g
skills

Collab
oratio
n
skills

Prepared by: Verified by: Noted by:

OFELIA M. GROSPE, LPT ALMA A. LERION, LPT BONIFACIO N. DE GUZMAN, LPT, M.S. Crim.
Subject Teacher Coordinator, Senior High School OIC-Principal
 WHY HOW TO ASSESS? HOW TO WHAT TO
TEACH? TEACH? TEACH?
ASSESSMENT & FEEDBACK LEARNING MET
MATERIAL
PREPARATI
ON

As implied Reviewing the FIDP of Improved By using the Based on Feedback Feedback What What What
by the SPECIALIZED COOKERY PT of the GRASPS the Mechanism Mechanis student- formative topic(s)
Minimum SPECIALIZ characteristic Standards (Assessment m centered Questions ensure the
Standards ED s of a PT, & Criteria For Learning) (Assessme flexible shall lead to developme
Based on the With the
, the COOKERY identify the for nt As teaching the nt of the
Culminating skills that
teaching Performance shall be standards & Success in Learning) modality completion desired
of every Standard of champione criteria for completing will lead of EFAA? skills?
specialize the d by success the PT, towards
d subject SPECIALIZED SPECIALIZE what the
shall lead COOKERY D Enabling completi
to the COOKERY Formative on of the
developme and Assessmen EFAA?
nt of the together t Activities
learners’. with the will enable
other skills the
implied by student to
the successfull
Minimum y complete
Your output
Standard the
will be
Performan
Goal: To assessed by
Transfer ce Task?
create a the following
Goal:
standardiz standards:
Learners ed recipe
should be book
able to
critically The teacher The EEA1:
Thinking evaluate Role: reminds the teacher 1. Both To apply
Analyze the
skills how to Young chef, 1. Specific students of Online
requires importance knowledge,
(Critical & prepare a menu 2. Measura the desired and of a
the skills and
Problem standardiz advisor ble competencies offline nutritionally-
students attitudes
Solving) to develop balanced
ed recipe Audience 3. Attainab to do the at home
 Prepared by: Verified by: Noted by:

OFELIA M. GROSPE, LPT ALMA A. LERION, LPT BONIFACIO N. DE GUZMAN, LPT, M.S. Crim.
Subject Teacher Coordinator, Senior High School OIC-Principal