GRADE 1 to 12
DAILY LESSON
LOG
Based from DepEd
Order No. 42, s. 2016
School BAYORBOR NATIONAL HIGH SCHOOL
Teacher SHAINIE JO MANALO AQUINO
Teaching Dates and Time
Grade Level
Learning
Area
Quarter
EXPLORATORY
TLE
COOKERY
Lesson good for 2 hours.
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of environment and market in cookery.
B. Performance Standard
The learners independently create a business idea based on the analysis of environment and market in cookery.
C. Learning
Competency/Objectives
(Write the LC code for each.)
TLE_EM7/8-0k-1
LO 1. Generate a business idea that relates with a career choice in Cookery
1. Discuss SWOT Analysis.
2. Construct Swot Analysis by a given food service business.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other materials
B. Other Learning Resource
SWOT Analysis
Key Concepts in Environment and Market
CG & LM in Cookery, websites
CG & LM in Cookery, websites
Page 2
Print Materials, PowerPoint presentation, DLP/TV
https://www.google.com.ph/?gfe_rd=cr&ei=VQwLWIevN4aC8AWi14SwCg#q=environment+in+business
https://www.google.com.ph/?gfe_rd=cr&ei=VQwLWIevN4aC8AWi14SwCg#q=market+in+business
https://www.google.com.ph/?gfe_rd=cr&ei=VQwLWIevN4aC8AWi14SwCg#q=environment+and+market
https://www.business.qld.gov.au/business/starting/market-customer-research/swot-analysis/example-swot-analysis
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Using the bubble map, write down personal entrepreneurial skills (PECs) that a businessman/woman must possess.
PECS
B. Establishing a purpose for the
lesson
“Unscramble Me”
Let the students guess the word being defined by solving the jumbled letters.
1. It refers to the group of consumers or organizations that is interested in the product, has the resources to purchase the
product, and is permitted by law and other regulations to acquire the product.
K
E
M
R
T
A
2. An organization or economic system where goods and services are exchanged for one another or for money.
U
S
S
B
I
S
N
E
S
3. Refers to all of the internal and external factors that affect how the company functions including employees,
customers, managements, supply and demand and business regulations.
V
N
I
T
E
R
N
O
E
M
N
4. It refers to strengths, weaknesses, opportunities and threats.
O
S
T
W
Ask- What ideas came in your mind when you met those words we had unscrambled?
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Students will be grouped into four. Let them give their ideas/ concepts about the picture. Somebody in the group will
share in class.
Think- Discuss- Reflect
Learners will be grouped into three:
(Group 1) - What do we mean by the term “market” in business? How about “environment”?
(Group 2) -What is SWOT Analysis?
(Group 3 - Why do we need to analyze/assess a business’ strengths, weaknesses, opportunities and threats?
Conceptualize
Students will be divided into three. Each group will assume that they have their business and will create a SWOT
Analysis on the business they have established. Prepare for the discussion of work.
Group 1
Catering Service
Group 2
Seafood Restaurant
Group 3
Fast-food
F. Developing mastery
(leads to Formative
Assessment)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Each learner will think of examples of strengths, weaknesses, opportunities and threats that could possibly be
present in a business related to cookery. Learners will choose their partner wherein their ideas on SWOT will be shared
to one another. After discussing everything with their pair, they must ready themselves for sharing it in front of the class.
In the near future if you will be having your own business, will you consider analyzing your business SWOT? Why?
SWOT, which stands for strengths, weaknesses, opportunities and threats, is an analytical framework that can help your
company face its greatest challenges and find its most promising new markets. Knowing these positive and negative
elements can help companies more effectively communicate what parts of a plan need to be recognized.
It is very important to be aware with business market and environment for those factors will help us distinguish if we can
be successful to our chosen business.
I.
Evaluating learning
Individual Activity
Each learners will be assigned to make their own business and will identify their own business’ strengths, weaknesses,
opportunities and threats.
Business Name/ Kind of Business
Strengths
Weaknesses
Opportunities
Threats
J. Additional activities for
application or remediation
Learners will think of other words/ phrases related to the topic on the center of this diagram.
What to do
with business
opportunity
and
strengths?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
What to do
with business
weaknesses
and threats?
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?
GRADE 1 to 12
DAILY LESSON
LOG
Based from DepEd
Order No. 42, s. 2016
School BAYORBOR NATIONAL HIGH SCHOOL
Teacher SHAINIE JO MANALO AQUINO
Teaching Dates and Time
Grade Level
Learning
Area
Quarter
EXPLORATORY
TLE
COOKERY
Lesson good for 2 hours.
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of environment and market in cookery.
B. Performance Standard
The learners independently create a business idea based on the analysis of environment and market in cookery.
C. Learning
Competency/Objectives
(Write the LC code for each.)
II. CONTENT
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other materials
B. Other Learning Resource
TLE_EM7/8-0k-1
LO 1. Generate a business idea that relates with a career choice in Cookery
1. Discuss products, services and customer in business.
2. Generate a business idea based on the swot analysis.
SWOT Analysis
Differentiation of Products, Services, Customer and their Buying Habits
Competitors in the Market
CG & LM in Cookery, websites
CG & LM in Cookery, websites
Page 2
Print Materials, PowerPoint presentation, DLP/TV
https://www.youtube.com/watch?v=5oyjXg4qWyA
https://www.google.com.ph/search?q=sample+swot+analysis+for+a+restaurant&biw=1093&bih=510&tbm=isch&tbo=u
&source=univ&sa=X&ved=0ahUKEwiY4_zSyfDPAhVKmZQKHYL7D9EQsAQIKA#imgrc=_
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
What is SWOT Analysis?
Identify if the given situation is Strength, Weakness, Opportunity or Threat. Get 4 pieces of scratch paper and write
down S, W, O, T. Raise the first letter of your answer.
1. Low level of employees
2. Good locality
3. Rising population
4. Cut throat competition
5. Positive government policies
6. Out-of-date technology
7. Skilful manpower
8. Opponent going bankrupt
9. Existing product becoming old-fashioned
10. Healthy competition
Videos showing how consumers decide when buying products will be presented.
https://www.youtube.com/watch?v=5oyjXg4qWyA
https://www.youtube.com/watch?v=Rn5a03Xp0Kc
What is the video all about?
Is it important to be aware with customers’ buying habits?
C. Presenting examples/Instances
of the new lesson
Using scratch paper, learners will be assigned togive examples of products, services and customers in the market which
are related to cookery.
D. Discussing new concepts and
practicing new skills # 1
“Time to Think”
Students will be divided into 3 groups. Each group will be given a picture wherein certain question is there. They will be
expected to present their answers through a diagram.
What are the common
products made
through cooking?
E. Discussing new concepts and
practicing new skills # 2
What are the
services related
to cookery?
Who are our
competitors if we
engage in cookery?
How is our lesson related to SWOT Analysis?
Give example of products, services and target costumers in the following food service establishment.
GROUP 1
Group 1 - Restaurant
Group 2 - Canteen
Group 3 – Fast food chain
GROUP 2
GROUP 3
F. Developing mastery
(leads to Formative
Assessment)
Scaffold-Knowledge Integration through Analysis
Generate a business idea based on the swot analysis given and make a business plan.
Group 1
Group 2
Group 3
G. Finding practical application of
concepts and skills in daily living
Suppose you have your own food service business, what can you do to make sure that your products will be patronized
by lots of clients even you are competing with lots of food business?
H. Making generalizations and
abstractions about the lesson
It's not just about connecting with consumers. It's about connecting with the right consumers in the right way at the right
time. And by understanding consumer habits better than your competition, you'll be able to sell your target what they
want before they even know they want it.
I. Evaluating learning
Based from the given SWOT below, each learner will generate their own business ideas.
Strengths
Weaknesses
Opportunities
-Good relationship with
-High rental costs
-Similar products on the
-Market research data may
market are not as reliable
customers
-Good internal
be out of date
or are more expensive
communications
-Cash flow problems
-Loyal customers
-Holding too much stock
-Successful marketing
strategies
Threats
-Competitors have a similar
product
-Competitors have
launched a new advertising
campaign
J. Additional activities for
application or remediation
Learners will interview successful entrepreneur in their community having business that they want to have in the future.
Ask about their success stories, their strength, opportunities and how do they handle their business weaknesses and
threats. Copy the format below as your guide:
Name of Interviewee:
Business:
Name of Business:
Strengths
Signature:
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
Weaknesses
Opportunities
Threats
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
GRADE 1 to 12
DAILY LESSON
LOG
Based from DepEd
Order No. 42, s. 2016
School BAYORBOR NATIONAL HIGH SCHOOL
Teacher SHAINIE JO MANALO AQUINO
Teaching Dates and Time
Grade Level
Learning
Area
Quarter
EXPLORATORY
TLE
COOKERY
Lesson good for 2 hours.
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other materials
B. Other Learning Resource
The learner demonstrates understanding of the use and maintenance of equipment in cookery.
The learner independently use and maintain tools, equipment and materials in cookery according to standard operating
procedures.
TLE_HECK7/8UT-0ab-1
LO 1. Utilize appropriate kitchen tools, equipment and paraphernalia
1. Identify types of tools, equipment and paraphernalia used in cookery.
2. Classify the types of appropriate kitchen tools, equipment and paraphernalia based on their uses.
Types of Kitchen Tools, Equipment and Paraphernalia
CG & LM in Cookery, websites
CG & LM in Cookery, websites
Page 2
PowerPoint presentation, Kitchen tools and equipment, DLP/TV
https://quizlet.com/27228425/basic-kitchen-equipment-utensils-flash-cards/
- https://www.google.com.ph/search?q=kitchen+tools+and+equipment&biw=1093&bih=510&tbm=isch&imgil=
X2pPW71DcyPfUM%253A%253BEL58-9JTM0MWM%253Bhttp%25253A%25252F%25252Fwww.codlo.com%25252Fblog%25252Fthe-20-essentialkitchenware-you-really-need&source=iu&pf=m&fir=X2pPW71DcyPfUM%253A%252CEL58-9JTM0MWM%252C_&usg= -
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
a2yi8LicwhhGKDlqIV7tDIJBtw%3D&dpr=1.25&ved=0ahUKEwiInumxsfnPAhWCWLwKHe2FBmsQyjcIRg
&ei=TxwRWMi6F4Kx8QXti5rYBg#imgrc=X2pPW71DcyPfUM%3A
https://www.google.com.ph/search?q=kitchen+tools+and+equipment&biw=1093&bih
Identify whether the given item is a product or service related to cookery.
1. catering
2. poultry dihes
3. pasta
4. canteen
5. seafoods
Class will be divided into five and an envelop having puzzle will be given. Puzzle will be solved and will be posted in
front.
What pictures had you formed?
Are you familiar with those?
C. Presenting examples/Instances
of the new lesson
Learners will draw tools and equipment and will post it in its correct classification:
D. Discussing new concepts and
practicing new skills # 1
Think and Discuss
Learners will be divided into three. Their task is to discuss the following:
E. Discussing new concepts and
practicing new skills # 2
Cooking Pan
Measuring Tools
Mixing Tools
Cutting Tools
Preparatory Tools
Group 1- Why do we need tools, equipment and paraphernalia in cooking?
Group 2- How do we classify kitchen tools, equipment and paraphernalia?
Group 3- What do you think are the types of kitchen tools, equipment and paraphernalia?
Directions: Classify the following tools, equipment and paraphernalia whether it is under:
Cooking Pan
Measuring Tools
Mixing Tools
Cutting Tools
Preparatory Tools
F. Developing mastery
(leads to Formative
Assessment)
Name five (5) classifications of kitchen tools and equipment and give three (3) examples of each.
Classification of Kitchen Tools and Equipment
1
2
3
4
5
G. Finding practical application of
concepts and skills in daily living
Examples
a.
b.
c.
a.
b.
c.
a.
b.
c.
a.
b.
c.
a.
b.
c.
If you are given a task to organize your kitchen at home, what are the things you must consider and do?
H. Making generalizations and
abstractions about the lesson
Learners will form a meaningful message out of the group of phrases given.
keep them
properly.
organize our
tools/equipment
and
to their uses;
can be classified
according
because it will
help us
we must be
familiar with
these
Kitchen tools
and equipment
I. Evaluating learning
Directions: Identify the types of the given kitchen tools and equipment :
1. Chopping boards
6. Tongs
2. Wooden spoon
7. Rotary egg beater
3. Strainer
8. Stockpot
4. Weighing scale
9. Kitchen shears
5. Baster
10. Double boiler
J. Additional activities for
application or remediation
Learners will be divided into five. Their task is to create a puzzle showing tools and equipment in their classification.
Group 1- Cooking pans
Group 2- Measuring tools
Group 3- Mixing tools
Group 4- Cutting Tools
Group 5- Preparatory Tools
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
GRADE 1 to 12
DAILY LESSON
LOG
Based from DepEd
Order No. 42, s. 2016
School BAYORBOR NATIONAL HIGH SCHOOL
Teacher SHAINIE JO MANALO AQUINO
Teaching Dates and Time
Grade Level
Learning
Area
Quarter
EXPLORATORY
TLE
COOKERY
Lesson good for 2 hours.
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
II. CONTENT
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other materials
B. Other Learning Resource
The learner demonstrates understanding of the use and maintenance of equipment in cookery.
The learner independently use and maintain tools, equipment and materials in cookery according to standard operating
procedures.
TLE_HECK7/8UT-0ab-1
LO 1. Utilize appropriate kitchen tools, equipment and paraphernalia
1. Discuss the use of kitchen tools and equipment.
2. Use tools and equipment according to task requirement.
3. Follow procedures on how to utilize tools and equipment with care.
Uses of Kitchen Tools, Equipment and Paraphernalia
CG & LM in Cookery, websites
CG & LM in Cookery, websites
Page 2
PowerPoint presentation, kitchen tools and equipment, DLP/TV
- http://cooking-ez.com/materiel.php
- http://tx.english-ch.com/teacher/gena/home/cooking-utensils-list-and-their-uses/
- http://www.howtocookmeat.com/tools/
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Classification of Kitchen Tools and Equipment
1
2
3
4
5
Examples
B. Establishing a purpose for the
lesson
Kitchen tools, equipment and paraphernalia present in the kitchen laboratory will be presented in the class. Possible are
the following:
C. Presenting examples/Instances
of the new lesson
Present each tools and equipment present at the table:
How these items are called?
Are you familiar with their uses?
By just merely looking at tool/equipment appearance, can you identify how it can be used?
D. Discussing new concepts and
practicing new skills # 1
“Minute to Explain it”
Ten volunteers will come in front and will pick those tools and equipment that they know and will tell something about
that particular tool or equipment. They will be given one minute to identify and tell in the class its uses.
E. Discussing new concepts and
practicing new skills # 2
Class will be divided into three.
Each group will pick 6 tools and equipment in front and will present the use of each tools and equipment by:
Group 1
Mixing Tools
F. Developing mastery
(leads to Formative
Assessment)
G. Finding practical application of
concepts and skills in daily living
Group 2
Cooking pots/pan
Group 3
Cutting Tools
Let us
Based form the groupings in the previous activity, each group will list down all possible ways on how each tool and
equipment can be kept and maintained properly. Demonstrate the procedures of maintaining each tools assigned to your
group.
If one day you came home and saw your kitchen dirty, not cleared, tools and equipment are everywhere, what will
you do?
H. Making generalizations and
abstractions about the lesson
We must know the uses of each tool and equipment used in the kitchen because it will lead us to proper work. We
will not find our work hard for there will be equipment/tool which can help us.
I. Evaluating learning
Identify the following. Write your answer on your quiz notebook
1. It is a wooden or plastic board where meats and vegetables can be cut.
2. Used to shake flour, salt, and pepper on meat, poultry, and fish.
3. Handy tool for returning some of the meat or poultry juices from the pan, back to the food.
4. Used to fill jars, made of various sizes of stainless steel, aluminum, or of plastic.
5. They are practical for opening food packages, cutting tape or string to package foods or simply to
remove labels or tags from items.
6. Used for mashing cooked potatoes, turnips, carrots or other soft cooked vegetables.
7. It makes the task of cleaning seafood and removing the shell much easier.
8. It is used for serving soup or stews, but can also be used for gravy, dessert sauces or other foods.
9. Used to chop, blend, mix, whip, puree, grate, and liquefy all kinds of food.
10. Used to scrape vegetables, such as carrots and potatoes and to peel fruits.
J. Additional activities for
application or remediation
Using the groupings at the previous activity, learners will be assigned to :
Group 1. Make a poster about kitchen tools and equipment and its importance
Group 2. Construct 5 quotations about the importance of kitchen tools and equipment.
Group 3. Create a puzzle having different drawings of kitchen tools and equipment.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?