Teacher MAY FARAH L.

DUNGOG Grade Level 9

Teaching Date JANUARY 29, 2024 Learning Area TLE COOKERY 9
Teaching Time 9:30-10:20 AM Quarter THIRD

Objectives must be met over the week and connected to the curriculum
standard. To meet the objectives, necessary procedure must be followed
and if needed, additional lesson exercises and remedial activities may be
done for the developing content knowledge and competencies. These are
OBJECTIVES
assessed during Formative Assessment strategies. Valuing objectives
support the learning of the content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guide.
Content Standard The learners demonstrate an understanding how to prepare sandwiches
Performance Standards The learners independently prepare sandwiches
A. Learning Competencies
(Write the LC Codes for Identify sandwich component (TLE_HECK9- 12SW-IIIb-g-12)
Each)
 Identify the basic component of a sandwich.
 Label the structures of a sandwich.
Objectives
 Give the importance of basic components of a sandwich.

Content is what the lesson is all about. It pertains to the subject matter that
CONTENT the teacher aims to teach in the CG, the content can be tackled in a week or
two.
Components of the sandwich
List the materials to be used in different days. Varied materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix
LEARNING RESOURCES
of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
References
Teacher’s Guide pages
Cookery Manual
Learners’ Materials pages
Module 1 of 1 Page 149
Textbooks pages
Additional Materials from
Learning Resource (LR)
Portal
Other Learning Resources
These steps should be done across the week. Spread out the activities
appropriately so that the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by
PROCEDURE
providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusion about
what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
 PRAYER
A. Reviewing previous  Checking of attendance
lesson or presenting the  Present the classroom rules.
new lesson ACTIVITY 1: MYSTERY BOX
ELICIT  Quick review of the past lesson about the tools and equipment in
(8 mins) preparing sandwiches

 Motivation: A history of sandwiches will be shown through video clips

to the class.
B. Establishing a purpose  A brief history of sandwich will be shared to the class and why we
for the lesson have different ways of making sandwiches.
 Trivia:
1. Who invented the sandwich? (Unistructural Level)
2. In what place the sandwich originated? (Unistructural Level)
C. Presenting 3. How the sandwich was invented? (Multi-structured level)
examples/instances of Answering the Trivia
the new lesson https://www.youtube.com/watch?v=tDSoqQuxLfs
ENGAGE
(6 mins) NOTE: This will be the focus of indicator 1, I incorporated a trivia.
(HISTORY) and shared few concepts related to (Science)

D. Discussing of the new  Unlocking Words

concepts and practicing
new skills #1
Dough- is typically made by mixing flour with a small amount of
water and/or other liquid, and sometimes includes yeast or other
leavening agents as well as other ingredients such as various fats or
flavorings.
Filling- a relish is a cooked and pickled product made of chopped
vegetables, fruits, pickles, or herbs and is a food item typically used
as a condiment or as a salsa to enhance a staple.
 Mustard-is a condiment made from the seeds of a mustard plant.
E. Discussing of the new Activity 1: CONNECT ME!
concepts and practicing Direction:
new skills #2 (Basic Components of a Sandwich)
EXPLORE  The students are grouped into four. Each group will receive an
(3 mins) envelope containing pictures. Each group is tasked with labeling the
different components of the sandwich. Each group is given 3 minutes
to finish the tasks. After all the groups have completed the task, invite
each group to present their labeled sandwich to the class.
 After the activity, students will park their output.
 The students will check their outputs whether the labels are correct.
The will teacher facilitates the activity.

 The teacher will flash and explain the slide decks.

 Guide Question:
1. What are the basic components of a sandwich? (Unistructural Level)
2. What is the purpose of using the moistening agent in preparing a
sandwich? (Unistructural Level)
3. What will happen if the filling of a sandwich does not blend with the
flavors? (Multi-structural Level)
4. How does the moistening agent contribute to the overall quality and
experience of the sandwich? (Relational level)
5. How does each component of a sandwich contribute to its overall
texture and flavor? (Relational Level)

F. Developing mastery Activity 2 (Differentiated Instruction)

(Leads to formative  The students will be grouped into 4. Each group will be given an
assessment) envelope with activity task.
EXPLAIN  After the activity students present their output. They will be rated
(17 minutes) based on scoring rubric.

ACTIVITY TASK
SCATTEGORIES
Group 1
Objectives:
1. Identify the components of a sandwich.

Directions: Identify which categories the given examples belong. Have each
group share their categorization and reasoning behind their choices.
Facilitate the class discussion on any differences in categorization and
why certain components might be placed in specific categories.

STRUCTURE/BASE MOISTENING AGENT FILLING

Scoring Rubric Used for Group 1, 2, and 3

Group Activity 2: “Creating a Sandwich Components Concept Map”

Objective:
1. Collaboratively construct a concept map to visually represent and
understand the components of a sandwich.
Instructions:
1. Begin by discussing the importance of understanding the components
of a sandwich and how they come together to create a well-balanced
meal.
2. Distribute the sandwich concept map template to each student. Explain
that they will be working on with the concept map collaboratively to
visually represent the various components of a sandwich.
3. Guide the class in a discussion about the different components of a
sandwich. Encourage students to share their ideas about various types
of bread, proteins, vegetables, condiments, and extras commonly found
in sandwiches.
4. Emphasize the use of different colors for various components on the
concept map. For example, use one color for bread, another for proteins,
and so on. Explain that color coding helps visually distinguish between
different categories.
5. Once the groups have completed their concept maps, let them present
their output in the class.

Group 3: #HASHTAG SANDWICH

Objective:
By the end of this activity, the students will be able to identify and
describe the components of a sandwich.
Materials:
Visual aids or images of different types of sandwiches
Instructions:
1. Introduce the concept of #HASHTAG as a structured observation
method:
#HASHTAG:
 H: Hues (Colors)- The colors of different components in the
sandwich.
 A: Aromas (Smells)- The smells associated with the ingredients.
 S: Shapes- The shapes of individual components and the overall
sandwich.
 H: How it feels- The texture or consistency of the components.
 T: Tastes- The flavors of different elements.
 A: Any additional information- Any other details that stand out.
 G: Generosity (Portions/Quantities) -emphasizing the
abundance and proportions within the sandwich.
2. Show the pictures of the different sandwiches or, better yet, bring in
real sandwiches.
Give the students instructions on how to examine and describe the
sandwiches using the #HASHTAG method. Urge them to record their
observations in their notebooks or worksheets.
3. Students should talk about their findings in small groups. Promote the
exchange of knowledge and understanding. Talk about any
discrepancies between perceptions and observations.
4. One representative from the group will present the results of their
collaboration.
G. Finding practical
applications to concepts
and skills in daily living
(3 minutes)
Real life application:
 The students will be asked to do the activity.
 You are asked by your mother to prepare a sandwich for the visitor, how
do you ensure that you will select a variety of fresh and high-quality
ingredients that cater to their dietary preferences? Provide examples of Relational Level
protein, vegetable, and condiment choices, and explain how you balance
these components for a satisfying and well-rounded sandwich
experience."

H. Making generalization How would you use your improved sandwich-making skills to create a dining
and abstraction. experience that stands out? Share specific examples on how you can move beyond Extended level
ELABORATE the usual sandwich ingredients by experimenting with unique combinations, diverse
(3 minutes) flavors, or creative presentation.
I. Evaluating learning Read Each Question Carefully: Take your time to thoroughly read each
EVALUATION question before selecting an answer. Write only the letter.
(5 minutes) 1. What is the basic purpose of bread in making a sandwich?
(Unistructural Level)
A) To add color
B) To provide a base
C) To enhance flavor
D) To increase temperature

2. Why spreads are commonly used in sandwich preparation? (Multi -

structured level)
A) To add color
B) To enhance flavor
C) To reduce shelf life
D) To improve texture
 3. How does the interaction between various basic components influence
the overall sandwich experience? (Relational Level)
A) It has no impact on taste or texture.
B) It only affects the sandwich's visual appeal.
C) The interaction between components is irrelevant.
D) It creates a harmonious blend of flavors and textures.
4. What is the primary purpose of adding spreads to a sandwich?
(Unistructural level)
A) To add moisture
B) To enhance color
C) To increase volume
D) To control the temperature
5. Which of the following does not contribute to making a sandwich
palatable? (extended abstract)
A) Fresh ingredients
B) Proper seasoning
C) Well-balanced flavor
D) Overly salty condiments

G. Additional activities for

application or The students are given a link to watch a video about preparing variety of
remediation sandwiches, then make a reflection paper. Then send the output in the
EXTEND email add dmayfarah@yahoo.com
(2 minutes) https://www.youtube.com/watch?v=_-l7FfHyM5A

REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to
REFLECTION help the students learn? Identify what help your instructional supervisor
can provide for you so when you meet them, you can ask them relevant
questions.
No. of the learners earned
80% in the evaluation
No. of learners who required
additional activities for
remediation who scored
below 80%
Did the remedial lesson
work? Number of learners
 who have caught up with
the lesson
Number of learners to
require remediation
Which of my teaching
strategies worked well? Why
did this work?
What difficulties did I
encounter which my
principal or my supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers.

Prepared by:

Observer Observer Noted by:

MAY FARAH L. DUNGOG

T-III
WALTER DELA CRUZ JOHN GODWIN PALERMO JELFIN C. EDIANG
HT-II HT-III PRINCIPAL III