TLE 1 - Edukasyong Pantahanan at Pangkabuhayan
Course Pack
LEARNING MODULE FOR
TLE 1
(Based on CMO No. 74 Series of 2017)
Prepared by:
Queenie Froozan N. Osorio LPT, MAEM
Disclaimer:
No part of this publication may be
reproduced, stored in a retrieval
system or transmitted in any form or by
any means, electronic, mechanical,
photocopying, recording or otherwise,
without the prior written consent of
the
Jose
Maria
College.
This
document is owned officially by Jose
Maria College. All rights reserved 2021.
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Welcome!
Welcome future educator to the world of Home Economics!
This is your modified learning module on “Edukasyong Pantahanan at
Pangkabuhayan” as a response to your need for a supplementary instructional
material that addresses online and self-paced learning. Your module for the 3-unit
course of the New Teacher Education Curriculum by virtue of CMO 74 Series of
2017 is also aligned with the philosophy, vision, and mission of the Jose Maria
College and program outcomes of the College of Teacher Education. This is
designed to provide you the opportunity amidst the CoVid19 pandemic to acquire
and apply the understanding and needs in teaching of arts. Here in your learning
material, your module is designed mainly using the 4 A’s (Activity, Analysis,
Abstraction, Application) in the development of its lessons. Each lesson is allotted
with specific hours of focused study with varied activities which can be done offline
or online and hyperlinks are provided for you to explore and discover related
lessons.
Your module hopes that you, as an aspiring teacher, would gain a level of
competence and confidence; deeper understanding and commitment to the world of
teaching at the culmination of study with your learning module.
If you have questions, concerns and clarifications do not hesitate to drop a
message in my Email address or Messenger account or contact me in my number.
As you turn each page and learn from each lesson, always have the spirit of
hope and faith that whatever circumstances or struggles that you will encounter, you
will never give up in your dream, and that is to become a “PROFESSIONAL
TEACHER!” Good luck and God bless you! 
Faculty information
Name
Email Address
Office
Consultation Hours
: Queenie Froozan N. Osorio
: queenie.osorio@jmc.edu.ph
: College of Teacher Education
: Fridays – 9:00am to 3:00pm
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TLE 1 - Edukasyong Pantahanan at Pangkabuhayan
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TABLE OF CONTENTS
No.
LESSON
PAGE
ICT
1
1.1 The Personal Computer
10
1.2 Basic Keyboarding
15
1.3 The Parts of Microsoft Word with Exercises
22
1.4 The Parts of Microsoft Excel with Exercises
30
1.5 The Parts of Microsoft PowerPoint with Exercises
35
Carpentry
2
2.1 Carpentry Tools
42
2.2 Alphabet of Lines
50
Home Economics & Commercial Cookery
3
3.1 Clothing & Dressmaking
58
3.2 Family
64
3.3 Table manners
70
3.4 Cooking terms
75
3.5 Sandwiches
80
3.6 Kitchen utensils and Equipment
87
3.7 Measurements
93
3.8 How to Calculate Markup Percentage
99
3.9 Kitchen Floor Plan & Symbols
109
4
Lesson Planning
112
5
Demo Teaching
116
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JOSE MARIA COLLEGE
Foundation Inc.
PHILOSOPHY
Jose Maria College believes that an assured, consistent, and quality education is an
ennobling force that leads to the development and transformation of individuals.
VISION
Committed to become a world class university producing globally competitive individuals
who are adaptive and productive leaders in nation-building.
MISSION
Jose Maria College seeks excellence in the areas of instruction, research, and extension
to produce competent graduates that meet global standards.
GOALS
Its commitment to excellence is reflected in its six over-arching goals, which are
articulated below:
1.
Produce globally competitive graduates that shall exemplify the values of the
institution
2.
Increase student’s population with evenly subscribed academic programs
3.
Upgrade human resource and employee productivity
4.
Establish quality assurance mechanisms
5.
Strengthen research and community extension activities aligned with educational
and accreditation standards
6.
Secure Financial Future
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CORE VALUES
The following core values underpin and shape JMC’s plans for growth and development,
and CULTURE OF EXCELLENCE.
 Justice. Commits us to fairness and equal opportunities for all.
 Order. Compels us to promote teamwork, unity, accuracy, and prudence in all our
endeavors; and to provide a learning environment where orderliness, peace,
security, harmony, love, and compassion thrive.
 Spirituality. Moves us to have faith in the Divine providence and be God-fearing
in order to live a righteous life.
 Empowerment. Reflects JMC’s commitment to excellence in research, teaching
and public engagement, where everyone is valued and supported in achieving
his/her full potential.
 Motivation. Leads to discovery of knowledge, creativity, innovation and
collaborative leadership that will effect positive change.
 Accountability. Makes us value discipline and take responsibility for our own
actions.
 Respect. Echoes our aspiration to provide a healthy community and environment,
and to treat others in a way that reflects JMC’s qualities and values.
 Integrity. Compels us to uphold honesty in both academic and non-academic
pursuits; to be ethical in all our actions.
 Action-oriented. Being action-oriented ricochets JMC’s commitment to value
efficiency and effectiveness by taking practical actions to accomplish tasks; and to
develop in students and employees a result-driven attitude that will inspire others
to become self-motivated individuals.
GRADUATE OUTCOMES
1. Professional Competence
Demonstrate proficiency in their respective area of specialization in
consonance with regulatory and global standard. (Assured Education)
2. Leadership Skills
Execute sustainable leadership in the practice and engagement in the world
of work. (Consistent Education)
3. Value-Oriented
Exhibit exemplified learning with passion for people, creations and resources.
(Quality Education)
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TLE 1 - Edukasyong Pantahanan at Pangkabuhayan
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COURSE OVERVIEW
Course Title
: Edukasyong Pantahanan at Pangkabuhayan
Credit/s
: 3 units
Semester
: First Semester
Timeframe
: 18 Weeks
Course Description
This course shall include pedagogical content, knowledge
and skills in technology and livelihood education necessary
in teaching and learning in the elementary level. Selected
topics in home economics, industrial arts, technology and
livelihood education shall form a major part of the course.
Experiential learning approach shall be the focus of the
course.




COURSE OUTCOMES
Discuss their own ideas with the different lessons in TLE
Appreciate the importance of knowing TLE in the lives of every individual
Make a semi-detailed lesson plan for TLE
Perform a Demo Teaching in TLE
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COURSE ASSESSMENT
GRADING SYSTEM AND MEASUREMENT RUBRICS
A. GRADING SYSTEM
The College adopts the averaging system where the computation of the
Final Grade is obtained by adding the grades in the four (4) Grading
periods: Prelim, Midterm, Pre – Final, and the Tentative Final. Then the sum
is divided by four (4) and the result is the Final Grade for the semester.
Scores for every component in a grading period will be converted to
percentage rating using the formula below.
Components:
Criteria
a) Projects
Research
Requirements
Assignments, etc
b) Participation/Performance
c) Quizzes
d) Periodic Exam
TOTAL
Weight
15%
20%
25%
40%
100%
Every student must know how to compute their grades following the Base20 Grading System. Computations of grades shall observe the following
formula:
For each component:
{ [ (Raw Score ÷ Number of items) x 80]+20} x weight of component =
Computed Weight
Example: { [ ( 45 ÷ 50) x 80] + 20} x 0.4 (exam) = 36.8
Example grade computation (for Prelim)
{ [ ( 24 ÷ 30) x 80] + 20} x 0.15 (projects)
{ [ ( 24 ÷ 30) x 80] + 20} x 0.20 (participation)
{ [ ( 38 ÷ 50) x 80] + 20} x 0.25 (quizzes)
{ [ ( 58 ÷ 80) x 80] + 20} x 0.40 (exam)
=
=
=
=
12.6
16.8
20.2
31.2
80.8 –
Prelim Grade
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There are four (4) grading periods in the semester namely: Prelim, Midterm,
Semi-Final, and Pre-Final.
The Final Grade (FG) shall be the total rating after each grade is multiplied
to 25%.
FORMULA: Prelim (25%) + Midterm (25%) + Semi-Final (25%) + Pre-Final
(25%) = FG
Transmutation:
1.0 = 100%
1.1 = 99%
1.2 = 98%
1.3 = 97%
1.4 = 96%
1.5 = 95%
1.6 = 94%
1.7 = 93%
1.8 = 92%
1.9 = 91%
2.0 = 90%
2.1 = 89%
2.2 = 88%
2.3 = 87%
2.4 = 86%
2.5 = 85%
2.6 = 84%
2.7 = 83%
2.8 = 82%
2.9 = 81%
3.0 = 80%
3.1 = 79%
3.2 = 78%
3.3 = 77%
3.4 = 76%
3.5 = 75%
4.0 = Incomplete
5.0 = Failed (74% and Below)
9.0 = Dropped
B. RUBRICS
Rubric
Excellent
5
Very
Satisfactory
4
Satisfactory
3
Poor
2
IDEAS
Presents ideas in
an original
manner.
Presents ideas
in a consistent
manner
Ideas are too
general
Ideas are
vague or
unclear
UNDERSTANDING
Writing shows
strong
understanding
Writing shows
a clear
understanding
Writing shows
adequate
understanding
Writing
shows little
understandin
g
QUALITY OF
WRITING
Piece was written
in an extraordinary
style and voice.
Very informative
and wellorganized.
Piece was
written in an
interesting
style and
voice.
Somewhat
informative
and organized.
Piece had little
style or voice.
Gives some new
information but
poorly
organized.
Piece had no
style or voice.
Gives no new
information
and very
poorly
organized.
Score
Total Score
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TLE 1 - Edukasyong Pantahanan at Pangkabuhayan
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Criteria
Very
Satisfactory
Excellent
Clarity 30%
( 25-30 )
Clear
relationship
between
concepts.
( 20-25 )
Comprehensivenes Information is
s
clear accurate
25%
and precise
Score
Satisfactory
Poor
( 19-24 )
Relationship
between
concepts is
evident
( 14-18 )
Unclear
relationship
between
concepts
( 1-10 )
Little or No
attempt at all
to explain
( 15-19 )
Information is
accurate
( 10-14 )
Information is
inaccurate
( 1-9 )
Little or No
attempt at all
to explain
Coherence 25%
( 20-25 )
( 15-19 )
( 10-14 )
( 1-9 )
Logical
Components Components and
Little or No
organization
and subsubfrom
attempt at all
components components are
components to
to explain
are present.
not organized
sub-components
Presentation 20%
( 16-20 )
( 1-5 )
( 11-15 )
( 6-10 )
Presentation is
Little or No
Presentation is Presentation is
orderly and
attempt at all
orderly
not orderly
effective
to explain
Total Score
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TLE 1 - Edukasyong Pantahanan at Pangkabuhayan
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Lesson 1 – Information and Communication Technologies lesson (ICT)
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. identify the parts and functions of the computer
2. manipulate the keyboard and computer
3. perform the given exercises in the Microsoft Office
4. reflect on the importance of the learning ICT
TIME FRAME: 1st to 5th Week
Introduction
Hello, future teachers! Welcome to your first lesson, Information and
Communication Technologies lesson (ICT). In this lesson, you will be able to learn
about the world of computers and how they may help you in the field of education.
Aside from understanding the computer's elements and functioning, you will also
perform exercises in fundamental keyboarding and Microsoft Office, which will help
you improve your typing, arithmetic, and creativity skills.
Simply enjoy reading, understanding, and applying all of the concepts from
this lesson. Best wishes and God's blessing!
Lesson 1.1 - Parts of the Computer and Their Functions
ACTIVITY
#YouNameME! 1.1
Instructions: You will name the following parts of the computer. Let us see
how well you know each part. You will write your answers in the box provided.
1.
2.
3.
4.
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5.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 After answering the test above, what do you recall in your computer
subjects when you are still in your high school?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 How well do you know computers?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think knowing the parts of the computer can be helpful in your journey
as a teacher?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Parts of the Computer and Their Functions
Computer
• A machine that processes information and perform
computations.
• An electronic device that accepts, processes, stores,
and outputs data at high speeds.
Monitor
• An output display device (looks similar to a TV) in a
computer system. You see information on the monitors screen.
Mouse
• A handheld input device you roll on your desk to point and
select items on your screen.
Keyboard
• It is a type writer component of a PC. It enables you
to enter letters, character, numbers and special characters
into a computer.
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Speaker
• It brings you sound. It produces vibration to create sound wave
that allow you to hear.
USB Flash Drive (Universal Serial Bus)
• This can hold documents, pictures and music.
Tower or desktop
• The “box” or case that holds the parts that make up a computer.
Motherboard
• An underlying circuit board that holds all the computer
components together.
Disk drive
• A device that reads data from (input) or records data on a disk
for storage (output).
CD ROM – ROM (Read Only Memory)
• It can only “read” information not save. It can store a large
amount of data including documents, photographs, software and
music.
CPU (Central Processing Unit)
• It processes all of the data that is accessed by the machine.
• The process instructions through a four-part sequence of
fetching, decoding, execution, and write-back.
RAM (Random Access Memory)
•
It provides a buffer between the hard drive and CPU.
Hard Drive
• It provides permanent storage for the operating system,
programs and files on a machine.
Optical drive
• This is any device that reads the data through optic technology,
such as laser
• Ex. CD-ROMs, DVD ROMS
Video card
• It connects to the motherboard of a computer system and
generates output images to display.
• Video cards are also referred to as graphics cards.
• Video cards include a processing unit, memory, a cooling
mechanism and connections to a display device.
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Power supply unit (PSU)
• It converts mains AC to low-voltage regulated DC power for
the internal components of a computer.
• Modern personal computers universally use a switchedmode power supply.
• Some power supplies have a manual selector for input
voltage, while others automatically adapt to the supply voltage.
Printer
• It converts soft copy documents or images into a hard copy
output.
Hubs
• These are devices that have many ports into which network
cables are plugged.
• Takes the signal from each computer and sends it to all of the
other computers through the network.
Scanner
• It converts paper documents and photographs into electronic
files
Major components of a personal computer
• MONITOR - use to display character or images from video card of your
computer. Primary output device.
Types of monitor
CRT
Cathode-ray tube
LCD
Liquid Crystal Display
LED
Light Emitting Diode
•
•
•
•
SPEAKER - is use to convert electrical signal into sound wave. Provide audio
output from your system.
MOUSE - is a primary input device. It enables to interact with images on
monitor.
KEYBOARD - is a type writer component of a PC. It enables you to enter
letters, character, numbers and special characters into a computer.
SYSTEM UNIT - is a box that protects the internal part of personal computer.
Types of system unit:
DESKTOP UNIT
TOWER CASE
COMPUTER PERIPHERAL DEVICES
What is a peripheral device?
- This is any device that performs I/O functions for your personal computer.
- The typical peripherals include a mouse, keyboard and monitor.
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





Cameras are quite popular on many systems today. It is used to capture
images.
Joysticks are primarily used for computer games.
Scanners convert paper documents and photographs into electronic files.
Speakers bring you sound. It produces vibration to create sound wave that
allow you to hear.
Printer converts soft copy documents or images into a hard copy output.
An external drive is one way to store or transfer files that are too large for a
floppy disk.
APPLICATION
#YouDRAWMe! 1.2
Instructions: Draw one set of computer with its parts. Do not forget to label
the parts and peripheral devices of the computer. See the example below. (Note:
Put your name, date, time and signature at the bottom right of your bond paper)
EVALUATION
#GuessMe! 1.3
Instructions: Identify the following parts that were described and type/write
your answers in the space provided before each number. Do not give
abbreviations, you need to provide the complete name of the parts. Answer it in
capital LETTERS.
____________________ 1. This can hold documents, pictures and music.
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____________________ 2. A device that reads data from or records data on a disk
for storage
____________________ 3. The process instructions through a four-part sequence
of fetching, decoding, execution, and write-back.
____________________ 4. An underlying circuit board that holds all the computer
components together
____________________ 5. An electronic device that accepts, processes, stores,
and outputs data at high speeds
____________________ 6. It is a type writer component of a PC. It enables you to
enter letters, character, numbers and special characters into a computer.
____________________ 7. It can only “read” information not save. It can store a
large amount of data including documents, photographs, software and music.
____________________ 8. It provides permanent storage for the operating system,
programs and files on a machine
____________________ 9. It converts mains AC to low-voltage regulated DC power
for the internal components of a computer
____________________ 10. These are devices that have many ports into which
network cables are plugged.
____________________ 11. It connects to the motherboard of a computer system
and generates output images to display.
____________________ 12. It converts paper documents and photographs into
electronic files
____________________ 13. A handheld input device you roll on your desk to point
and select items on your screen
____________________ 14. It provides a buffer between the hard drive and CPU
____________________ 15. It is used to display character or images from video
card of your computer. Primary output device
Lesson 1.2 - Basic Keyboarding
ACTIVITY
#YouNameME! 1.4
Instructions: You will name the following parts of the keyboard. You will
choose your answers in the box below. Write your answers in the box provided
Backspace Key
Print screen
Scroll Lock
Arrow Keys
Numeric Keypad
Function Keys
Alphabetic Keys
Escape Key
Control Key
Window Key
Home Key
Num lock
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ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 When you are typing, are you using the correct hand positions in the
keyboard? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

Why do you think, it is important for you as a future educator to know how to
type using the proper hand positions in the keyboard?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Basic Keyboarding
Windows Key
 Windows key has the Microsoft flag logo on it.
 It is located between the CTRL and ALT keys on the keyboard.
 It allows users to perform commonly performed tasks using the Windows key
in combination with another key.
Tab
 It allows the user to access different parts of a menu, display, or page.
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Caps lock
 Computer keyboard toggle key that enables or disables all the letters from
being typed in uppercase.
Shift
 A keyboard key that allows user to type a single capital letter.
Escape
 This is to interrupt or cancel the current process or running program or to
close a pop-up window.
 The shortcut in dialog boxes for No, Quit, Exit, Cancel, or Abort, as well as a
common shortcut key for the Stop button in many web browsers.
Ctrl
 Short for control.
 It is used to refer to a keyboard shortcut key such as the three finger salute or
CTRL + ALT+ DEL.
 This key combination suggests pressing and holding down the CTRL, ALT,
and DEL keyboard keys to open the task manager or reboot the computer.
Alt
 Short for Alternate
 It is a modifier key located on both sides of the spacebar key.
Enter key
 The enter key when referring to a keyboard is used to return a cursor to the
next line or execute a command or operation.
 The one on the keyboard and another on the numeric pad.
 Enter refers to when data is being placed into the computer
Num lock
 Short for numeric lock or number lock.
 It is located on the top left corner of the numeric keypad of the keyboard.
 Turning the Num Lock on allows you to use the numbers on the keypad.
Print screen key
 It is sometimes abbreviated as PRTSC or Prt Scrn.
 The key sends the current screen image to the computer clipboard.
Home key
 This is usually above the end key.
 It is used to return the user to the beginning of the line or the beginning of a
document.
Pgup key
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 When this key is pressed, if the page currently being viewed has more than
one page, the page view will be moved up one page.
Pgdn key
 Short for Page Down key, is a computer keyboard key usually located
between the keyboard and the numeric pad .
 When this key is pressed, if the page currently being viewed has more than
one page, the page view will be moved down one page.
Arrow keys
 These are buttons on a computer keyboard that are either programmed or
designated to move the cursor in a specified direction.
Typewriter Keys
 letters, numbers, and punctuation keys
 space bar, shift key (capital letters and top symbol on keys)
 Caps Lock key for a series of capital letters
 Enter key to begin a new paragraph
 Spacebar separates a series of letters and/or numbers
Cursor Control Keys (arrow keys)
 To move your text cursor in the direction of the arrow.
Numeric Keypad (like calculator)
 Used for entering numbers and doing mathematical operations.
Combination keys
Shift key - used to make single capital letters or to access the punctuation and
other symbols on the number keys and other keys.
Alt key - used in combination with the command keys for special functions such
as Ctrl+Alt+Dlt for task manager
Control key - used in combination with other command keys. CTRL+F10 will
maximize the document window.
Locking keys
 Capital letters or Caps Lock could be used for emphasis or to create a title.
 Num lock activates the numeric keypad at the right of the keyboard. Press the
key again to turn off the Num Lock and you can use the arrow keys on the
2,4,6,8.
 Scroll lock to make the arrow keys scroll the contents of a text window instead
of moving the cursor.
Navigation keys
 Arrow keys, Page Up/Page Down, Home, and End are convenient to move
your cursor to the desired location.
Backspace
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
This deletes text to the left of the cursor for each time you click on the key.
Delete button
 This deletes text to the right of the cursor for each time you click on the key,
or click and drag your cursor over a line(s) of text to select the text and click
Delete. All the selected text will be deleted.
Menu key
 The key's symbol is a small icon depicting a cursor hovering above a menu.
The key's primary function is to launch a context menu with the keyboard
rather than with the right-mouse button
Major parts
Numeric keyboard
Control keys
Function keys
Navigational keys
Function keys
F1 Get Help or visit Microsoft Office Online
F5 Find and replace
F7 Choose the Spelling command (Review tab)
F8 Usually used with LCD projector/dual monitor device.
F10 Show Key Tips
F12 Choose the Save As command
Microsoft Office Button
Home row keys
Left hand : A S D F
A - little finger
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S - ring finger
D - middle finger
F - forefinger
Right hand : J K L
J - forefinger
K - middle finger
L - ring finger
; - little finger
Thumbs of both hands are on space bar
APPLICATION
#YouDRAWMe! 1.5
Instructions: Draw the whole keyboard in a clean bond paper, you may use
two bond paper if it will not fit in one bond paper. After your draw, you need to
answer the question below. Draw it below.
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As a future educator, why do you think you need to know and apply basic
keyboarding in your subject? Do you find it important or not? Why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
EVALUATION
#PerfectMatch! 1.6
Instructions: On the line to the left are the functions of the parts of the
keyboard, write the letter that gives the correct function of each key in
Column II. Use each choice only once.
COLUMN I
______1. To get Help or visit Microsoft Office Online
______2. To Find and Replace
______3. To choose the Spelling command (Review tab)
______4. To usually use with LCD projector/dual
monitor device.
______5. To show Key Tips
______6. To choose the Save As command
(Microsoft Office Button)
______7. Used to make single capital letters or to
access the punctuation
______8. Used in combination with other command keys.
______9. Deletes text to the left of the cursor
for each time you click on the key.
______10. To launch a context menu with the
keyboard rather than with the right-mouse button.
COLUMN II
a. Alt
b. Backspace
c. Control key
d. Escape
e. Shift key
f. Menu key
g. F1
h. F8
i. F5
j. F7
k. F10
l. F4
m. F12
II. IDENTIFICATION. Write in the space provided the correct finger you will use if
you are going to type the given letter.
1. What finger will you use to touch letter Q?
2. What finger will you use to touch letter P?
3. What finger will you use to touch letter D?
4. What finger will you use to touch letter H?
5. What finger will you use to touch letter I?
6. What finger will you use to touch ALT key?
7. What finger will you use to touch Caps Lock?
8. What finger will you use to touch TAB key?
9. What finger will you use to touch SHIFT key?
10. What finger will you use to touch ENTER key?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
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Lesson 1.3 - The Parts of Microsoft Word
ACTIVITY
#YouNameME! 1.7
Instructions: You will name the following parts of the Microsoft word. Let us
see how well you know each part. You will write your answers in the box provided.
No.
1
2
3
4
Answer
No.
5
6
7
8
Answer
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 What do you think are the main functions of Microsoft Word?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

Are you using Microsoft Word? If yes, in what way this software is helpful to
you? If no, what software are you using and why you do not use Microsoft
word?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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
Do you think using Microsoft word can be helpful in your future work? Why or
why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION

The Parts of Microsoft Word
Quick Access Toolbar
It contains buttons that performs actions like saving a document, Open an
existing document, save a file, print and close documents.
Title Bar
 It reflects the application program you are using (ms word) and the title or the
name of the document you are editing.
Ribbon
 this feature help you quickly find tools and option you need to complete a
task.
Dialog Box Launcher
 it is the button that appears in the lower right corner of a group on the ribbon.
Document Area
 it is the area where you type. The flashing insertion point represents the
location where text will appear when you type.
Scroll Bar
 it enables you to reposition the document window vertically.
Status Bar
 it displays document information as well as the insertion point location.
Other Parts:
 Clipboard
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
Font Type Box

Font Attributes

Font Size Box

Grow and Shrink
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
Bullets and Numbering

Alignment

Spacing
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
Indentions

Borders
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
Paragraph Style

Edit
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APPLICATION
#YouTYPEMe! 1.8
Instructions: You will have an activity where you will follow the instruction
given to you. You will do it in the Microsoft word. After doing the activity you will
paste a screenshot of the activity you have done.
Do the following:
1. Open a blank Google Docs.
2. Change to Arial style font, size 14.
3. Type your fullname (first name, middle name and surname – Example:
Queenie Froozan Neri Osorio). Hit ENTER once.
4. Type Activity 1.8. Press ENTER key two times.
5. Type the name of your school in a different font and use size 18 point. Press
ENTER key two times.
6. Change the font to Times New Roman size 16.
7. TYPE the following paragraph using word wrap. (Word wrap means you DO
NOT hit the enter key at the end of a line. Let the computer move to the next
line when it is ready.)
8. Do not indent. At the end of each paragraph, press the ENTER key two times.
Master Yoda says that fear is the path to the dark side. Fear leads to anger.
Anger leads to hate. Hate leads to suffering. Master Yoda is very smart.
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Emperor Palpatine said that a Jedi gains power through understanding and a
Sith gains understanding through power.
9. Type your name once again. Underline it. Italicize it. Bold it.
10. Copy and paste the 2 paragraphs you have typed.
11. Change the first paragraph to right alignment.
12. Change the second paragraph to justified alignment.
13. Center your name at the bottom using the centering alignment icon.
14. Make the school name Bold. (Use the B icon.).
15. Save as Activity 1.8.
EVALUATION
#GuessMe! 1.9
Instructions: You will use Microsoft Word Document for this activity. Same
in activity 1.8, you will still follow the instructions given to you and you will
paste a screenshot of the activity you have done. Save the file as Activity 1.9.
Part 1: Type the following phrases together with its number:
1. The quick brown fox jumped over the lazy dog.
2. The quick brown fox jumped over the lazy dog's typewriter.
3. The quick brown fox jumped over the sleeping lazy dog.
4. The quick red fox jumps over the lazy brown dog.
5. Pack my box with five dozen liquor jugs.
HIGHLIGHTING AND EDITING TEXT
Do the following:
1. Open a Microsoft Word Document
2. Enter the following data and do the corresponding instructions. (Note: Enter
the words under data only)
DATA
Superman
Spiderman
Batman
Dragon Ball
Naruto
Slamdunk
Ghost Fighter
Samurai X
Bleach
Sailor Moon
Gundam
Detective Conan
FONT SIZE
14
16
18
20
8
10
26
22
24
36
28
48
FONT STYLE/EFFECTS
BOLD
UNDERLINED
ITALIC
STRIKETHROUGH
SHADOW
OUTLINE
UPPERCASE
TOGGLE CASE
SUBSCRIPT
SUPERSCRIPT
LOWERCASE
SENTENCE CASE
COLOR
BLUE
YELLOW
GREEN
RED
VIOLET
BROWN
BLACK
PINK
GRAY
GOLD
SKY BLUE
ROSE
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Lesson 1.4 - The Parts of Microsoft Excel
ACTIVITY
#ItsVENNTime! 1.10
Instructions: You will draw a venn diagram that will show the differences and
similarities of Microsoft Word and Excel. Let us see how well you know about the
Microsoft word and trying to know Microsoft Excel.
Your answer:
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 After answering the activity, what do you think are their major
differences in terms of their functions?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What are the things you already know about Microsoft excel?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 How will you use Microsoft Excel when you will become a teacher?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
The Parts of Microsoft Excel
Quick Access Toolbar
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
it displays frequently used features such as Save.
Title Bar
 it displays the name of an application and a filename of an open workbook
file.
Worksheet
 consist of rows and columns that intersect to form cells.
Formula Bar
 Use this bar to enter and edit formulas and perform calculations on your
worksheet data
Name Box
 display the cell reference of the active cell.
Super Tooltip
 It appears when you place your mouse over a choice on the ribbon,
explaining what a feature does and providing a link to related help
information.
Window Controls
 Use these buttons to minimize, maximize or close the worksheet window.
Worksheet Tabs
 Use this tab to view different worksheets in your workbook file.
Vertical and Horizontal Scroll Bars
 it let you scroll through worksheet vertically or horizontally.
Sheet Tab Scrolling Button
 use this button to scroll more sheets.
The Ribbon
 It displays tabs that provide access to many tools which used to be
embedded in dialog boxes.
Row Heading
 the grayish colored column containing the numbers used to identify each row
in the worksheet.
Column Heading
 the grayish – colored row containing the letters used to identify each column
in the worksheet.
Galleries
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
Other tools offer preview galleries of affects you can apply, such as themes or
Color Schemes
Minibar
 When you select text, this floating set of formatting tools appears so you can
format text on the fly.
Status Bar
APPLICATION
#EncodeMe! 1.11
Instructions: Do the following activities in the Microsoft Excel. You will have
2 activities. All you need to do is to follow the instructions given to you.
ACTIVITY 1
Basic Spreadsheet Concepts
Type in the following spreadsheet, and format it to look like the sample below.
Do the following:
1) Type in all text and numbers shown in the spreadsheet below.
2) Format all numbers as a currency. Or click ‘Format’, ‘numbers’ & ‘accounting’
to get the same format as shown below.
3) Center the spreadsheet heading 'Sales for the Month' across the
spreadsheet.
4) Format all text as displayed in the sample below.
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5) Create formula's to display a total for each sales rep. (click the minibar line
with the desired column or row, click ‘insert’ tab, look for ‘function’, ‘sum’ and
select all the numbers you want to add)
6) Create formula's to display a total for each product. (Same with no. 5)
7) Create a formula to calculate the total sales for all sales rep's for the month.
(Same with no. 5)
NOTE: This is for Sheet 1 and rename it with your name with the number of the
activity.
Example: froozan1
ACTIVITY 2
Type in the following spreadsheet, and format it to look like the sample below.
Do the following:
1) Type in all text and numbers shown in the spreadsheet below.
2) Format all numbers with appropriate format.
3) Center the spreadsheet heading 'Mike's Stationery Order' across the
spreadsheet.
4) Format all text as displayed in the sample below, including the rotated text
labels.
5) Create formula to display a total for each stationery item ordered. (It is time to
explore how to use excel and to create a formula)
6) Create a formula to calculate the total for the stationery order. (It is time to
explore how to use excel and to create a formula)
NOTE: This is for Sheet 2 and rename it with your name with the number of the
activity.
Example: froozan2
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EVALUATION
#TellMyName! 1.12
Instructions: You will name the different parts of the Microsoft Excel. Write
your answers in the table after each photo.
No.
1
Answer
No.
Answer
6
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No.
Answer
No.
2
7
3
8
4
9
5
10
No.
Answer
No.
11
14
12
15
13
16
Answer
Answer
Lesson 1.5 - The Parts of PowerPoint
ACTIVITY
#YouNameME! 1.13
Instructions: With the use of the bubbles, try to define Microsoft PowerPoint
in 5 words or phrases.
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Power
Point
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 When you read or hear the word Microsoft office, what are the things
that pop-up in your mind?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

Do you know how to manipulate Microsoft PowerPoint very well? Why or why
not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

When do you think you can use and apply your knowledge in making
PowerPoint Presentations?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION

The Parts of PowerPoint
MS Office Button
contains the main File Functions: New, Open, Save, Save as, Print, Print
Preview, etc.
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Quick Access Toolbar
 contains shortcuts to Save, Undo, and Repeat.
Title Bar
 it is used to show the name of the program.
Command Tabs
 an area on the Ribbon that contains buttons organized in groups.
Command Groups
 it is tabs that are divided into named section.
Ribbons
 it contains groups of command buttons with common purpose.
Outline Pane
 allow you to view slides thumbnail-sized making it easy for you to navigate
through your presentation and to see the effects of any design changes.
Presentation Window
 work space to create, edit or format slides.
Status Bar
 a horizontal bar at the bottom left of the PowerPoint window that gives details
about the active presentation.
Document Views
 allow you to manage different aspects of your presentation.
Zoom
 allow you to get a close-up view of your file or zoom out to see more of the
page at a reduced size.
Setting up your slides and using templates
There is a difference between slide layout and slide template. A template is
how a slide looks (color, background picture, bullet color, etc.). A layout is how the
text and/or pictures are arranged on the slide.
One of the fun parts of using PowerPoint is using templates. Templates give
your presentation a “look and feel”.
To change your template, click on the task pane and choose Slide Design.
You should see a list of different slides designs. Simply click on the template
you want, and it will be applied to your presentation.
Setting up a slide layout
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While your template will probably be the same for every slide, the layout will
likely be different. Once again, click on the task pane and this time, choose Slide
Layout.
You should see a list of different slides layouts. Simply click on the layout you
want, and it will be applied to the active slide.
Each layout lends itself to a different type of content delivery. Experiment
with a layout you like!
Changing and adding text
Thankfully, changing and adding text in PowerPoint is really easy. See where
it says click to add text? Just do that.
If you want to add a bullet to your presentation, simply push enters after each
idea.
Keep in mind, if you change the layout of a slide after you’ve typed
something, PowerPoint will try to fit your writing in the slide – it may not look quite
right.
Adding, deleting, and moving slides
To add a new slide, simply click on the Insert menu, and click on New Slide.
You can then change the layout as described above.
To delete a slide, simply click on the slide organizer and push the delete key
on your keyboard.
To move a slide from one place to another, simply click and drag the slide to
another place. It’s pretty easy!
Presenting your slideshow
Click on the Slide Show menu, and then view show. Alternatively, you can hit
F5 on your keyboard. If you want to start the slideshow from the slide you are on,
push shift and F5.
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APPLICATION
#YouDRAWMe! 1.14
Instructions: You will do the following activities in the Microsoft PowerPoint.
All you need to do is to follow the instructions given to you and after doing this, you
will paste a screenshot of the activity you have done.
ACTIVITY 1
1. Think of 5 things you want to have in life and do the following exercises.
2. Open MS PowerPoint. Insert 5 new slides and place a background on all slides. It
may be one type of background or different type of background.
3. SLIDE 1: YOUR FULL NAME on the TOP, and type “THE THINGS I WANT TO
HAVE” below your name.
4. Open Internet Explorer/Google Chrome. Look for the picture of the things you
want and save it in your gadget to paste it in your activity.
5. Go back to MS POWERPOINT/Google Slides and PASTE your chosen picture
starting on slide 2.
a. NOTE: One picture on each slide. Place the name of the picture below.
b. You have the freedom to use what type of font and styles you will do in
your activity.
6. Follow the same procedure from SLIDE 3 to 6.
7. Insert 4 new slides and each slide must have a background.
SLIDE 7: Type on top THE THING I’D LIKE TO HAVE. (word art or text box)
 Name a thing you like to have and put a picture. (Get picture from the
internet) (example: car picture)
SLIDE 8: Type on top MY FAVORITE ARTIST (picture) (word art or text box)
 type a name of your favorite artist and place a picture. (ex: BTS picture)
SLIDE 9: Type on top THE PET I’D LIKE TO HAVE (word art or text box)
 Type a name of an animal you like to have and place a picture.(ex: fish
picture)
SLIDE 10: Type on top MY FAVORITE SPORT (word art or text box)
 Type your favorite sport and put a picture. (basketball picture)
SLIDE 11: Type on top MY FAMILY (word art or text box)
 Type the names of your family in the picture and do not forget to put a
picture. (any family picture)
8. ANIMATE ALL SLIDES after pasting all pictures.
9. And then SAVE as Activity 1 – your name.
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EVALUATION
#GuessMe! 1.15
Instructions: You will name the different parts of the Microsoft PowerPoint.
Write your answers in the box provided in the photo.
CONCLUSION / CLOSURE
WORDS TO REMEMBER
Our body has also its functional parts
Every parts of it is very important,
one nonfunctional part would affect the whole system.
“Our body is the temple of God”
Whatever we eat and drink, or whatever we do to our body
will affect every part of it.
We only have one body, we should take good care of it… 
Congratulations! You are done with your first lesson. You may
now proceed to Lesson 2 and continue to explore things in TLE 1.
Good luck and God bless!
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REFERENCES
 https://officetutorial.net/excel/
 https://officetutorial.net/microsoft-word-2007-and-2010/
 https://officetutorial.net/microsoft-excel-2007-and-2010/
 https://officetutorial.net/microsoft-powerpoint-2007-and-2010/
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Lesson 2 – Carpentry
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. describe tools with its proper uses by the picture shown.
2. manipulate the carpentry tools in accordance to its uses and safety
precautions in handling each tool available in your place.
3. create a simple design using the alphabet of lines and sketching.
4. realize the importance of knowing carpentry through the presented video.
TIME FRAME: 6th and 7th Week
Introduction
Hello, future teachers! Welcome to your third lesson, Carpentry.
Carpentry covers many different areas and with an open canvas, be it
commercial or residential, a carpenter can manage lots of different parts of a new
build, extension or refurbishment. They can cover kitchens, bathrooms, doorways,
floors, roofs, framework, panelling, moulding, ceilings – basically put, a carpenter
carries a variety of skills putting them perfectly in your sights if you are looking to
change an area in your home or property.
Carpenters can repair or remodel existing structures of all kinds and any
certified carpenter can:
 Rework & Remodel
 Install Stairs
 Create Banisters
 Install & Create Kitchens
 Create Framework
 Install Doorways
 Carry Out Woodwork of All Kinds
 Lay Floors
 Apply Wall Coverings
 Work on Interiors & Exteriors
 Install Beams
In fact, the carpentry craft is a talented one and anyone that can work well
with their hands may become a carpenter, but having the experience to carry out
any intended work is essential. Carpentry requires modern and traditional skills that
can be carried out manually. It also requires that any individual carrying out
carpentry can read designs, be it from an individual home or property owner or an
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architect. It also requires that they can understand building plans and work from
them accurately.
Simply enjoy reading, understanding, and applying all of the concepts from
this lesson. Best wishes and God's blessing!
Lesson 2.1 - Carpentry Tools and Equipment
ACTIVITY
# YouDoIt! 2.1
Instructions: Select the best answer for the choices given. Write your
answers in your TLE answer sheet.
1. Object used as parts or components of projects.
A. Tools
B. Materials
C. Equipment
D. Hardware
1. Implements manipulated by the hand to facilitate carpentry works.
A. Tools
B. Materials
C. Equipment
D. Hardware
2. List 3 familiar carpentry tools in your house.
A.
B.
C.
3. List 3 construction materials used in your house.
A.
B.
C.
4. List 3 hardware used in your house.
A.
B.
C.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 Name at least 4 tools you know and describe it or say their uses.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you have any experiences about carpentry?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think you can make a simple project in carpentry?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
Carpentry Tools and Equipment
Uses: Construction/Carpentry
Lumber
Nails
Screw
G.I wire
Cement
Sand
Gravel
Water
Steel Reinforcement
G. I Sheet
Tools
Saw
Tri-Square
Level hose, Level bar
Hammer
Chisel
Plane
Drill bit
Oil stone
-
Uses
Cutting lumber or board
Testing squareness
Testing level
Driving nails
Cutting
Smoothing
Drilling/Boring holes
Sharpening
Measuring, Testing, and Marking out Tools
Ruler
Description
(quality tools shine through, if you bodge it, you want to leg it)
The knife is used by putting the face to square or template and
Marking
marking.
Knife
Craft Knives The craft knife is sharpening than the marking knife, used for cutting
card, paper, veneers, and delicate work.
Stanley Knife This robust versatile knife, used on most jobs, a sort of all in one
knife.
Steel ruler
Accurate and the graduation line starts at one end of the ruler. This
allows it to be pushed in to tight corners.
Combination It accurately marks out right angles and bevels. It can also double
Square
up as a try square for measuring internal angles. It can be used as a
separate steel ruler and even a depth gauge.
Marking
It is used for marking a depth on wood. It is used when making
Gauge
timber joints such as the half lap and mortise and tenon.
Spirit Levels They are used when fitting furniture, stud walls or anything that
need to level. They work by holding a trapped air bubble in liquid,
when the level is moved so will the bubbles. A top quality level will
be made from strong box section aluminum and are virtually
unbreakable.
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Ruler
Pull-Push
Rule
Meter Stick
Caliper
Description
(quality tools shine through, if you bodge it, you want to leg it)
Flexible tape that slides into a material case and it is used to
measure irregular and regular shapes
Used to measure a work piece
Used to transfer measurements from the rule to the work
Marking
Lining Tools
Pencil
Marking
Gauge
Chalk Line
Divider
Compass
Description
used to layout or mark cutting lines
wood or metal tool consisting of a beam, head and a point used to
mark a line parallel to the grain of the wood
used to establish a straight line on a surface
tool with two metal legs used to lay-out an arc circle or step off
division on a line
used to scribe arcs and circle in a metal wood
Saws
(Tooth-cutting
Tool)
Hand Saws
Crosscut Saw
Rip Saw
Panel Saw
Universal Saws
Coping Saw
Back Saw
Compass Saw
Turning Saw
Dovetail Saw
Planes
(Smooth Facing
Tool)
Jack Plane
Description
The saw is used to cut across the grain. It has a long blade
length of around 24 – 26 inches.
This saw is designed to cut timber along the grain. It has long
saws with a blade length around 26 inches. It has around 4 – 6
teeth points per inch.
Similar to the Crosscut saw but has smaller teeth and as a result
can be used on finer detail work. The fine teeth enable you to use
it with thin plywood.
Today’s hand saws are universal, allowing you to cut along and
across the grain.
Unlike the other hand saws the coping saw allows you to cut
wood in curved shapes, it has a fine blade and can cut up to 1 in
thick. The saw blades are replaceable and the bladed can be set
on the forward or backward stroke.
handsaw with a metal back and plywood and joinery
used to cut irregular shape either in large or small board
used to rip, cross and cut curves in lumber
small back saw with a straight chisel type handle used to cut very
fine joints
Description
The plane is designed to be used for long periods of time as it
is light enough to handle, yet long enough to smooth out
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Planes
(Smooth Facing
Tool)
Description
bumps. Jack planes allow you to remove excess wood and
flatten sawn timber.
Try
Plane
or The plane is designed to straighten ling timber. Being the
Jointer Plane
largest of the planes (number 7); it is the heaviest.
Fore Plane
This is in between the jack plan and try plane, one can use as a
go an in-between model.
Smoothing Plane The smoothing plane helps one clean up timber, which has
already been planed, such as machine planned wood or
manual from the jack, try and fore plane. This plane gives one
the finishing touches.
Block Place
Designed for used on timber end grain and small jobs. The
blade is set a shallower angle than the other planes and has
only a single iron.
Hammers
and Mallets
(Striking and
Fastening
Tool)
Wooden
Mallets
Rubber
Mallets
Claw
Hammer
Pin Hammer
Chisels
(Sharp Edge
Cutting Tool)
Bevel Edged
Chisel
Firmer Chisel
Mortise
Chisel
Description
(For a good carpentry tool list one’s hammer choice depends on
one’s specific job)
Wooden mallets are traditionally made from beech; the grain is tight
which stops the wood from splitting. Wooden mallets are best used
with chisels.
These are essential for tapping joints into place as they do not mark
the wood, they just bounce off!
It is mostly in joinery and carpentry, as it can be bought in different
weights and can also remove nails by its claw.
These hammers are designed for cabinet making and top quality
joinery; they allow hitting nails in to awkward places. The handles
are made from timber to absorb the shock.
Description
(Chisels are your essential parts of the carpentry tool kit, they allow
wood to be chopped out from being hit with your mallet.)
These are more slender than the other chisels having beveled
edges; the beveled edges allow in reading corners more easily. The
beveled edge paring chisels have more length allowing one more
control, they are ideal for cleaning up joints and paring. Bevel
edged chisel were traditional not meant to be hit, but now can be
bought with all different types of handles with varying strengths.
These chisel are made with square edges which greatly improve
the strength; they can be hit them a mallet. The handles are
wooden and are strengthen at the top with metal.
The mortise chisel is much longer than the others and has a much
thicker blade. The chisel is designed to cut out timber for mortise
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Chisels
(Sharp Edge
Cutting Tool)
Description
(Chisels are your essential parts of the carpentry tool kit, they allow
wood to be chopped out from being hit with your mallet.)
joints. The thick blade allows more pressure to be applied when
using. The handles today are generally made from polypropylene
which has great strength allowing the chisel to be struck hard.
Screwdrivers
(Driving Tool)
Description
(Generally all screwdrivers are made with hardened metal shaft, a
special tip for fitting in to screws and a handle tor turning.
Screwdrivers come in two different forms. A slotted end and a cross
point. Cross points benefit by allowing the driver not to slip from the
screw.)
They are made very short, hence the name stubby. They are used
in tight spaces.
Stubby
Screwdrivers
Long Reach
Screwdrivers
Types of screwdriver tips
Slottted
has a flat blade on the tip of the driver allowing to be used with
slotted screws
Philips
has a cross head tip looking like a +
Pozidrive
similar to the Philips but is made by another company with slightly
different tip
Drills
(Drilling or
Boring Tools)
Hand Drill
Brace
Tools for
Holding
G Clamps
Speed
Clamps
Sash Clamps
Vice
Description
(A good hand drill will make one’s holes quickly and effortless. The
old ones come in two types, the hand drill and the brace.)
The drill has a gearing mechanism, so when one makes a full
revolution on the handle the drill bit will rotate much faster. It is to
be used with twist drill bits and counter sinking bits. Used hand drills
for making pilots’ holes and countersinking.
The brace allows one to make much larger holes than the drill. The
handle gives a lot of leverage and allows one slow accurate holes.
The auger bit will screw in to the wood automatically when used.
The auger bit will tunnel in to the wood automatically when it is
being turned.
Description
Clamps are great for being portable and supporting small work.
It’s light weight and allows one to clamp with speed, they are very
portable and a great all-rounder, but they do not give as much
pressure when gluing timber together as the G Clamp.
They are great for the use of gluing up frames and large pieces of
work. The sash clamps have a slid able bar to allow quick set up.
Mechanical apparatus used to secure an object to allow work to be
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Tools for
Holding
Description
performed on it.
PPE
(Personal Protective
Equipment)
Goggles
Ear Protector
Face Mask
Gloves
Apron
Description
used to protect the eyes against flying debris and
harmful liquids
used to protect the ears against high frequency noise
used to prevent the inhalation of sprayed paint fumes
used to protect the hands while working
used to protect the worker against flying debris
APPLICATION
#Watch,Learn&Reflect! 2.2
Instructions: Watch the videos below in YouTube channel. Then have your
reflection about the video. Use the guide questions as you make your 2 to 3
paragraph reflection.
o https://www.youtube.com/watch?v=pJBk_33JvbM
o https://www.youtube.com/watch?v=6q0QAxq8fFE
Guide Questions:
• Compare their carpenters in other countries and the carpenters in our
country.
• What have you observed?
• Is there a great difference or just similar? What could it be and why do you
think they are different or similar?
• Do you think being a carpenter is an easy or tough job? Why or why not?
• State your realizations of having the job of a carpenter.
Your reflection: _____________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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EVALUATION
# YouDoIt! 2.3
Instructions: Classify the different types of tools and materials. Write your
answers beside the name of the tool.
1. Hand Drill
2. Stubby Screwdrivers
3. G Clamps
4. Firmer Chisel
5. Rip Saw
6. Pull Push Rule
7. Compass
8. Marking Gauge
9. Stanley Knife
10. Brace
B. Identify the different tools and materials that are described in each item. Type the
capital letters of the correct answers.
____________________ 1. It is used to protect the hands while working.
____________________ 2. It has a cross head tip looking like a +.
____________________ 3. It is used to establish a straight line on a surface.
____________________ 4. These are essential for tapping joints into place as they
do not mark the wood, they just bounce off!
____________________ 5. It accurately marks out right angles and bevels.
____________________ 6. They are great for the use of gluing up frames and large
pieces of work.
____________________ 7. It has long saws with a blade length around 26 inches. It
has around 4 – 6 teeth points per inch.
____________________ 9. This tool with two metal legs used to lay-out an arc
circle or step off division on a line.
____________________ 9. A small back saw with a straight chisel type handle
used to cut very fine joints.
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Lesson 2.2 - Alphabet of Lines
ACTIVITY
#MatchMadeinModule! 2.4
Instructions: Match the descriptions in Column A with the terms in Column B.
. Write your answers in your TLE answer sheet. Write the small letter of the best
answer.
Column A
Column B
_____ 1. Very light line used to “block in” an object.
a. Long break line
These lines are made so light that little or no erasing
b. Dimension line
is needed. They serve as base for darkening in the
c. Centerline
permanent line
d. Invisible line
_____ 2. Heavy, solid line used to frame in the drawing
e. Visible line
_____ 3. A medium line used to show edges and contours f. Borderline
visible to the eye
g. Construction line
_____ 4. A medium line used to show edges and contours
not visible to the eye
_____ 5. A light line used as axis of symmetry
_____ 6. Light thin lines used to show the sizes of the object.
Extension lights start about 1/16” from visible or object line.
The dimension line is broken near the center for the dimension.
_____ 7. Wavy line draws freehand for the same purpose
as long break.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 How well do you know carpentry?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think it could be helpful if you know a little about carpentry?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
In sketching orthographic drawing, certain conventional lines are used
for a definite purpose. These lines are commonly called Alphabet of Lines.
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Construction
line
Borderline
Visible line
Invisible line
Centerline
Dimension
line
Long
line
break
USES OF ALPHABET OF LINES
Very light line used to “block in” an object. These lines are made
so light that little or no erasing is needed. They serve as base for
darkening in the permanent line
Heavy, solid line used to frame in the drawing
A medium line used to show edges and contours not visible to
the eye
A medium line used to show edges and contours not visible to
the eye
A light line used as axis of symmetry. Used for center of circle
and arcs. Sometimes the symbol is shown
Light thin lines used to show the sizes of the object. Extension
lights start about 1/16” from visible or object line. The
dimension line is broken near the center for the dimension
Heavy line draws freehand for same purpose as long break
Legs – 4 pcs. 45 mm x 45mm x500 mm wood (tanguile)
Rails – (short) 2 pieces 25 mmx70 mm x 600 mm
Rails – (long) 2 pieces 25 mm x 70mm x 800 mm
Top – 1pcs 25mmx600 x 800mm plywood/ plyboard
Assemblies Joints
• Mortise and tendon joint – for the rails and legs
Dimensions and specification
1. Legs must be tapered.
2. All joints must be filled with glue.
3. All wood used must be tanguile.
4. All dimensions must be in millimeters.
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Steps in sketching Isometric Box
1. Draw a vertical axis.
2. Draw left and right axis.
3. Determine the width and length of the box and then draw a vertical line
4. Draw a left and right axis to the determined height of the box.
5. Project a line parallel to the left and right axis
6. Label the box to determine the top, front and the right side view
STEPS IN SKETCHING ORTHOGRAPHIC DRAWING
1. Study the object to be drawn (See isometric drawing on operation sheet (3-1)
2. Draw the top view, front view and the right side view
3. Draw a simple drawing using block as model. Try to study the given view.
SKETCHING ORTHOGRAPHIC DRAWING
STEPS IN SKETCHING ISOMETRIC DRAWING OF A GIVEN ORTHOGRAPHIC
FIGURE
1. Study the object to be drawn (see orthographic drawing).
2. Draw the isometric drawing.
3. Lay out the front view.
4. Sketch the top view and side view.
5. Finalize the object to complete the drawing.
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APPLICATION
#YouDRAWMe! 2.5
Instructions: I. Sketch an isometric box.
II. Do the Orthographic Drawing of the given Isometric Figure.
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III. Draw the Isometric of the given 3 main views.
EVALUATION
#YouDoIt! 2.6
Instructions: Answer the following questions about constructing a center
table.
A. What are the different components of the center table based on the working
drawing?
1.
2.
3.
4.
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B. What are the specified joints used in joining the legs and rails of the center table?
1.
2.
C. List down different specifications on the construction of the center table.
1.
2.
3.
4.
CONCLUSION / CLOSURE
Carpentry is more of an art. The beautiful way of carving furniture has been in
existence since the Stone Age when science and technology weren’t even
born yet human being with their innovations carved out beautiful sculptures with
hand. Carpentry nowadays has entered into the machine world where carpenters
use machines to design and build an item. It’s a term associated more with wooden
items, furniture and decors. Having the best designed furniture at your home can
brighten up the mood of the room every time you enter. It’s therefore very important
to have a well experienced and efficient carpenter to design and build your furniture.
Always remember what carpentry is all about.
 Carpentry covers many different areas and with an open canvas.
 The carpentry craft is a talented one and anyone that can work well with their
hands may become a carpenter, but having the experience to carry out any
intended work is essential.
 Carpentry is more of an art.
 Use proper tools in doing carpentry.
Congratulations! You are done with your second lesson. You
may now proceed to Lesson 3 and continue to explore things in
TLE 1. Good luck and God bless!
REFERENCES
 Barba, Joshua A., Plumbing, CoverLink Books Corp., Philippines,
2006.
 Better Homes and Gardens Plumbing, Meridith Books Desmoines,
lowa, 2003
 French and Vierck Engineering Drawing: Mac Graw, Hillbook Company, 10th
edition 1960.
 George S. Salvan, Architectural Building Materials (Third Edition)
 German Manaois, Drafting 1 and 2 Phoenix Publishing 1983.
 Giesecke, Mitchelle and Spencer: Technical Drawing, The Macmilan Edition,
1949.
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 Max B. Fajardo, Jr. (1983), Simplified Methods on Building Construction.
Philippines.
 Norman Stirling Introduction to technical Drawing 1977.
 References Tools/Equipment, etc. - They should conform to the Contextual
learning Matrix (Refer to from the conditions of the Competency Based
Curriculum)
 SS Bhavikatti, (2000), Elements of Civil Engineering, New Delhi: Vikas
Publishing House Pvt Ltd.
Websites
 https://www.essex-property-maintenance.com/news/carpentry-andwoodwork/carpentry-and-its-importance/#:~:text=What%20We%20Do,Carpentry%20and%20It's%20Importance,trims%2C%20decorations%20and
%20much%20more.
 https://www.brightstarhandyman.com/blog/2017/7/14/importance-ofcarpentry-learn-to-appoint-the-best-contractor
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Lesson 3 – Home Economics
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. identify the different stitches for dressmaking and its uses
2. discuss the important terms for cooking
3. demonstrate the proper ways of making a sandwich and a simple viand
4. elaborate the duties and responsibilities of each of the family members
5. exhibit a photo collage of the importance of a strong and undivided family
6. classify according to its uses and functions of the different kinds of kitchen
tools
7. demonstrate on how to use different kinds of kitchen tools that can be seen in
their own kitchen
8. create a working area of your own kitchen base on its proper positions and
labels
9. sell a simple viand or snack in your nearby areas
10. cook simple dishes using the proper measurements and utensils to use in
commercial cooking
11. appreciate the importance of knowing commercial cooking
TIME FRAME: 8th to 16th Week
Introduction
Hello, future teachers! Welcome to your third lesson, Home Economics (HE).
Here in this lesson you will be able to know different things like, stitching, about
family, table manners and cooking simple food or what we call commercial cookery.
As a future educator, you need to be familiar with the correct utensils, devices
and equipment in the kitchen. The job of cooking requires specific tools, utensils,
and equipment for proper and efficient preparation of food. Each piece has been
designed to accomplish a specific job in the kitchen. Aside from that, in cookery, you
will also need a good place for preparation of the food and make it sure that it is well
sanitized to avoid bacteria.
So, in this lesson you will learn the different kinds of utensils you need for
commercial cooking, your floor plan and how much you will earn in commercial
cooking. Of course, you will also experience simple cooking not only for you but also
for your family and friends!
Simply enjoy reading, understanding, and applying all of the concepts from
this lesson. Best wishes and God's blessing!
Lesson 3.1 - Clothing & good grooming
ACTIVITY
#Matchmadeinmodule! 3.1
Instructions: You will draw a line from column A which are the pictures of the
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different stitches connecting to column B which is the names of the stitches. Let us
try to see if your familiar with these stitches.
Column A
1.
Column B
Overcast Stitch
2.
Lapped Seam
3.
Basting
4.
Blanket Stitch
5.
Hem Stitch
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 From the activity above, choose two (2) stitches and try to tell me how
these stitches are used.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 When you have ripped clothes, who usually fix it? Or you will just throw or
give it away? Explain.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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 How do you take good care of your clothes?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Clothing and dressmaking
Teachers are Professionals – Fair looking like a polished professional will
empower you and give you confidence.
“Perceptions of people”
 Your professionalism
 Your level of Sophistication
 Your intelligence
 Your credibility
LINES
 Vertical lines – which carry the eyes in an up-and-down direction, an illusion
or false appearance of increase in height and decrease in width
 Horizontal lines - which carry the eyes from one side to the other, an illusion
in decrease in height and increase in width
 Curved lines – produce grace and femininity while diagonal lines give a
feeling of continuous action
COLORS
 add life to the surroundings and make such life vibrant and interesting, there
primary colors, secondary colors and intermediate colors
Enhancing Sewing Skills
Running Stitch
 The simplest type of hand stitching.
 It is used for gathering, easing, tucking,
quilting and sewing seams with little or no
strain. make tiny, even stitches ¼” to 1/6” in
length.
Basting
 It is a temporary stitching used to mark or to
hold fabric layers together.
 This should be removed from the garment as
soon as the permanent stitching is completed
and is no longer needed
Types of Basting
a. Even basting – hold seams together for fitting or permanent stitching
such as basting sleeves into armholes
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b. Uneven basting – used for marking or for holding hems in place for
stitching
Backstitch
 One of the strongest hand stitches. It is used to
repair machine-stitched seams and to fasten
thread ends securely.
Catch Stitch
 A criss cross stitch used to hold two layers of fabric together with
flexibility. It can be used to hem stretchy fabrics or to attach
interfacings.
Slip Stitch
 It is an almost invisible stitch. It is used to
attach one folded edge to another of the
fabric such as patch pockets, hems, lining
and trims.
Overcast Stitch
 It is used to prevent raw edges from
raveling.
Blind Hem Stitch
 It is an excellent stitch for hemming and
for folding facings in place.
Blanket Stitch
 It is used for making thread loops,
eyes, and belt carriers. It can also be
used to make bar tacks, French
tacks, and decorative finish along a
fabric edge.
Hem Stitch
 This slanted stitch is used for
finishing different types of hems,
especially ones with seam binding
or folded edge.
Seams
 A seam is a method of joining two or more pieces of materials together
by a row of stitching. The purpose of most of these seams is purely
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functional and can be called as constructional seams. Seams should
be as flat as possible and unseen except those that are used
for decorative purposes for garment design and line.
Plain Seam
 This is the most widely used seam which is
pliable and inconspicuous. It is used on all
types of fabrics except on very transparent
kinds and is suitable for firm fabrics that do
not ravel and will not be subjected to hard
and frequent laundering. This is used for
side seams, under arm seams ad armhole seams.
Lapped Seam
 This seam is commonly used for
joining a gathered or unaltered section
to a straight edge as in a yoke.
APPLICATION
#SticthIt! 3.2
Instructions: This time you will choose 5 kinds of stitches that you will make.
You will attach your work here. Things you need for this activity is stated below. (10
points per stitch)
Things needed:
 5 pieces of any available clothes (3 inches x 4 inches)
 Any color of thread available
 1 needle
 Scissors
 Glue or scotch tape upon attachment here
What are your chosen stitches?
1.
2.
3.
4.
5.
Put your final output below.
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EVALUATION
#GuessMe! 3.3
Instructions: In the pictures below, you need to put the name of each of the
stitches shown and when you should use those stitches. (3 points each)
1.
______________________________________________________________
______________________________________________________________
2.
______________________________________________________________
______________________________________________________________
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3.
______________________________________________________________
______________________________________________________________
4.
______________________________________________________________
______________________________________________________________
5.
______________________________________________________________
______________________________________________________________
Lesson 3.2 - Family
ACTIVITY
#LookatME! 3.4
Instructions: You will what did each family member is doing. You can pick
you answers in the table below.
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Your answers according to the arrangement in the table above:
Possible answers:
play football
wash the car
do yoga
wash the
dishes
clean the
shoes
do the laundry
feed the cat
iron the
clothes
clean the
windows
hang up the
laundry
clean the
house
take out the
garbage
set the table
go to the
supermarket
water the
flowers
cook
tidy up the
closet
walk the dog
mow the lawn
make the bed
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 What are the different household chores you do in your house?
Enumerate at least 3 to 8 chores.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Are you doing your duty in your house with willingness or sometimes your
parents still needs to scold you or remind you all the time with your chores?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think knowing your responsibility in your house can help you in
developing yourself as a human being and an adult? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
Family
Definition of Family
The basic unit of society, without it, nations would
collapse
Biblical times – families consisted of not only the
patriarch who usually had several wives and
children, but also a multitude of servants.
Servants – were born into those households and
brought up as part of the family
Family is regarded as the smallest social institution
composed of interacting persons united by blood,
marriage or adoption, having a common culture, with the unique function of
producing and rearing the young.
Classification of Family
Structure:
 Nuclear/conjugal family – husband, wife and children
 Extended family – married couple, parents, children, grandparents,
uncles, aunts, cousins and godparents of the children (usually in
Philippines)
Marriage:
 Monogamous – one husband & one wife (Christian Ideal)
 Polygamous – Plural mating
Line of descent:
 Patrilineal – father’s line
 Matrilineal – mother’s line
 Bilineal – both father’s & mother’s line
Residence:
 Patrilocal – newly married couple live with the parents of the husband
 Matrilocal - newly married couple live with the parents of the wife
 Neolocal - newly married couple live in separate house by themselves
*because of high cost of housing in the Philippines, the newly married
couples live with their parents
Dominance:
 Patriarchal – father is the head of the family
 Matriarchal – mother is the head of
the family
 Equalitarian – equal authority
Roles and Obligations of the Family Members
FATHER
 Traditionally, head of the family
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 Bread winner, supporter of the family
 Disciplinarian
MOTHER





Housekeeper
Responsible for all the chores in the household
Housemaker, focus of the family
Obligation is to keep the family close together
Because of the rising cost of living, many wives also have
jobs
BOTH FATHER & MOTHER
 Whole should cooperate
 Divide the household chores
CHILDREN
 Making the beds
 Sweeping & scrubbing the floor
 Watering the plants & etc.
Family Day – a day may be set aside for the family; once a week; this will keep
communication lines open between parents and children and among the children
Duties of Parents and Children
PARENTS
 Raise their children to be:
 God-fearing
 Obedient
 Respectful
 Good as persons
 Useful citizens of the community
 Should be good role models
 Discipline children while they are young
 Should be consistent in disciplining their children; not to be strict at one
time & lax at another time – this is confusing
 Should not contradict each other
 Should have their discussions or contradictions in privacy of their
bedroom
 Discipline should be tempered with mercy
 Should not punish in anger
 Children should be made to understand that it is the wrong act that is
being punished and this is for their own good
 Child should not feel rejected
 Child should feel secure in the love of his parents
 “Wait till your father comes home” – mother: this is wrong!
 Discipline is important and should be imposed while the children are
young
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 See that your children are given an education, well fed and clothed,
their well-being, physically, mentally, morally & spiritually, is taken care
of.
 Give time to your children so that communication lines can be clear
 Love can be shown more by time given to children than thru money or
luxuries
CHILDREN
 Should obey & respect their parents
 Should heed their parents’ admonitions as the former are wiser than
they are because of their experiences
 Should not answer their parents rudely even if they feel the parents are
wrong
 Try to reason out in a polite way at an auspicious time
 Take care of them when they are old
 Study while they are young and not waste time and money
 Repay what their parents have done for them
 Should show affection for their parents
APPLICATION
#Family! 3.5
Instructions: You will look for magazines or newspapers that can help you in
making a family photo collage. Through this collage you need to show to me your
own definition of a family to you, its importance and a reflection of a whole and
happy family. This time you need to show off your creativity in making a simple
artwork of a Family Photo Collage. See the sample photos below for your reference.
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Your own family photo collage:
EVALUATION
#EasyEssay! 3.6
Instructions: You are going to answer the questions below with 3 to 8
sentences. Each appropriate answer is equivalent to 5 points each.
1. With all the duties and responsibilities of the children presented above, can
you enumerate which of it are present to you and which are not? How can
you develop those things so that you can have all those duties and
responsibilities of the children must have?
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Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What can you say to those children who came from a broken family? Do you
think they can exercise the sole responsibility of the children in their houses
or where they are right now?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. In your own observation, why do you think there are children or parent who
suffers from their difficult situations in their home? Do you think they still have
a chance to become a happy family despite all the ups and downs they are
experiencing?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Lesson 3.3 - Social Graces at the Table
ACTIVITY
#Trulse! 3.7
Instructions: You will write JMCFI if the statement below is TRUE and if the
statement below is FALSE you need to write CTE. Write your answers in the space
provided.
_____ 1. If your place setting includes only one knife, which you use to cut your
salad, you should return it to the table to use with your entree.
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_____ 2. A place plate or charger is used to protect the tablecloth from food
droppings.
_____ 3. You should excuse yourself from the table to remove a bone from your
mouth.
_____ 4. You should tell others in a discreet manner if they have food between their
teeth.
_____ 5. If you have a piece of food stuck between your teeth, you should request a
toothpick from the server.
_____ 6. It is acceptable to burp or sneeze at the table as long as you cover your
mouth.
_____ 7. When finished eating, it is fine to excuse yourself from the table.
_____ 8. If you drop your fork under the table, you should retrieve it discreetly.
_____ 9. If you are unhappy with your server, you should tell them right away so
they can fix the problem.
_____ 10. If you find a fly or hair in your food, you should immediately tell your
server and request a new meal.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 Have you been in a buffet dinning? If yes, what are the table manners
did you do? If no, do you want to experience such, why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 In your house, enumerate the table manners or etiquette that you and your
family do?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What do you think is the importance of knowing table manners or etiquette?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Social Graces at the Table
Table Manners
What is Table Manners?
Table manners are the rules used while eating,
which may also include the appropriate use of utensils.
 Different cultures observe different rules for
table manners.
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
Each family or group sets its own standards for how strictly these rules are to
be enforced.
Etiquette – the proper behavior at a particular place and during a particular
occasion, based on courtesy and consideration for others. It should be practiced not
to impress others but to be a way of life
In dining, social graces or proper behavior called for are as follows:
Say PLEASE and THANK YOU as called for by the situation
Wait for the host or hostess to sit down before taking your seat. Wait for them
to begin eating before you start.
Sit up straight on your chair. Wait for the food to be passed or ask to have it
passed.
Take only small bits of food. Chew and swallow this quietly.
Avoid talking when the mouth is full. Remember to drink water, milk and other
liquids slowly.
Break or cut foods into bite size pieces. Bread should be bite size before
buttering. However, only enough for one or two bites should be buttered at a
time.
Place the spoon on the saucer beside
the cup. Avoid leaving the spoon
standing in the cup.
Used flatware should be placed on
the dish not on the table.
When finished eating, leave the
flatware on the right hand side of the
plate. The cutting edge of the knife
should be turned towards the center
of the plate and the fork prongs up
beside it. The napkin which is partly
folded should be at the left side of the
plate.
Carry on pleasant, cheerful and
interesting conversation during meal time.
Table Etiquette
Before the meal begins:
1. Be on time.
2. Dress appropriately.
3. Never comb your hair or apply makeup at the table.
4. Wash your hands before the meal.
5. Wait for host/hostess to tell you where to sit.
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6. Remain standing until host/hostess tells everyone to sit down.
7. In taking your place at the table, sit down from the left of the chair.
8. Males should assist females as they sit at the table.
During the meal:
9. Place napkin on your lap.
10. Never tuck napkin under your chin.
11. Sit up straight with both feet on the floor.
12. Keep elbows off the table.
13. Wait until everyone is served before beginning to eat.
14. A cheerful conversation adds to the enjoyment of a meal.
15. Pass food to your right.
16. Say “please” and “thank-you” when asked for food to be passed to you.
17. Use the serving utensils to serve your food and not your own flatware.
18. Flatware is used from the outside in. Begin with the piece that is farthest
from the plate.
19. Chew your food with your lips closed.
Do not talk with your mouth full.
20. After your knife and fork have been
used, keep them on the plate. Never
place them on the tablecloth.
21. When drinking water, hold the glass
near the base.
22. When food you dislike is served to you,
eat what you can and do not draw
attention to it.
23. Cut the meat on your plate one piece
at a time.
24. When using a soup spoon, dip the
spoon toward the back of the bowl.
25. Never blow on hot soup or any other
hot food. Wait for the food to cool.
26. When you have finished eating, place the knife and fork on the plate.
27. Place your napkin to the side of the place on the table.
After the meal:
28. Toothpicks should be used in private.
29. Wait for the host/hostess to end the meal.
30. Asked to be excused.
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APPLICATION
#Trulse! 3.8
Instructions: In this part, you will have to write CTE if the underlined word is
correct. If the underlined word/s is/are not correct, you will write the word that will
make the statement correct.
____________________ 1. Bread should be big size before buttering.
____________________ 2. Etiquette should be practiced not to impress others but
to be a way of life.
____________________ 3. Never comb your hair or apply makeup at the table.
____________________ 4. During the meal, wait for the host/hostess to end the
meal.
____________________ 5. Never blow on hot soup or any other hot food. Wait for
the food to cool.
____________________ 6. Chew your food with your lips opened. Do not talk with
your mouth full.
____________________ 7. When finished eating, leave the flatware on the left
hand side of the plate.
____________________ 8. When you have finished eating, place the knife and fork
on the table.
____________________
9.
Before
the
mean
starts,
remain
sitting
until
host/hostess tells everyone what to do.
____________________ 10. In taking your place at the table, sit down from the
right of the chair.
EVALUATION
#GuessMe! 3.9
Instructions: Identify the following etiquette in the cutlery and the uses of
the different cultery in the pictures below. Put your answers in the box
provided. Answer it in capital LETTERS.
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Lesson 3.4 - Cooking terms
ACTIVITY
#ChooseME! 3.10
Instructions: You will choose the best answer that best describes the
statements. You need to encircle the word/s of your answer.
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1. The food is part- cooked, and then immediately submerged in ice cold water
to stop the cooking process.
a. simmering
b. poaching
c. blanching
2. Cooking by exposing food to direct radiant heat. The heat source comes
directly from the top.
a. broiling
b. baking
c. roasting
3. To cut ingredients into square-shaped pieces those are smaller and more
precise than a chop.
a. chop
b. dice
c. mince
4. The food is browned on one side and then the other with a small quantity of
fat or oil
a. pan-frying
b. saute
c. roasting
5. First the food is sautéed or seared, and then simmered in liquid for a long
period of time until tender.
a. sear
b. braising
c. stewing
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 With the cooking terms mentioned above, what term are you familiar
with and why you are not familiar with other terms?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you love cooking? If yes, what dish do you always cook for your family
and why? If not, are you planning to learn to cook simple dishes? Explain you
answer.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think knowing simple and basic cooking terms can be beneficial to
you as a future teacher?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Cooking terms
Measurements
DASH: 1/8 teaspoon.
PINCH: 1/16 teaspoon.
SMIDGEN: 1/32 teaspoon.
Prepping
SLICE - Cutting large ingredients into similarly shaped, flat pieces.
CHOP - The most popular direction. The most generic way to say “cut food
into smaller pieces.
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DICE - To cut ingredients into square-shaped pieces that are smaller and
more precise than a chop.
MINCE - The smallest cut. These pieces should be as small as you can make
them.
Frying
DEEP-FRYING - The food is completely immersed in hot oil.
STIR-FRYING - Frying the food very quickly on a high heat in a oiled pan
PAN-FRYING - The food is cooked in a frying pan with oil.
SAUTE - The food is browned on one side and then the other with a small
quantity of fat or oil.
Oven Cooking
BAKING - To cook food, covered or uncovered, using the direct, dry heat of
an oven
ROASTING - Roasting is a dry heat method of cooking, where hot air from
an oven, open flame, or another heat source completely surrounds the food,
cooking it evenly on all sides.
BROILING - Cooking by exposing food to direct radiant heat. The heat source
comes directly from the top.
Stovetop Cooking
SEAR - Cooking food over very high heat for a brief period of time.
BRAISING - First the food is sautéed or seared, and then simmered in liquid
for a long period of time until tender.
STEWING - Stewing is a combination cooking method that uses small,
uniform pieces of meat that are totally immersed in liquid and slowly
simmered.
Moist Cooking
BOILING - Cooking food at a relatively high temperature, 212 degrees, in
water or some other water-based liquid
SIMMERING - Cooking food in liquid, or even just cooking the liquid itself, at
a temperature just below the boiling point.
POACHING - Cooking by submerging food in some kind of liquid and heating
at a low temperature.
STEAMING - This means cooking your food in water vapour over boiling
water.
BLANCHING - The food is part- cooked, and then immediately submerged in
ice cold water to stop the cooking process.
APPLICATION
#YouCook! 3.11
Instructions: Try to cook “law-oy” or any sautéed vegies in your house. State
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below the ingredients you used, its procedure and how did this cooking session
went.
Name of the dish:
Your ingredients:
Procedure:
Who are the people that try to taste your food? _____________________________
Do you think they love what you cook? Why or why not?
___________________________________________________________________
_________________________________________________________________
What was the hardest part during your cooking session? Why?
___________________________________________________________________
_________________________________________________________________
What cooking terms were applied during your cooking session?
___________________________________________________________________
_________________________________________________________________
EVALUATION
#Puzzle! 3.12
Instructions: This time you will answer the 5 item crossword puzzle. You
will just try to identify cooking terms describe in the box below.
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5
9
2
6
1
4
3/7
10
8
Questions/statements:
vertical
horizontal
2 - Cooking by exposing food to direct 1 - Cooking food at a relatively high
radiant heat.
temperature, 212 degrees, in water or
some other water-based liquid
3 - 1/32 teaspoon
4 - Cooking food over very high heat for
a brief period of time.
5 - To cook food, covered or uncovered, 6 - Cutting large ingredients into similarly
using the direct, dry heat of an oven
shaped, flat pieces.
7 - This means cooking your food in 8 - 1/16 teaspoon
water vapour over boiling water.
10 - The most popular direction. The 9 - a combination cooking method that
most generic way to say “cut food into uses small, uniform pieces of meat that
smaller pieces.
are totally immersed in liquid and slowly
simmered.
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Lesson 3.5 - Sandwich making
ACTIVITY
#YOUMakeMEWhole! 3.13
Instructions: You will be a worker in a burger stall. Your costumer wants the
ingredients below to be in his burger. As a cook, how will you arrange the burger that
looks neat and palatable to the customer who requested it? Draw the sequence of
your burger like the given sample.
The Ingredients
Sample drawing
Your drawn burger:
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ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 Do you love burger? What are the best burgers you can recommend to
your friends and family?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think a burger is similar to a sandwich? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What do you think is the differences of a burger and sandwich?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Sandwich making
What is a sandwich?
is a food item commonly consisting of two
or more slices of bread, with one or more fillings
between them.
Sandwiches are a widely popular type of lunch
food, typically taken to work, school, or picnics to
be eaten as part of a packed lunch.
The bread can be used as it is, or it can be coated
with any condiments to enhance flavour and
texture.
They are also widely sold in restaurants and cafes, served hot or cold.
Cold Sandwiches
Simple Cold Sandwich
are those made with two slices of bread or two
halves of a roll, a spread, not because they are necessarily
simple in construction. Simple cold sandwiches range from a
single slice of cheese or meat between two, a long Italian
roll filled with salami, ham and etc.
Multi-decker sandwich
are made with more than two slices of bread (or
rolls split into more than two pieces) and with
several ingredients in the filling. The Club
sandwich is a popular multi-decker sandwich,
made of three slices of toast and filled with sliced
chicken or turkey breast, mayonnaise, lettuce,
tomato and bacon. It is cut into four triangles.
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Tea sandwich
are small, fancy sandwich generally made
from light. Delicate ingredients and bread that
has been trimmed if crusts.
Wraps
are sandwich in which fillings are
wrapped. They may serve as whole or cut in half if
large.
Open faced sandwich
are made with a single slice of bread, like
large canapés, which is what they are. Like
those in canapés, the fillings or toppings
should be attractively arrange and garnished.
Canapés (bite size sandwiches).
Hot Sandwiches
Simple Hot Sandwich
consist of hot fillings, usually meats but
sometimes fish, grilled vegetables, or other hot items,
between is made with two slices of bread or two halves
of a roll, with hot fillings. They may also contain items
that are not hot, such as slice of tomato or raw onion on
a hamburger.
Open-faced hot sandwich
are made by placing buttered or
unbuttered bread on a serving
plate, covering it with hot meat or
other filling and toppings with
sauce, gravy, cheese, or other
topping.
Some
versions
are
browned under the broiler before
serving. Ex. Pizza they are thin
sheets of lean bread dough baked with topping.
Grilled Sandwich
also called toasted sandwiches, are simple
sandwich that are buttered on the outside and
browned on the griddle, in hot oven, or in a
Panini grill.
Deep-fried sandwich
is made by dipping sandwich in beaten egg and
sometimes in bread crumbs and then deep-fry. This type of
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frying makes it greasy.
Wrap
is made with a soft flatbread rolled around a
filling. The usual flatbreads are wheatflour tortillas, pita; the filling usually
consists of hot sliced meat, poultry, or fish
accompanied by shredded lettuce, diced
tomato
or sautéed
mushroom bacon,
grilled onions, cheese and a sauce.
Components of Sandwiches
BREADS
the purpose of bread is to provide edible casing for the food inside.
determines how and what can be put into the sandwich
SPREADS
purpose of spreads: to protect the bread from soaking up moisture
from filling, to add flavor, and to add moisture or mouth feel
Fat-based spread keeps the bread from getting soggy, for awhile
Add palatability
For salad-type fillings such as tuna or chicken, bread will need no
spread
The spread should be complimentary to the filling
Types of spreads are dairy-based (cream cheese), flavored butters,
mayonnaise, ketchup, mustard, vegetable and herb spreads, jelly, jam
and compotes, guacamole, mayonnaise
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BUTTER
should be soft enough to spread easily without tearing the bread
FILLINGS
The Focus of the Sandwich
May be cold, hot, chopped, ground, sliced
Can be Meat, fish, poultry
Grilled, roasted, marinated, baked
Cheese, cheese spreads
Eggs, egg salad, or a combination
MAYONNAISE
this contributes more flavor
GARNISH
Well-trimmed and cleaned
Sliced correctly to be contrasting but not overpowering
Crisp, fresh, and complimentary
Most lettuce, sprouts, tomatoes, peppers, olives, and cucumbers are
marinated
Production Guidelines
 Organize your work station
 Tools, food, equipment
 Food well-chilled
 Equipment immaculate
 Holding equipment clean and dry
 Wrapping paper or chilled plates
 Organize the work flow to be comfortable to you
 Prepare all your slices, spreads, garnishes ahead
 Do not slice bread too far ahead
 Some fillings may be portioned on a sheet pan ahead and kept chilled
 Major BLT production can be preassembled ahead, just spread the bread and
pick up the layers of bacon, lettuce, and tomato, cover, slice, and plate
APPLICATION
#MakeMe! 3.14
Instructions: Let us try if you can make a simple but delicious sandwich for
your family. Below are the ingredients and procedure for the 2 kinds of sandwich
fillings and you will choose among the different kinds of sandwich will you apply.
After the taste test of your family members, let them rate your sandwich and paste
few photos as evidence.
Egg-Sausage salad
 2 hard-boiled egg, chopped
 4 pcs. Vienna sausage, chopped & cooked
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




1 cup mayonnaise
2 tbsp. sandwich spread
2 tsp. sugar
Salt to taste
Loaf bread (any bread you want and available)
Tuna Fillings
 2 cups tuna meat, drained, flaked
 1 cup mayonnaise
 2 tbsp. sandwich spread
 2 tsp. sugar
 Salt to taste
 Loaf bread (any bread you want and available)
Procedure:
 Mix all the ingredients (except for bread) according to its measurement and
instruction on how to make it.
 After making the two types of fillings, you will apply it according to your style
and design.
Criteria for Egg Sausage:
Palatability
15 points
Plating
15 points
Eye Appeal
10 points
Serving Size
10 points
Total points
50 points
Plating
15 points
Eye Appeal
10 points
Serving Size
10 points
Total points
50 points
Judge 1
Judge 2
Judge 3
Criteria for Tuna Fillings:
Palatability
15 points
Judge 1
Judge 2
Judge 3
Sandwich Making Photos:
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Judges Photos:
EVALUATION
#ReflectonMe! 3.15
Instructions: With the quotation below, reflect on what does it mean and
how it is connected with our lives. Relate sandwich in your life or in the life of
a person. You may have 1 to 2 paragraphs for your reflection.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Lesson 3.6 - Kitchen Utensils and Equipment
ACTIVITY
#DoYouKNOWME? 3.16
Instructions: Identify the word/s that best describes the following statements.
Write your answers in the table given below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. It is the most popular, lightweight, attractive and less expensive materials of
kitchen utensils and equipment.
2. A more complicated tool that may refer to a small electrical appliance.
3. A kitchen tool which is specifically designed for pulping garlic for cooking.
4. It is used to grate, shred, slice and separate foods.
5. A must for all types of kitchen tasks, from peeling an onion and slicing carrots,
to carving a roast or turkey often referred to as cook's or chef's tools.
6. It is used to measure solids and dry ingredients.
7. These are used to measure smaller quantities of ingredients
8. A rubber or silicone tools to blend or scrape the food from the bowl
9. A special coating applied to the inside of some aluminum or steel pots and
pans that helps food from not sticking to the pan.
10. A kitchen essentials used for creaming, stirring, and mixing that made of a
hard wood.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 Have you used those utensils mentioned above?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What are the things you need in cooking your favorite dish?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think these tools are really useful? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Kitchen Utensils and Equipment
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Materials of kitchen utensils and equipment commonly found in the kitchen.
kitchen utensils and
equipment
Aluminum
Description
is the best for all-around use. It is the most popular,
lightweight, attractive and less expensive. Aluminum turns
dark when used with alkalis, such as potatoes, beets, carrots
and other vegetables. Acid vegetables like tomatoes will
brighten it.
Stainless Steel
is the most popular material used for tools and equipment, but
is more expensive. It is easier to clean and shine and will not
wear out as soon as aluminum.
Glass
is good for baking but not practical on top or surface cooking.
Great care is needed to make sure for long shelf life.
Cast Iron
is sturdy but must be kept seasoned to avoid rust. Salad oil
with no salt or shortening can be rub inside and out and dry.
Wash with soap (not detergent) before using.
Ceramic and heat- is used especially for baking dishes, casseroles, and measuring
proof glass
cups. Glass and ceramic conduct the heat slowly and evenly.
Teflon
is a special coating applied to the inside of some aluminum or
steel pots and pans. It helps food from not sticking to the pan
Plastic
and
Hard are used for cutting and chopping boards, table tops,
Rubber
bowls, trays, garbage pails and canisters. They are much less
dulling to knives than metal and more sanitary than wood.
Plastics are greatly durable and cheap but may not last long.
Cooking Utensils List That Every Kitchen Needs
kitchen utensils
Baster
Cans, Bottles,
Cartoons Opener
Colanders
Cutting Boards
Dredgers
Double Boiler
Description
It is handy for returning some of the meat or poultry juices
from the pan, back to the food. Basting brushes can be used
for the same purpose, but they are also convenient for
buttering the tops of breads and baked goods after they come
out of the oven.
use to open a food tin, preferably with a smooth operation, and
comfortable grip and turning knob
also called a vegetable strainer are essential for various tasks
from cleaning vegetables to straining pasta or tin contents
a wooden or plastic board where meats and vegetables can be
cut
used to shake flour, salt, and pepper on meat, poultry, and fish
used when temperatures must be kept below boiling, such as
for egg sauces, puddings, and to keep foods warm without
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kitchen utensils
Emery Boards/
Sharpening Steel
Flipper
Funnels
Garlic Press
Graters
Handy Poultry &
Roasting Tools
Kitchen Knives
Kitchen Shears
Measuring Cups,
Spoons Measuring
Tools
Pasta Spoon or
Server
Potato Masher
Rotary eggbeater
Scraper
Seafood Serving
Tools
Serving spoons
Serving Tongs
Soup Ladle
Description
overcooking
used to sharpen long knives
use for turning hamburgers and other food items
used to fill jars, made of various sizes of stainless steel,
aluminum, or of plastic
is a kitchen tool which is specifically designed for the purpose
of pulping garlic for cooking
used to grate, shred, slice and separate foods such as carrots,
cabbage and cheese
make it easier to lift a hot roasted turkey from the roaster to
the serving platter, without it falling apart
often referred to as cook's or chef's tools, knives are a must
for all types of kitchen tasks, from peeling an onion and slicing
carrots, to carving a roast or turkey
They are practical for opening food packages, cutting tape or
string to package foods or simply to remove labels or tags
from items
are among the most important items found in any kitchen,
since consistently good cooking depends upon accurate
measurements. Scales are used to weigh materials of bigger
volumes.
is use to transfer a little or much cooked pasta to a waiting
plate, without mess.
Pasta spoons are best used with
spaghetti-style or other long pasta noodles; you can use a large
slotted serving spoon for short pastas.
used for mashing cooked potatoes, turnips, carrots or other
soft cooked vegetables
used for beating small amount of eggs or batter
a rubber or silicone tools to blend or scrape the food from the
bowl; metal, silicone or plastic egg turners or flippers
make the task of cleaning seafood and removing the shell much
easier
a utensil consisting of a small, shallow bowl on a handle, used in
preparing, serving, or eating food
enables you to more easily grab and transfer larger food
items, poultry or meat portions to a serving platter, to a hot
skillet or deep fryer, or to a plate
is used for serving soup or stews, but can also be used for
gravy, dessert sauces or other foods. A soup ladle also works
well to remove or skim off fat from soups and stews.
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kitchen utensils
Spoons
Temperature Scales
Two-tine fork
Vegetable peeler
Whisks
Wooden spoons
Description
solid, slotted, or perforated. Made of stainless steel or
plastic, the solid ones are used to spoon liquids over foods and
to lift foods, including the liquid out of the pot
used to measure heat intensity
used to hold meats while slicing, and to turn solid pieces of
meat while browning or cooking Made of stainless steel and
with heat-proof handle
used to scrape vegetables, such as carrots and potatoes and to
peel fruits
for Blending, Mixing used for whipping eggs or batter, and for
blending gravies, sauces, and soups
continue to be kitchen essentials because of their usefulness
for used for creaming, stirring, and mixing. They should be
made of hard wood
Commonly used measuring tools in the home or in commercial kitchens
include the following:
Measuring Tools
Description
Measuring Cup for is used to measure solids and dry ingredients, such as flour,
Dry Ingredients
fat and sugar. It is commonly made of aluminum or stainless
material. Sizes range from 1, ½, ¾ and ¼ (nested cups) to one
gallon. There are cups made of plastic and come in different
colors, but could only be used for cold ingredients. They could
warp, causing inaccurate measure.
Measuring Cup for commonly made up of heat-proof glass and transparent so that
Liquid Ingredients
liquid can be seen. Quantity of measure of liquid ingredient is
different in a dry measuring cup.
Portion scales
used to weigh serving portions from one ounce to one pound
Scoops or dippers
used to measure serving of soft foods, such as fillings, ice
cream, and mashed potato
Spoons
come in variety of sizes, shapes, materials and colors. These
are used to measure smaller quantities of ingredients called
for in the recipe like: 1 tablespoon of butter or ¼ teaspoon of
salt.
Household Scales
are used to weigh large quantity of ingredients in kilos,
commonly in rice, flour, sugar, legumes or vegetables and meat
up to 25 pounds
There are many kinds of knives, each with a specialized use
Knives
Butcher knife
Description
used to section raw meat, poultry, and fish. It can be used as a
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Knives
Description
cleaver to separate small joints or to cut bones. Butcher knives
are made with heavy blade with a saber or flat grind
French knife
used to chop, dice, or mince food. Heavy knives have a saber or
flat grind
Roast beef slicer
used to slice roasts, ham, and thick, solid cuts of meats
Boning knife
used to fillet fish and to remove raw meat from the bone
Fruit and salad knife used to prepare salad greens, vegetables, and fruits
Spatula
used to level off ingredients when measuring and to spread
frostings and sandwich fillings
Citrus knife
used to section citrus fruits. The blade has a two-sided,
serrated edge.
Paring knife
used to core, peel, and section fruits and vegetables. Blades
are short, concave with hollow ground.
Equipment
More complicated tools are called equipment. They
may refer to a small electrical appliance, such as a mixer,
or a large, expensive, power-operated appliance such a
range or a refrigerator. Equipment like range, ovens,
refrigerators (conventional, convection and microwave)
are mandatory pieces in the kitchen or in any food
establishment.
1. Refrigerators/Freezers are necessary in
preventing bacterial infections from foods.
Most refrigerators have special compartment for meat, fruits and
vegetables to keep the moisture content of each type of food. Butter
compartment holds butter separately to prevent food odors from spoiling its
flavor. Basically, refrigerator or freezer is an insulated box, equipped with
refrigeration unit and a control to maintain the proper inside temperature
for food storage.
2. Auxiliary equipment like griddles, tilting skillets, broilers/grills, steamers,
coffee makers, deep-fat fryers, wok, crockery, cutting equipment (meat
slicer, food choppers, grinders) mixers and bowls, pots and pans are utilized
most commonly in big food establishments, some with specialized uses and
some are optional.
3. Microwave Ovens have greatly increased their use in the food industry.
Foods can be prepared ahead of time, frozen or refrigerated during the
slack periods, and cooked or heated quickly in microwave ovens
4. Blenders are used to chop, blend, mix, whip, puree, grate, and liquefy all
kinds of food. A blender is a very useful appliance. They vary in the amount
of power (voltage/wattage). Others vary and do not do the same jobs.
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APPLICATION
#YouDoIt! 3.17
Instructions: List down at least 10 utensils and equipment you can find in
your kitchen. Identify and describe the materials in your kitchen tools and equipment.
KITCHEN UTENSILS
MATERIAL
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
EVALUATION
#YouDoIt! 3.18
Instructions: Below is a table that talks about the kitchen tools. On the third
column draw a star if the statement/s in column A (tool’s description) match
with column B (name of the tool) and if not write the correct word/s that best
describe the statement/s.
A
1. It is the most popular material
used for tools and
equipment, but is more
expensive.
B
Aluminum
2. It is a greatly durable and
cheap material of kitchen
utensils but may not last long
Glass
3. An essential utensil for various
tasks from cleaning
vegetables to straining pasta
or tin contents.
Colander
4. Used to level off ingredients
when measuring dry
ingredients
Scraper
C
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A
5. Use for turning food items
B
Flippper
6. Commonly made up of heatproof glass and transparent
so that liquid can be seen
when measuring
Measuring Cup for
Liquid
Ingredients
7. It make the task of cleaning
seafood and removing the
shell much easier.
Seafood Serving Tools
8. Enables you to more easily
grab and transfer larger food
items, poultry or meat portions
to a serving platter, to a hot
skillet or deep fryer, or to a
plate
Serving spoons
9. Used for whipping eggs or
batter, and for blending
gravies, sauces, and soups.
Pastry blender
10. Used to measure heat
intensity.
C
Temperature scales
Lesson 3.7 - Measurements
ACTIVITY
#YouDoIt! 3.19
Instructions: The table below shows the equivalent measure per line. You
have to complete the table below. Each row should be equivalent to each other.
Write your answers in the red line provided. Let us see if you can still recall your
conversion of units in your math and science subjects. 
1
2
3
4
5
2 tablespoons
1 cup
________
oz
2 ½ fluid ounces
250 OF
________ fluid oz
8 fluid ounces
220 g
85 ml
O
________
C
30 ml.
________
ml.
4 inches
________ teaspoon
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.

If you are cooking, do you measure it? Why or why not?
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Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think it is really necessary to measure everything in cooking knowing
that it will take some time?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 State your own opinion about the importance of doing measurements.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Measurements
Different people may use the identical recipe for molded desserts; all of
their molded desserts could turn out differently because of different measuring
and mixing techniques. The following section presents some important measuring
equivalents, tables and conversions.
TABLES OF WEIGHTS AND MEASURE
How to Measure Liquids
CUPS
U.S.
2 tablespoons
1 fluid ounces
¼ cup
2 fluid ounces
3 fluid ounces
½ cup
4 fluid ounces
5 fluid ounces
5 ½ fluid ounces
¼ cup
6 fluid ounces
7 fluid ounces
1 cup
8 fluid ounces
2
16 fluid ounces (1 pint)
cups
2½
20 fluid ounces
cups
4
32 fluid ounces (1 quart)
cups
METRIC
30 ml.
60 ml,
90 ml.
125 ml.
150 ml.
170 ml.
185 ml.
220 ml.
250 ml.
500 ml.
625 ml.
1 liter
How To Measure Dry Ingredients Quick Conversions
1/2 oz
15 g
¼ inch
5 mm
1 oz
30 g
½ inch
1 cm
2 oz
60 g
¾ inch
2 cm
3 oz
4 oz (1/4 lb)
90 g
125 g
1 inch
2 inches
2.5 cm
5 cm
5 oz
155 g
2 ½ inches
6 cm
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6 oz
185 g
3 ¼ inches
8 cm
7 oz
8 oz (1/2 lb)
220 g
250 g
4 inches
5 inches
10 cm
12 cm
9 oz
280 g
6 inches
15 cm
10 oz
315 g
7 inches
18 cm
11 oz
12 oz (3/4 lb)
13 oz
345 g
375g
410 g
8 inches
9 inches
10 inches
20 cm
22 cm
25 cm
14 oz
440 g
11 inches
28 cm
15 oz
16 oz (l lb)
470 g
500 g
12 inches (1 foot)
18 inches
30 cm
46 cm
24 oz (1 ½ lbs)
750 g
20 inches
50 cm
32 oz (2 lbs)
1 kg
24 inches (2 feet)
61 cm
30 inches
77 cm
¼
cup
1/3
cup
½
cup
1
cup
USING CUPS AND SPOONS
All cup and spoon measurement are level
2 fluid ounces
60
1/4/ teaspoon
ml
2 ½ fluid
85
1/2 teaspoon
ounces
ml ml
4 fluid ounces
125
1 teaspoon
8 fluid ounces
250ml
1 tablespoon
o
FAHRENHEIT ( F)
250
300
325-350
375-400
425-450
475-500
OVEN TEMPERATURES
CELCIUS (oC)
120
150
160-180
190-200
220-230
250-260
1
ml
2.5
ml
5
ml
15
ml
TEMPERATURES
Very
Slow
Moderately Slow
Moderate
Moderately Hot
Hot
Measuring Ingredients Correctly
Accurate techniques in measuring are
as important as the tools for measuring.
Therefore,
always
observe
the
following
procedures:
1. Rice and flour. Fill the cup to overflowing,
level-off with a spatula or with a straightedged knife
2. Sifted flour. Most cake recipes call for sifted
flour. In this case, sift flour 2 or 3 times.
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Spoon into the cup overflowing, level off with a spatula.
3. Refined sugar. Sift sugar once to take out lumps, if any. Spoon into cup and
level off with a spatula. Do not pack or tap the sugar down.
4. Brown sugar. Pack into cup just enough to hold its shape when turned
out off cup. Level off with a spatula before emptying.
5. Level a measuring spoon with straight edge of a knife to measure small
amounts of salt, pepper, leavening agents or solid fats.
6. Liquid ingredients. Liquid measuring cup -- a glass or plastic cup with
graduated markings on the side. Place the cup on a flat, level surface. Hold
the cup firmly and pour the desired amount or liquid into the cup. Lean over
and view the liquid at eye level to make sure it is the proper amount.
7. Check and calibrate timers/thermometers, scales and other measuring
devices according to manufacturer’s manual before using.
8. Ingredients which measure by volume and by weight demand
standardized measuring tools and equipment.
9. Do not shake the dry measuring cup to level off dry ingredients.
10. It is easier to weigh fat, butter, margarine if bought in pre-measured sticks.
If fat does not come in pre-measured sticks, use a scale to weigh the
needed amount.
11. Liquids should be poured into cup in desired level. Cup should stand
on a flat surface.
12. Spring scales should be adjusted so that
pointer is at zero (0). Place pan, bowl, or piece
of waxed paper on scale to hold ingredient to be
measured.
13. When using balance scales, place the
pan on the left-hand side of the balance and the
pan weight on the right-hand side. Add the
required weights to the right-hand side and
adjust the beam on the bar so that the total is the
weight needed.
14. Ranges, sometimes called stoves, provide heat for cooking on top and in
the oven.
15. The controls for range heat must be accurate and easy to operate. Tools
and utensils needed for cooking on the range and work space should be
within easy reach.
16. Learn to match the size of pan to the size of the unit and to select the right
amount of heat for the cooking job to be done.
17. In microwave cooking, time schedules must be followed exactly
because every second is important. The microwaves shut off automatically
when the door is opened.
18. Refrigerators are operated by electricity. The unit
that does the cooling is underneath the box behind
the grill.
19. Dishwashers are a great help if food is rinsed from
dishes before stacking them.
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20. Follow the plan for stacking as suggested in the direction by manufacturer’s
manual.
21. Mixers are the most useful machines in commercial kitchens and even at
home. It is good for making salad dressings, sandwich fillings, for sauces,
mashing potatoes, beat batter and eggs. Attachments are also available to
chop, whip, squeeze out juice, and make purees.
22. Coffee makers mostly are automatic, requiring only the measurement of
coffee and water.
23. In preparing foods on the range or in the fryer, heat is transferred by
conduction.
APPLICATION
#IChallengeYou! 3.20 (Project)
Instructions: It’s cooking time! Read the instructions below. Deadline of this
will be announced in our online class session.
Do the following cooking sessions:
1. Pancake making
Ingredients:
1 large egg
2 tbsp oil
1 ½ tsp baking
1/3 c sugar
½ tsp vanilla
1/2 c milk
1 c flour
pinch of salt
NOTE:
*If you want chocolate pancake just add ¾ c cocoa
powder
*you can also add white or dark chocolate for a
yummier taste
*You can also add or revise the ingredients according
to your wants but do not forget to include it in the
journal the things you change.
Procedure:
- mix flour, baking powder and cocoa (if you choose choco pancake) in a bowl, set
aside
- in another bowl mix egg, salt and sugar
- add vanilla and oil in the mixture, mix
- add milk and mix
- add the remaining dry ingredients and mix well.
- Lastly, add the add-ons you choose to make your pancake unique.
2. Veggie Meat making
Ingredients:
1 kl Flour
Pinch of Salt
Water
Procedure: (Watch the video carefully)
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https://www.youtube.com/watch?v=SEsrfA-KFvI&t=299s
https://www.youtube.com/watch?v=5H2qzA50jZQ
Below are photos of my own gluten and recipe.
-After making the gluten or veggie meat you will try to make fried gluten (same way
in cooking fried chicken)
3. Best Recipe Making
 This is your time to share your own recipe that you always share with your
family
 What was the story of that family recipe?
 Do not forget to include the ingredients with proper measurements and
procedure.
Reminders:
 You will compile your journey in your 3 cooking sessions in a separate sheet
 You will not only take pictures but also you will have short video clips of your
cooking session
 You will make 1 journal each cooking session consisting of your experience in
cooking the food
 If you have additional in the recipes always include it in the journal
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EVALUATION
#YouDoIt! 3.21
Instructions: Analogy – You will write the right equivalent of each of the
measurement below.
1. ¼ cup
1/3 cup
2. 1 oz
1 ½ oz
3. ¼ inch
¾ inch
4. 1 teaspoon
¼ teaspoon
5. 250 OF
125 OF
:
:
:
:
:
:
:
60 ml
________ml
30 g
:
________g
:
5 mm
________ mm
5 ml
________ ml
120 OC
:
________ OC
Fill the blanks with the correct word/s that will make the statement complete and
correct.
1.
Ingredients which measure by volume and by weight demand
_________________ measuring tools or equipment.
2. Refrigerators are operated by electricity. The unit that does the
_________________ is underneath the box behind the grill.
3. In preparing foods on the range or in the fryer, heat is transferred by
_________________.
4. Brown sugar is _________________ into the measuring cup before leveling off.
5. Spring scales should be adjusted so that pointer is at _________________.
Lesson 3.8 - How to Calculate Markup Percentage
ACTIVITY
#YouDoIt! 3.22
Instructions: Watch the video below and prepare to answer the questions
that I will give to you.
https://www.youtube.com/watch?v=JqSPmPCOmGg
https://www.youtube.com/watch?v=XnxhRYtE2N0
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 While watching the video, do you find it hard to do food business?
Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What do you think are the considerations you need to have before you have
this kind of business?
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Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 How will you come up with a business that will surely gain a big profit?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What will be your simple food business if you will have a chance to have it?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
How to Calculate Markup Percentage
Markup is the difference between how much an item costs you, and
how much you sell that item for--it's your profit per item. Any person working in
business or retail will find the skill of being able to calculate markup percentage
very valuable.
Instructions
1. Calculate your peso markup. This is done by subtracting your buying price
from your selling price.
Example
Selling price
15.00
Purchase cost/buying price
10.00
Peso markup
5.00
2. Decide whether you want to calculate your percentage markup based
on cost or selling price. Once you choose which you will be using to
calculate, it is important you stick to the method you choose throughout all
your calculations, or you will end up with faulty data. If you decide to
calculate your percent markup based on cost, go on to Step 3. If you
decide to calculate your percent markup based on selling price, go on to
Step 4.
3. Calculate percent markup based on cost. This is done by dividing the
peso markup by the cost.
Example
Peso markup
5.00
Purchase cost/buying price
÷10.00
Percentage mark up
.5 or 50%
4. Calculate your percent markup based on selling price. This is done by
dividing the peso markup by the selling price.
Example
Peso markup
5.00
Selling price
÷15.00
Percentage mark up
.33 or 33%
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5. Make sure you consistently use either cost of the product or selling price
to find the percent markup on an item. Even though the cost, selling price,
and peso markup will always be the same, the percentage markup will be
drastically different depending on if you calculate it using selling price or
cost. Using selling price will give you a lower percentage markup
(assuming you are making a profit), while using cost will give you a higher
percentage markup.
APPLICATION
#IChallengeYou! 3.23
Follow the instructions below:
 Plan a simple snack to sell.
 Write down all the ingredients with its measurements and prices.
 Follow the steps on how to come up with costing and how much will you earn
in 1 month and in a year.
Your work:
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EVALUATION
#YouDoIt! 3.24
Instructions: You are given the following recipe and its estimated cost,
compute for the total purchase cost and impose a 50% mark up to determine
the selling price of your product.
Yield=24 servings
Item
Unit cost
2 K chicken
1 head of
garlic
4 Tbsp. soy
sauce
1 tsp. ground
black pepper
115.00/kilo
50.00/kilo
20pcs/kilo
15.00/bottle
Approx. 32T
1.00/ small
pack
½ t/pack
12.00/bottle
Approx. 2 C
/bottle
40.00/bottle
Approx. 32T
1/2 cup
vinegar
2 Tbsp.
cooking oil
Total Cost
Peso mark-up
Selling Price
per serving
TOTAL
Formula:
Selling price = Total cost + Peso mark-up
No. of yield
SP= __________
Your solutions:
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Instructions: Complete the following table by calculating the Peso markup and
Percentage mark up. Write your solutions in the space provided below.
Items
Purchase
cost/buying price
Selling price
Bibingka
5.00
7.00
Cup cake
Pulvoron
Chicharon
Yellow corn
7.00
3.00
25.00
10.00
10.00
4.00
35.00
15.00
Peso markup
Percentage
mark up
Your solutions:
Lesson 3.9 - Kitchen Floor Plans and symbols
ACTIVITY
#YouDoIt! 3.25
Instructions: Look at the pictures and below and say something about it.
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ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 When you saw the photos, what was your first impression?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Which among the photos do you like and want to have that in your future
house? If none, can you describe your own design?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 How does a designer come up with these designs?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What do you thinks are the considerations in making a floor plan in a kitchen?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
UNDERSTANDING THE BASIC KITCHEN LAYOUT
Understanding the basic principles of kitchen layout will help take
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much of the mystery out of the design process. One of the most basic layout
principles is the work triangle. The work triangle is an imaginary line drawn from
each of the three primary work stations in the kitchen - the food storage,
preparation/cooking, and clean-up stations. By drawing these lines, you can
assess the distance required to move to and from each area and thus determine
how well the traffic will flow. To help avoid traffic flow problems, work triangles
should have a perimeter that measures less than 26 feet.
The three primary kitchen work stations which create the work triangle are:
1. The food storage station - Your refrigerator and pantry are the
major items here. Cabinetry like lazy susan or swing-out pantry units
adds function and convenience. Options like wine racks, spice racks,
and roll-out trays help to organize your groceries.
2. The preparation/cooking station - Your range, oven, microwave,
and smaller appliances are found in this area. Counter space is
important in this section. Conserve space by moving appliances off the
counter with appliance garage cabinets and space-saving ideas like
towel rods and pot lid racks.
3. The clean-up station - Everyone's least favorite activity is one of
the kitchen's most important - clean-up. This area is home to the sink,
waste disposal, and dishwasher. Cabinetry for this station is designed
to organize with the trash bin cabinet and roll- out tray baskets for
storage convenience.
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Kitchen Floor Plans and Symbols
Work Station
DETERMINING YOUR KITCHEN’S LAYOUT
Since the kitchen is one of the most active work areas of the home, it is
important to select the right layout to complement your lifestyle and taste.
There are five primary kitchen layout shapes - the U-Shaped, L-Shaped,
Island, G-Shaped, Corridor/Gallery, and Single Wall shapes.
After learning about the work triangle in the section "Understanding Basic
Kitchen Layout," you will now see how the work triangle functions in each layout
and the advantages each layout offers.
1. The U-Shaped Kitchen - Named for the "U"
shape it resembles, this kitchen is popular in
large and small homes alike.
 Perfect for families who use their kitchens a
great deal
 Provides plenty of counter space
 Efficient work triangle
 Can convert one cabinet leg into a breakfast
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bar
2. The L-Shaped Kitchen - This kitchen shape is one of
the most flexible and most popular, providing a
compact triangle.
 Very flexible layout design
 Major appliances can be placed in a variety of areas
 Work areas are close to each other
 Can easily convert to a U-Shape with a cabinet leg
addition
3. The Island Option. Islands are extremely popular in homes today and
are most often seen in L-Shaped kitchens. Islands
can not only keep work areas traffic-free, but also
create a wealth of extra counter and storage space.
An island can be an indispensable food preparation
station or act as a butcher block area. The island is
also an ideal place to add an extra sink or an island
grill.
4. The G-Shaped Kitchen - Built very much like the UShaped with the addition of an elongated partial wall,
the G-Shaped kitchen offers a great deal of space.
 Ideal for larger families needing extra storage
space
 Plenty of counter and cabinet space
 Multiple cooks can function well in this layout
 Can convert one cabinet leg into a breakfast bar or
entertaining area
5. The Corridor/Galley Kitchen - This style kitchen
makes the most out of a smaller space.
 Great for smaller kitchens
 Appliances are close to one another
 Easy for one cook to maneuver
 Can easily convert to a U-Shape by closing off one
end
6. The Single Wall/Pullman Kitchen - Designed for homes or apartments,
the single wall kitchen offers a very open and airy
feel.
 Ideal for apartments and smaller homes
 Works well with the open designs found in many
contemporary homes
 Small moveable table can provide eating space
 Can be enhanced with the addition of an island
APPLICATION
#YouDoIt! 3.26
Instructions: Lay-out your own dream kitchen. Use your knowledge that you
get from all those information above. Complete your sketch by placing the necessary
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symbols to show the different appliance, counters, areas and the direction of work
flow. Draw it in the space provided.
Your Lay-out
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EVALUATION
#YouDoIt! 3.27
Instructions: You will draw a symbol of the following part or tools in the
kitchen. You will draw it beside the name or the space provided.
1. Refrigerator
2. Free standing stove/oven
3. Sinks
4. Microwave
5. Dishwasher
Instructions: Fill in the blanks with word/s that will make the statement complete
and correct.
1. Doing the job in the easiest, simplest and quickest way refer to
_________________.
2. Work Station simply means a _________________ _________________
_________________ where a particular kind of food is produced.
3. The term that means doing the job in the easiest, simplest and quickest way is
_________________ .
4. Type of kitchen which is most suitable for large families is _________________.
5. Type of kitchen which is the most popular and compact is _________________.
CONCLUSION / CLOSURE
Teachers are Professionals – Fair looking like a polished professional will
empower you and give you confidence.
“Perceptions of people”
Your professionalism
Your level of Sophistication
Your intelligence
Your credibility
 The basic unit of society, without it, nations would collapse
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 Biblical times – families consisted of not only the patriarch who usually had
several wives and children, but also a multitude of servants.
 Family is regarded as the smallest social institution composed of interacting
persons united by blood, marriage or adoption, having a common culture,
with the unique function of producing and rearing the young.
 Table manners are the rules used while eating, which may also include the
appropriate use of utensils.
 Etiquette is the proper behavior at a particular place and during a particular
occasion, based on courtesy and consideration for others. It should be
practiced not to impress others but to be a way of life
 The job of cooking requires specific tools, utensils, and equipment for proper
and efficient preparation of food. Each piece has been designed to
accomplish a specific job in the kitchen.
 In cookery you will also need a good place for preparation of the food and
make it sure that it is well sanitized to avoid bacteria.
 And for you to sell your products and can profit correctly, do not forget to
calculate everything carefully so that you will not lose all your assets in
starting a small business in commercial cooking.
 Make sure that the QUALITY of the food should be your priority to be
successful in your business or even in just letting your family eat your
delicious food.
Congratulations! You are done with your fourth lesson. You
may now proceed to Lesson 5 and continue to explore things in
TLE 1. Good luck and God bless!
REFERENCES
 https://www.kresent.com/types-of-hand-stitches/
 https://theinspiredsewist.com/10-basic-stitches-you-should-know/
 https://takelessons.com/blog/learn-basic-sewing-stitches-z13
 https://www.iedunote.com/
 https://en.islcollective.com/english-eslworksheets/vocabulary/actions/household-chores/124000
 https://www.missouriwestern.edu/student-services/wpcontent/uploads/sites/130/2019/10/Etiquette-Essentials-Dining-EtiquetteHandout-Quiz.pdf
 LET Reviewers
 Brenda Corpuz, Ph.D. & Gloria Salandanan Ph.D., Principles of Teaching 2
(With TLE)
 American Culinary Federation: Culinary Fundamentals
 June Payne, Palacio, Monica Theis, INTRODUCTION TO FOOD SERVICE,
128-130
 Table Settings, Etiquette and Presentation, Texas Education Agency, 2013
 Amy Brown, Understanding Food, 2nd Edition, Thomson Woodworth
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 June Payne, Palacio, Monica Theis, INTRODUCTION TO FOOD SERVICE,
128-130
 Mary Frey Ray. Evelyn JoneLs LEewSisS. EOxpNlor2ing Professional
Cooking, Revised, Chas A. Bennet Co., Inc., Peoria, Illinois 61614
 Sonia Y. de Leon, Libia L. Chavez, Virginia S. Claudia, Matilde P. Guzman, et
al.,PBAeSrICfoFOrOmDSmFOeRnFsILuIPrINaOtSi,o95n-10a0nd calculation
 Websites
 http://www.ehow.com/how_4425471_calculate-markup-percentage.html
 http://content.cteonline.org/resources/documents/35/35a2a92d/35a2a92d5da
7e3be8ada54c723bf67448495382e/KitchenFloorPlanSymbolsAppliances.pdf
 http://library.thinkquest.org/TQ0312380/machine.html
 http://www.agmachine.com/xmmd43d.html
 http://library.thinkquest.org/TQ0312380/machine.html
 http://www.agmachine.com/xmmd43d.html
 https://www.hgtv.com/design/rooms/kitchens/small-space-kitchen-designsuggestions
 https://renoguide.com.au/kitchen/50-small-kitchen-ideas-and-designs
 https://decoholic.org/35-clever-and-stylish-small-kitchen-design-ideas/
 https://www.thespruce.com/small-kitchen-layout-and-design-tips-1822152
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Lesson 4 – Lesson Plan
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. create your own semi-detailed lesson plan in TLE 2
2. apply the teaching strategies that can be used in teaching TLE in
elementary grades.
3. value the importance in making lesson plans.
TIME FRAME: 17th Week
Introduction
Welcome to your fifth lesson and in this lesson you will now apply what you
have known in teaching elementary grades about TLE. You will also use the 4As
format. This will be used in your demo teaching in this subject. There will be also a
sample lesson plan for reference and guidance.
Best wishes and God's blessing!
Lesson Plan Format
Semi-detailed Lesson Plan in TLE ___ (choose your own grade level from
grades 4 to 6)
I.
Objectives
At the end of the lesson, 95% of the pupils are expected to:
1.
C (Cognitive)
2.
P (Psychomotor)
3.
A (Affective)
II.
Content
Topic:
Reference/s:
Learning materials:
III.
Procedures
a.
Preliminary
b.
Activity
c.
Analysis
d.
Abstraction
e.
Application
IV.
V.
Assessment/Evaluation
Assignment (Optional)
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Prepared by:
SIGNATURE OVER PRINTED NAME
RUBRIC FOR THE LESSON PLAN
Name of Mentee: _________________________
Name of Mentor: __________________________
Subject Taught: ____________________ Date: ______________ Time : _________
School: ____________________ Grading Period: __________ Lesson Plan #: ___
Instruction
Goals and
Objectives
Instructional
Strategies
Beginning
1
 Instructional
goals and
objectives
are not
stated.
 Learners
cannot tell
what is
expected of
them.
 Learners
cannot
determine
what they
should know
and be able
to do as a
result of
learning and
instruction.
 Instructional
strategies
are missing
or strategies
used are
inappropriate
.
Developing
2
 Instructional
goals and
objectives are
stated but are
not easy to
understand.
 Learners are
given some
information
regarding
what is
expected of
them.
 Learners are
not given
enough
information to
determine
what they
should know
and be able to
do as a result
of learning
and
instruction.
 Some
instructional
strategies are
appropriate
for learning
outcome (s).
 Most
strategies
area based on
combination
of practical
experience,
Accomplished
3
 Instructional
goals and
objectives are
stated.
 Learners have
an
understanding
of what is
expected of
them.
 Learners can
determine what
they should
know and be
able to do as a
result of
learning and
instruction.
Exemplary
4
 Instructional
goals and
objectives
are clearly
stated.
 Learners
have a clear
understandin
g of what is
expected of
them.
 Learners can
determine
what they
should know
and be able
to do as a
result of
learning and
instruction.
 Most
instructional
strategies are
appropriate for
learning
outcome(s).
 Most
strategies are
based on
combination of
experience,
theory, and
 Instructional
strategies are
appropriate
for learning
outcome(s).
 Strategies
are based on
a
combination
of practical
experience,
theory,
Score
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Beginning
1
Assessment
 Method for
assessing
student
learning and
evaluating
instruction is
missing.
Technology
Used
 Selection
and
application of
technologies
is
inappropriate
(or
nonexistent)
for
environment
and
outcomes.
Materials
Needed
 Material list
is missing.
Organization
and
Presentation
 Lesson Plan
is
unorganized
and is not
presented in
a neat
manner.
Developing
2
theory,
research, and
documented
best practice.
 Method for
assessing
student
learning and
evaluating
instruction is
vaguely
stated.
 Assessment is
teacher
dependent.
 Selection and
application of
technologies
is beginning to
be appropriate
for learning
environment
and
outcomes.
 Technologies
applied do not
affect
learning.
 Some
materials
necessary for
students and
teachers to
complete
lesson are
listed
incomplete.
 Lesson Plan
is organized,
but not
professionally
presented.
Accomplished
3
documented
best practice.
Exemplary
4
research, and
documented
best practice.
 Method for
assessing
student
learning and
evaluating
instruction is
present.
 Can be readily
used for
expert, peer,
and/or selfevaluation.
 Method for
assessing
student
learning and
evaluating
instruction is
clearly
delineated
and
authentic.
 Can be
readily used
for expert,
peer, and/or
selfevaluation.
 Selection and
application of
technologies
is appropriate
for learning
environment
and
outcomes.
 Technologies
applied
enhance
learning.
 Selection and
application of
technologies is
basically
appropriate for
learning
environment
and outcomes.
 Some
technologies
applied
enhance
learning.
 Most materials
necessary for
students and
teachers to
complete
lesson are
listed.
 Lesson Plan is
organized and
neatly
presented.
Score
 All materials
necessary for
students and
teachers to
complete the
lesson are
clearly
stated.
 Complete
package
presented
lesson is in
well
organized
and
professional
fashion.
Total Points
___/24
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Signature of the Cooperating Teacher: ________________
Date: _______________
Cooperating Teacher’s Feedback:
Strengths:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________.
Areas for Improvement:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________.
CONCLUSION / CLOSURE
Congratulations! You are done with your fourth lesson. You
may now proceed to Lesson 5 and continue to explore things in
TLE 1. Good luck and God bless!
REFERENCE
 Experiential Learning Courses Handbook: A project of the Teacher
Education Council (TEC) Department of Education (DepEd) Commission on
Higher Education (CHED) 2007
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Lesson 5 – Demo Teaching
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. Perform the teaching strategies that can be used in teaching TLE in
elementary grades.
TIME FRAME: 18th Week
Introduction
Welcome to your last lesson in this module! This lesson will be the
measurement on how you will be graded in your demo teaching for TLE 1. Through
this, you will be able to know what are the important things you need to do and
prepare for your demo teaching.
Best wishes and God's blessing!
RUBRIC FOR THE LESSON PLAN & DEMO TEACHING
Below will be the basis of your Demo teaching and Lesson Plan
Name of Mentee: _________________________
Name of Mentor: _________________________
Subject Taught: _____________ Date: _____________ Time : ___________
School: _____________________ Grading Period: ______ Observation #: _____
Legend:
4 – Outstanding
3 - Very Satisfactory
2 - Fair
1 – Needs Improvement
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to
disturb the student’s
attention.
C. The teacher’s personality is strong enough to command
respect and
attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well-modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching procedure
3. objective and formative test (evaluation)
4
3
2
1
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III. CONTENT
A. The teacher demonstrates in depth knowledge of the
subject matter.
B. He/She is able to relate lessons to actual life situations
C. Keeps abreast of new ideas and understanding in the
field
D. Gives sufficient and concrete examples to create
meaningful learning
experiences.
IV. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the
students.
B. The teacher was creative enough to adapt his/her
method to the
students’ capabilities.
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test
after teaching.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Practice exercises
3. Group/work/projects
4. Passing in and out of the room.
5. Correcting, distributing and collecting paper.
B. Order and discipline were present in the virtual
classroom.
C. Visual aids were within easy reach of the teacher during
his/her
teaching.
VI. QUESTIONING SKILLS
The teacher’s questions skill stimulates discussion in
different ways such as:
1. probing for learner’s understanding
2. helping students articulate their ideas and
thinking process
3. promote risk-taking and problem solving
4. facilitate factual recall
5. encourage convergent and divergent thinking
6. stimulate curiosity
7. help students ask questions
VII. COMMUNICATION SKILLS
1. The teacher establishes strong projection and
4
3
2
1
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4
3
2
1
proper
enunciation.
2. The teacher uses standard/functional English.
VII. Summary of description and total points
Strengths observed:
Suggestions for
improvement:
Observed by:
_____________________________________
Signature over printed name
_____/132
Overall impression of
teaching effectiveness:
Date:
_________________
CONCLUSION / CLOSURE
Congratulations! You are done with your fifth lesson. This is
the last lesson in this course pack and I am happy that you’ve reach
the end part. Hope you enjoy learning and doing simple things with
me. Hope to see you again next time for another fun learning! God
bless and Keep safe!
REFERENCE
 Experiential Learning Courses Handbook: A project of the Teacher
Education Council (TEC) Department of Education (DepEd) Commission on
Higher Education (CHED) 2007
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