GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuin
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards
B. Performance Standards
The learner demonstrates an understanding of the basic concepts and underlying theories in food and beverage services.
1.The learner independently demonstrates competencies in the food and beverage services as prescribed by TESDA Training
Regulations
2. The learner demonstrates the skills and knowledge of food and beverage service in relation to its concepts, job opportunities,
future career preparation, and market demand.
The learners
1. Explain core concepts in food and beverage services
2. Discuss the relevance of the course
3. Understand the significance of food and beverage service in today’s market job demands
4. Explore career opportunities
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR portal)
5. Other Learning Resources
IV. PROCEDURES
1.Core concepts in food and beverage services
2. Relevance of the course
3. Career opportunities
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for
each These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by th
students step.
Integrative Approach (Scaffold –Knowledge Integration)
A. Reviewing previous lesson or
presenting the new lesson
Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it regarding the history of food and beverage services.
B. Establishing a purpose for the lesson
PICTURE ANALYSIS: Pictures of different types of food service.
C. Presenting examples /instances of the
new lesson
1. What is food service?
2. How important is the food service in todays living?
2. What is food and beverage service?
1.Brainstorming
Group activity: Each group will have 3 minutes to give their ideas about F&B Service and the career opportunities it offers.
2.Video Presentation
A video about FBS, its history and significance in today’s job demnands.
Think About This!
1. What is the significance of food and beverage service in today’s market job demands?
2. List down the career opportunities for graduates of Food and Beverage Services NC II in the Philippines that you know.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Tableau – Group presentation
Group A- Food and Beverage Services history
Group B- Career Opportunities of FBS graduates
After taking this course, what would be your plan when it comes to career choices? How do you see yourself in the future if
you will pursue this course?
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
A. Additional activities for application or
remediation
In Food and Beverage Services, how important is your full knowledge about the course? Prove your answer.
“A Getting To Know You Activity”
Each student will answer a questionnaire.
Let’s do it!
Make a journal about the history of Food and Beverage Services and its importance in todays world.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share with
other teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuin
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
C. Content Standards
D. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
The learner independently provides a service link between the kitchen and service area.
LO 1. Liaise between kitchen and service areas
1.1 Attend and monitor kitchen service points to ensure efficient pick up of food items
1.2 Identify traditional items required from the kitchen through monitoring of service areas and consultation with other service
colleagues
1.3 Advise colleagues promptly regarding readiness of items for service
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
Workflow structures within the food and beverage service location
II. CONTENT
III. LEARNING RESOURCES
A. References
6. Teacher’s Guide pages
7. Learner’s Material pages
8. Textbook pages
9. Additional Materials from
Learning Resource (LR portal)
10. Other Learning Resources
IV. PROCEDURES
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 9- 12
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for
each These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by th
students step.
Integrative Approach (Scaffold –Knowledge Integration)
J. Reviewing previous lesson or
presenting the new lesson
History of Food and Beverage Services and its Core Concepts
Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it.
K. Establishing a purpose for the lesson
PICTURE ANALYSIS: Pictures of different restaurant facilities will be flashed and the students will briefly explain /
described it.
L. Presenting examples /instances of the
new lesson
N. Discussing new concepts and
practicing new skills #2
1. Why do we need to know the different areas of a restaurant?
2. How the different facilities contribute to the functions of a restaurant?
3. How can you differentiate each restaurant service layout ?
1.Brainstorming
Group activity: Each group will have 5 minutes to give their ideas about F&B Service Facilities
2.Video Presentation
A video clip that shows a complete restaurant layout will be presented to the students.
Say It Loud!
The students will give their own ideas about F&B facilities
O. Developing mastery (Leads to
Formative Assessment 3)
3. Restaurant Service & Layout
➢ Receiving Area
➢ Storage Area
➢ Preparation Area
➢ Cooking Area
➢ Service Area
➢ Dishwashing Area
➢ Waste Disposal Area
Layout Making
1. Draw a restaurant layout and label each part.
2. Creatively present the output in class
M.Discussing new concepts and
practicing new skills #1
P. Finding practical applications of
concepts and skills in daily living
How do designs help make the restaurant and home kitchen organized and systematic?
Q. Making generalizations and
abstractions about the lesson
In Food and Beverage Services, how important is a complete and organize service facilities in a restaurant? Prove your answer.
R. Evaluating learning
Answer the each question. (5 points each)
1.Describe a food and beverage service facilities.
2.Explain the importance of having a complete and organize facilities of a food and beverage service establishment.
Let’s do it!
Make a journal. Write your remarkable learning for the day.
B. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share with
other teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuin
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
E. Content Standards
F. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
The learner independently provides a service link between the kitchen and service area.
The learners
LO 1. Liaise between kitchen and service areas
1.4 Check quality of food in accordance with customer’s request
1.5 Check service ware for chips, marks, spills, and drips
1.6 Carry out plates and/or trays safely
1.7 Transfer and place food efficiently at the appropriate service point in accordance with safety requirements
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
2. Communication and interpersonal skills
II. CONTENT
III. LEARNING RESOURCES
A. References
11. Teacher’s Guide pages
12. Learner’s Material pages
13. Textbook pages
14. Additional Materials from
Learning Resource (LR portal)
15. Other Learning Resources
IV. PROCEDURES
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 9- 12
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for
each These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by th
students step.
Integrative Approach (Scaffold –Knowledge Integration)
S. Reviewing previous lesson or
presenting the new lesson
T. Establishing a purpose for the lesson
U. Presenting examples /instances of the
new lesson
History of Food and Beverage Services and its Core Concepts
Activity: SNOWBALL
Each student will catch a snowball and will read the question written in it.
PICTURE ANALYSIS: Pictures of different restaurant facilities will be flashed and the students will briefly explain /
described it.
W. Discussing new concepts and
practicing new skills #2
1. Why do we need to know the different areas of a restaurant?
2. How the different facilities contribute to the functions of a restaurant?
3. How can you differentiate each restaurant service layout ?
1.Brainstorming
Group activity: Each group will have 5 minutes to give their ideas about F&B Service Facilities
2.Video Presentation
A video clip that shows a complete restaurant layout will be presented to the students.
Say It Loud!
The students will give their own ideas about F&B facilities
X. Developing mastery (Leads to
Formative Assessment 3)
3. Restaurant Service & Layout
➢ Receiving Area
➢ Storage Area
➢ Preparation Area
➢ Cooking Area
➢ Service Area
➢ Dishwashing Area
➢ Waste Disposal Area
Layout Making
1. Draw a restaurant layout and label each part.
2. Creatively present the output in class
V. Discussing new concepts and
practicing new skills #1
Y. Finding practical applications of
concepts and skills in daily living
How do designs help make the restaurant and home kitchen organized and systematic?
Z. Making generalizations and
abstractions about the lesson
In Food and Beverage Services, how important is a complete and organize service facilities in a restaurant? Prove your answer.
AA. Evaluating learning
Answer the each question. (5 points each)
1.Describe a food and beverage service facilities.
2.Explain the importance of having a complete and organize facilities of a food and beverage service establishment.
Let’s do it!
Make a journal. Write your remarkable learning for the day.
C. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share with
other teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
School
GRADES 1 TO 12
Teacher
DAILY LESSON
LOG
Teaching Dates and Time
Grade Level
Learning Area
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objective
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards
B.Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
The learner independently provides a service link between the kitchen and service area.
LO 1. Liaise between kitchen and service areas
1. Understand the significance of food and beverage service in today’s market job demands
1.1.Identify the service personnel in a food service team.
1.2. Explain the duties and responsibilities of a food service personnel.
1.3. Show appreciation of the duties and responsibilities of a food service personnel.
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
3. Duties and Responsibilities of Food Service Personnel
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 15 – 18 Competency-Based Curriculum
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each
step.
Integrative Approach (Scaffold –Knowledge Integration)
A.Reviewing previous lesson or
presenting the new lesson
Classifications of FBS & core concepts in food & beverage services
Activity: TRABAHULA
Each group will portray the duties and responsibilities of a food service personnel according to their own ideas.
B.Establishing a purpose for the
lesson
VIDEO PRESENTATION
Duties and responsibilities of the restaurant service team
C.Presenting examples /instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
Let’s Do It Team!
Each group will identify and explain the different duties & responsibilities of the food service team shown in the video.
1.Can you identify the duties and responsibilities of each restaurant service personnel?
F.Developing mastery(Leads to
Formative Assessment 3)
G.Finding practical applications of
concepts and skills in daily living
Duties & Responsibilities of the Food Service Team:
Act Mo, Hula Ko!
The class will be divided into 5 groups. Each group will present a role play showing the roles and responsibilities of the food and
beverage service personnel. Then, others will identify duties and responsibilities being portray.
Situation:
After finishing your grade 12 and will be given the chance to work in a restaurant, what particular role of a food service personnel
will you choose? Why?
H.Making generalizations and
abstractions about the lesson
Each group will create a sample of an organizational chart of a restaurant and will explain the output to the class.
I.Evaluating learning
Paper and pen test
Write the 3 duties and responsibilities of the following personnel.
A. Waiter
B. Captain waiter
C. Bartender
D. Head waiter
E. Food Attendant
D. Additional activities for application or
remediation
Discovery Time!
Make an interview with a restaurant staff at a nearby restaurant in your area. Find out their job description and know how they
work effectively.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share with
other teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
School
GRADES 1 TO 12
Teacher
DAILY LESSON
LOG
Teaching Dates and Time
Grade Level
Learning Area
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objective
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards
B.Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service area.
The learner independently provides a service link between the kitchen and service area.
LO 1. Liaise between kitchen and service areas
1. Name the attributes of the food and beverage service personnel & their relevance to industry.
2. Discuss the responsibilities of the food & beverage service personnel.
3.Explain the significance of the quality of salesmanship among all food & beverage service personnel.
TLE_HEFB9-12KS-Ia-h-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
Attributes of Food & Beverage Service Personnel
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 21 - 23
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each
step.
Integrative Approach (Scaffold –Knowledge Integration)
A.Reviewing previous lesson
presenting the new lesson
Think of this:
What are the different job description of a food service personnel?
B.Establishing a purpose for the
lesson
FILL ME UP!
To be called a professional means a lot because _________________________________________ ____
C.Presenting examples /instances of
the new lesson
Think & Share!
The students will share their ideas of how to become professional based from their own ideas.
D.Discussing new concepts and
practicing new skills #1
1. What is professionalism?
2. How can you apply professionalism in one’s work? Cite examples.
3. Why professionalism is important in one’s work?
E.Discussing new concepts and
practicing new skills #2
dress
grooming
etiquette
personal
hygiene
customer
satisfaction
Factors to be considered in serving a guest
F.Developing mastery (Leads to
Formative Assessment 3)
Role Playing
Each group will prepare a presentation showing the roles and responsibilities of the restaurant or food service personnel.
G.Finding practical applications of
concepts and skills in daily living
Attributes of Food & Beverage Service Personnel
Professionalism is projected in terms of:
H.Making generalizations and
abstractions about the lesson
FBS Henyo!
Each pair will play FBS Henyo. One will act and the other one will guess what attributes of a FBS personnel is being shown.
I.Evaluating learning
Paper & Pen Test
A. Name 3 of the unpleasant habits which the dining room personnel should avoid?
B. Give 3 good qualities that you should project if you are a food service personnel?
C. Name the food service personnel being asked:
1. Set-up the table
2. Performs other duties as required
3. Prepare and mixes drink
4. Changes soiled ashtrays
5. Prepares staff schedules, side duties and assignments
BB. Additional activities for application
or remediation
Visit your nearby restaurant and make observation with regard to the attitude and personality of the service staff. Check if he has
the qualities of a professional dining room personnel.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share with
other teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
School
GRADES 1 TO 12
Teacher
DAILY LESSON
LOG
Teaching Dates and Time
Grade Level
Learning Area
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in lear ning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service
area.
The learner independently provides a service link between the kitchen and service area.
LO 1. Liaise between kitchen and service areas
1.List the attributes of the food and beverage service personnel and their relevance to industry.
2.Understand the responsibilities of the food & beverage service personnel.
3.Explain the significance of the quality of salesmanship among all food& beverage service personnel.
TLE_HEFB9-12KS-Ia-h-1
B.Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
Attributes of Food and Beverage Service Personnel
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 21 - 23
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Integrative Approach (Scaffold –Knowledge Integration)
A.Reviewing previous lesson or presenting
the new lesson
Think & Share
How do job positions of an FBS personnel differs from each other?
B.Establishing a purpose for the lesson
Think & Share
Form a statements about professionalism in the Food and Beverage establishment
C.Presenting examples /instances of the new
lesson
Video Analysis
The students will watch a video clip and share their inputs over it.
D.Discussing new concepts and practicing
new skills #1
Q&A
1. What is professionalism?
3. Why professionalism is important in one’s work?
Brainstorming
The students will share their own idea about the Attributes of Food & Beverage Service Personnel
Professionalism is projected in terms of:
E.Discussing new concepts and practicing
new skills #2
Physical
Verbal
Factors to be considered in serving a guest
dress
grooming
etiquette
F.Developing mastery (Leads to
Formative Assessment 3)
personal
hygiene
customer
satisfacti
on
Let’s Do It Team!
Each group will be given a task to do and perform in front of the class.
G.Finding practical applications of concepts
and skills in daily living
Can you name some of the unpleasant habits which the dining room personnel should avoid?
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
What are the traits or qualities and practices that you should project if you are a guest or a service personnel?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
Paper and Pen Test
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
The learner demonstrates an understanding of concepts and principles in providing a link between the kitchen and service
area.
The learner will become aware of precautionary measures and observance of hygiene and sanitation in food and beverage
handling.
LO 2. Clean and clear food service areas
2.1 Discuss precautionary measures and sanitary practices in handling food and beverage
2.2 Separate used items from service areas and transfer safely to the appropriate location for cleaning
2.3 Transfer left over food and disposable service ware to proper disposal.
TLE_HEFB9-12KS-Ii-j-2
B.Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
Hygienic and Appropriate Personal Presentation
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 29 - 32
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
TV, Laptop, Black Board, Chalk, PPT Presentation
https://www.pinterest.com/pin/121456521178906264/
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Integrative Approach (Scaffold –Knowledge Integration)
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
C.Presenting examples /instances of the
new lesson
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
Answer the following questions:
1.What is professionalism?
2.How important is professionalism in one’s profession?
Think About It
1.What is your idea of food hygiene, safety and sanitation?
2. Why it is a must in a Food and Beverage Services establishment?
As an FBS personnel, what will you do to attract more customers? How can you make your product presentable and
attractive?
Q&A
1. Why hygiene, safety and sanitation is given important in FBS establishment ?
2. What practices should you observe about personal presentation?
Presentation & Discussion
Hygienic and appropriate personal presentation
Legislation on OHS and food hygiene
A. Water
E. Waste Disposal
B. Clean Surroundings
F. Cleanliness, Orderliness & Health of Workers in the Food Service
C. Sanitation Supervisor
G. Uniform or Clothes of the Worker Personal Hygiene of the Staff
D. Proper Food Handling
F.Developing mastery (Leads to
Formative Assessment 3)
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
Let’s Do It Team!
The class will be divided into 4 groups. Each group will pick 1 picture and try to analyze it and discuss its use and
importance.
Do You Know That…..?
The students will share their daily experiences based of the following pictures.
Food safety and sanitation is an essential part of the food industry. While it is important to be able to deliver food quickly and
profitably, the importance of food safety and sanitation cannot be underestimated
Cross Word Puzzle - Food Safety
J.Additional activities for application or
remediation
Survey Time
Make a survey on hygiene & sanitation practices in some food service outlets in your community. Then make a list of the
things that should be given proper attention for improvement.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using For mative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. independently provides food and beverage services
2. demonstrates an understanding of the concepts and principles behind the correct preparation of the dining area and
other related services.
3. observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities, furniture,
equipment’s, supplies, materials and others.
LO 1. Prepare dining/restaurant area for service
1.1 Prepare and adjust dining environment to provide comfort and ambience to customers
1.2 Check dining/restaurant area and customer facilities for cleanliness and orderliness prior to service
1.3 Take corrective actions when required
TLE_HEFB9-12BS-IIa-b-1
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
PROVIDE FOOD AND BEVERAGE SERVICE (BS)
1.Preparation of service equipment/utensils and supplies
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 35 – 39 Competency-Based Curriculum
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Integrative Approach (Scaffold –Knowledge Integration)
A.Reviewing previous lesson or presenting the
new lesson
Ask them to answer the following:
1. Define Occupational Health and Safety (OHS).
2. Why OHS is important in food and beverage services?
3. How OHS is taught to the staff and employees of a service establishment?
B.Establishing a purpose for the lesson
Gallery Walk
The different table appointments will be presented through pictures posted on the different parts of the classroom.
Dinnerwares
Glasswares
C.Presenting examples /instances of the
new lesson
Powerpoint presentation will be presented to the students
https://www.slideshare.net/lynettealcaide/table-appointments
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
How do you group the table appointments?
F.Developing mastery (Leads to
Formative Assessment 3)
Silverwares
Points for Discussion
1. Definition of table appointments.
2. Classification of table appointments.
3. Criteria for selecting good table appointments
4. Types and shapes of table used in food establishments
What are the examples of dinnerware, its sizes and functions?
Why are table appointments important in food service establishment?
Linens
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I. Evaluating learning
Why do we need to use different dinner wares in serving the guests in food service establishment?
Table appointments are items that are used to set and decorate a table for a sit-down or buffet-style meal. These items include
dinnerware, napkins, flatware, placemats, centerpieces, glassware, flower vases and other types of decorative elements that
add visual interest to the dining or buffet table.
Table Appointment Flashcards/ Quizlet
J.Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards
B. Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. independently provides food and beverage services
2. demonstrates an understanding of the concepts and principles behind the correct preparation of the dining area and
other related services.
3. observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities, furniture,
equipment’s, supplies, materials and others.
LO 1. Prepare dining/restaurant area for service
1.1 Prepare and adjust dining environment to provide comfort and ambience to customers
1.2 Check dining/restaurant area and customer facilities for cleanliness and orderliness prior to service
1.3 Take corrective actions when required
TLE_HEFB9-12BS-IIa-b-1
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
PROVIDE FOOD AND BEVERAGE SERVICE (BS)
1.Preparation of service equipment/utensils and supplies
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 35 – 39 Competency-Based Curriculum
TV, Laptop, Black Board, Chalk, PPT Presentation
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Integrative Approach (Scaffold –Knowledge Integration)
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
Ask them to answer the following:
1.Identify the table appointments classified as dinnerware.
2. Give the difference of show plate from dinner plate, fish plate and salad plate.
Present pictures of glasswares and flatwares
Glasswares
Flatwares
C. Presenting examples /instances of the
new lesson
Powerpoint presentation will be presented to the students
https://www.slideshare.net/lynettealcaide/table-appointments
D. Discussing new concepts and practicing
new skills #1
Table Completion
Glasswares
Name
Uses
Flatwares
Name
Uses
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Points for Discussion
1.Definition of glasswares and flatwares
2. Name examples and uses of glasswares and flatwares.
Why are table appointments important in food service establishment?
Why different glasswares and flatwares are provided for the guests in food service establishment?
Table appointments are items that are used to set and decorate a table for a sit-down or buffet-style meal. These items include
dinnerware, napkins, flatware, placemats, centerpieces, glassware, flower vases and other types of decorative elements that
add visual interest to the dining or buffet table.
II. Evaluating learning
Table Appointment Flashcards/ Quizlet
I. Additional activities for application or
remediation
Scrap Book Making
The students will make a scrap book of the different table appointments including their description and function.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. independently provides food and beverage services
2. demonstrates an understanding of the concepts and principles behind the correct preparation of the dining area and
other related services.
3. observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities, furniture,
equipment’s, supplies, materials and others.
LO 1. Prepare dining/restaurant area for service
1.4 Set up furniture in accordance with standard requirements, and based on bookings, customers’ requests, convenience
and safety
1.5 Check equipment and prepare for service
1.6 Verify list of menu variations and daily specials with kitchen staff based on standard policy and guidelines
TLE_HEFB9-12BS-IIa-b-1
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
PROVIDE FOOD AND BEVERAGE SERVICE (BS)
2.Cleanliness and condition of equipment / utensils furniture and supplies
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 40-49 Competency-Based Curriculum
TV, Laptop, Black Board, Chalk, PPT Presentation , table appointments
https://prezi.com/2mxl3dkchge8/classification-of-food-and-beverage-service-facilities/
http://fnbclasses.blogspot.com/2010/05/duties-responsibilities-of-restaurant.html
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Integrative Approach (Scaffold –Knowledge Integration)
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
C.Presenting examples /instances of the
new lesson
D.Discussing new concepts and
practicing new skills #1
Ask them to answer the following:
1. What is table appointments?
2. Give the different classifications of table appointments.
3. Cite examples of glasswares, linens, dinnerwares.
Name Game
Pictures of table appointments will be flashed on the screen to be named by the students in random.
Examples:
Powerpoint presentation will be presented to the students
https://www.google.com.ph/search?q=Set+up+furniture+in+accordance+with+standard
1. How will you prepare the dining area for the guests?
2. What are the things you are going to consider to please your guests?
E.Discussing new concepts and
practicing new skills #2
Analyze the picture. List down things you have to do and remember when preparing the dining area for service.
F.Developing mastery (Leads to
Formative Assessment 3)
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
J.Additional activities for application or
remediation
Group Demonstration / Role Play
Dining Area Preparation
In acquiring table appointments, what factors will you consider?
What are the different components that make-up a good table?
Answer the following questions.
1. Plates, cups, saucers and bowls
2. All items needed to serve a meal
3. Includes all the pieces used by one person
4. Table coverings and napkins
5. Glasses, tumblers, stemware
Search for more pictures of a fine dining restaurant. List down good points to remember when setting up dining area.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in lear ning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. independently provides food and beverage services
2. demonstrates an understanding of the concepts and principles behind the correct preparation of the dining area and other
related services.
3. observes proper qualification standards regarding the condition of dining/restaurant hall or space, amenities,furniture,
equipment’s, supplies, materials and others.
4. demonstrates the skills and understanding of preparing the menu suitable for a specific event and/or of the preparation
needs as advised to the cooks or kitchen staff.
LO 1. Prepare dining/restaurant area for service
1.4 Set up furniture in accordance with standard requirements, and based
on bookings, customers’ requests, convenience and safety
1.5 Check equipment and prepare for service
1.6 Verify list of menu variations and daily specials with kitchen staff based on standard policy and guidelines
TLE_HEFB9-12BS-IIa-b-1
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
PROVIDE FOOD AND BEVERAGE SERVICE (BS)
2.Cleanliness and condition of equipment / utensils furniture and supplies
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 45 – 48 Competency-Based Curriculum
Laptop, Projector, Black Board, Marker, Chalk, papers, table appointments
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
.
A.Reviewing previous lesson or presenting the
new lesson
B.Establishing a purpose for the lesson
C.Presenting examples /instances of the new
lesson
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
F.Developing mastery (Leads to
Formative Assessment 3)
Constructivist Approach – TGA Activity
Ask them to answer the following:
1. What are the table appointments classified as glassware?
2. What examples of glasswares are used in table setting?
3. How the different glasswares are used?
Present picture of hallow wares and linens
Classify the different table appointments set on the table
Name and classify the different table appointments set on the table
Name Game
Each student will show the class his/her knowledge and mastery of the different table appointments by naming and giving
its function once they are called through draw lots.
G.Finding practical applications of concepts
and skills in daily living
H.Making generalizations and abstractions
about the lesson
I.Evaluating learning
What are the factors to consider in obtaining table appointments?
How can you make a presentable and attractive table setting?
Hands on activity through mastering the names, classifications and uses of the different table appointments
J.Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
evaluation.
B. No. of learners who require additional
activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using For mative Assessmen
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines
of the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to
the requested workable terms and conditions.
LO 2. Prepare and set tables
2.1 Set tables within the required timeframes in accordance with the standards and/or customer’s special requests
2.2 Dress tables according to standard procedures and/or any approved special requirements
2.3 Check cleanliness and condition of tables, glassware, service ware, and cutlery prior to service
2.4 Remove, clean and replace items that are below standard based on relevant guidelines
TLE_HEFB9-12BS-IIc-d-2
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Standard of Table Setup
1. Completeness of table setup
2. Balance and uniformity of utensils
3. Order of the utensils
4. Eye appeal
5. Timeliness
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 51 – 66 Competency-Based Curriculum
5.Other Learning Resources
IV. PROCEDURES
Laptop, Projector, Black Board, Marker, Chalk, Table Napkins
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
.
Constructivist Approach – TGA Activity
A.Reviewing previous lesson or presenting the
new lesson
Answer the following questions:
1.Name the classification of table appointments.
2.What are the different components that make a good table?
3.What are some of the guidelines to be considered in purchasing tools, utensils and equipment?
B.Establishing a purpose for the lesson
Video presentation about napkin folding will be shared to the students
https://www.youtube.com/watch?v=vGPUh3LzDx0
Show samples of different napkin folds
C.Presenting examples /instances of the new
lesson
D.Discussing new concepts and practicing new
skills #1
Cite examples of napkin folds that you know. Discuss your own procedures.
E.Discussing new concepts and practicing new
skills #2
Presentation & Discussion
1. How to use a table napkin?
2. The placement of the table napkin
3. Formal points of the napkin folds
4. The basic folds
a. Lily/crown
b. Bishop’s hat
c. Fancy napkin folding
d. Candle
Practice the different styles of napkin folding (10 napkin folds in 3 minutes)
F.Developing mastery (Leads to Formative
Assessment 3)
G.Finding practical applications of concepts
and skills in daily living
Why do we need to fold the table napkins creatively?
How important are the table napkin in setting the table?
H.Making generalizations and abstractions
about the lesson
A neatly folded napkin adds a touch of elegance to your dining table -- for a special occasion or the every day. It
can both serve a practical purpose -- tucking in utensils, completing the theme in the place setting – - and offer
decorative flair.
I.Evaluating learning
J.Additional activities for application or
remediation
Each learner must demonstrate 10 different napkin folds for 3 minutes
Criteria for Evaluation:
Criteria
Points
Presentation
5
Techniques
5
Neatness
5
Speed
5
TOTAL
Discover your own napkin fold style.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These ar e assessed using Formative Assessmen
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learners:
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines
of the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to
the requested workable terms and conditions.
LO 2. Prepare and set tables
2.1 Set tables within the required timeframes in accordance with the standards and/or customer’s special requests
2.2 Dress tables according to standard procedures and/or any approved special requirements
2.3 Check cleanliness and condition of tables, glassware, service ware, and cutlery prior to service
2.4 Remove, clean and replace items that are below standard based on relevant guidelines
TLE_HEFB9-12BS-IIc-d-2
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Standard of Table Setup
1. Completeness of table setup
2. Balance and uniformity of utensils
3. Order of the utensils
4. Eye appeal
5. Timeliness
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 51 – 66 Competency-Based Curriculum
5.Other Learning Resources
IV. PROCEDURES
Laptop, Projector, Black Board, Marker, Chalk, papers, Table Napkins
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
.
Constructivist Approach – TGA Activity
A.Reviewing previous lesson or presenting the
new lesson
From the displayed table appointments, each student will be given the chance to identify the name and uses of each.
B.Establishing a purpose for the lesson
Video presentation about napkin folding will be shared to the students
https://www.youtube.com/watch?v=vGPUh3LzDx0
Show samples of different napkin folds
C.Presenting examples /instances of the new
lesson
D.Discussing new concepts and practicing new
skills #1
Cite examples of napkin folds that you know.
E.Discussing new concepts and practicing new
skills #2
Other Napkin Folds
e. Fan/Goblet
f. French Pleat
g. Flame
h. Tripod
i. Rose
j. Envelope
k. Blouse/shirt
l. Birds of Paradise
m. Double candle
F.Developing mastery (Leads to Formative
Assessment 3)
Group Activity
The students will be grouped and will practice the different napkin folds.
G.Finding practical applications of concepts
and skills in daily living
How do you fold a napkin to stand?
How important are the napkin folds in setting the table?
H.Making generalizations and abstractions
about the lesson
Napkin folding is a form of art. It may not be as deeply appreciated as paper origami, but it is a type of origami. This is a
type of art that every dinner host needs to learn. What better way to impress the dinner guests than with fancy plating and
folded napkins to match it? Not only that, but the detailed folding is a lot easier than you think.
I.Evaluating learning
Each learner must demonstrate 10 different napkin folds for 3 minutes
Criteria for Evaluation:
J.Additional activities for application or
remediation
Criteria
Points
Presentation
Techniques
Neatness
Speed
TOTAL
Scrap Book Making
Different Napkin Folds
5
5
5
5
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be d one to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessm ent strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learners
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines of
the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to the
requested workable terms and conditions.
LO 2. Prepare and set tables
2.1 Set tables within the required timeframes in accordance with the standards and/or customer’s special requests
2.2 Dress tables according to standard procedures and/or any approved special requirements
2.3 Check cleanliness and condition of tables, glassware, service ware, and cutlery prior to service
2.4 Remove, clean and replace items that are below standard based on relevant guidelines
TLE_HEFB9-12BS-IIc-d-2
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Standard of Table Setup
1. Completeness of table setup
2. Balance and uniformity of utensils
3. Order of the utensils
4. Eye appeal
5. Timeliness
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 51 – 66 Competency-Based Curriculum
5.Other Learning Resources
IV. PROCEDURES
Laptop, Projector, Black Board, Marker, Chalk, papers, Table Appointments
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
.
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
C.Presenting examples /instances of the
new lesson
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
Constructivist Approach – TGA Activity
From the displayed table appointments, each student will name and identify the use of each table appointments.
Video presentation about different styles of table service will be shared to the students
https://www.youtube.com/results?search_query=table+service
Gallery Walk
Pictures of different styles of table service will be posted on the walls for the learners to differentiate one from the other.
Discuss the different standards of table set-up
Presentation and discussion
Discuss the types of service
1. American breakfast
2. American service
3. Russian service
4. French service
5. Buffet service
1.Analyze each type of table service. Discuss the difference from each type.
2. Remember the proper placement of each table appointment per type of table service.
F.Developing mastery (Leads to
Group Activity
Formative Assessment 3)
Each group will demonstrate the different table set up.
Group 1- American breakfast
Group 2- American service
Group 3- Russian service
Group 4- French service
Group 5- Buffet service
G.Finding practical applications of concepts If you will be tasked to set up and use the different table appointments on a dining table , what are the things you need to
consider? Why?
and skills in daily living
H.Making generalizations and abstractions
about the lesson
I.Evaluating learning
Table service is much more than food being brought to your table for a "sit down" meal. Table service is the type of service
a restaurant adopts, trains its employees to facilitate, and requires that everyone use the procedures established. This ensures
that a uniform standard of service will be used
Each learner must demonstrate the different styles of table service
J.Additional activities for application or
remediation
Criteria for Evaluation:
Criteria
Points
Presentation
5
Techniques
5
Accuracy
5
Speed
5
TOTAL
Continue to practice the different table set up.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G.What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using For mative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines of
the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to the
requested workable terms and conditions.
LO 3. Welcome customers
3.1 . Welcome customers upon arrival in accordance with customer service standards
3.2. Check details of reservations based on established service standard policies
3.3. Provide clear information and description to customers
TLE_HEFB9-12BS-IIe-f-3
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
1. Protocol in welcoming/greeting guests
2. Procedure and rationale in seating the guest
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
Laptop, Projector, Black Board, Marker, Chalk, papers
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
.
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
C.Presenting examples /instances of the
new lesson
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
Constructivist Approach – TGA Activity
Review the procedures in table set-up
Practice and demonstrate the proper way of setting the table for:
A. American Breakfast
C. American Service
B. Russian Service
D. French Service
Video presentation about welcoming a guest will be shared to the students
https://www.universalclass.com/articles/business/how to welcome guest
Did you experience eating in a fine dining restaurant? How was your experience?
1. What are the things to be remembered when welcoming the guests in a food service restaurant?
2. Discuss the steps on how to welcome guests in the restaurant.
3. What to pay attention to when welcoming the guests?
Presentation and Discussion:
A. Welcoming The Guest
1. Materials needed in welcoming the guest
2. Step by step procedures to follow in welcoming the guest
3. Demonstrate the procedures in welcoming the guest
F.Developing mastery (Leads to
Formative Assessment 3)
A. Demonstration
Individual activity (Each learner will be asked to pick a piece of paper from the jar which contains
the different types of table service to be demonstrated. Apply the different styles of table service to
show the following;
a. Table set-up
b. Welcoming the guest
G.Finding practical applications of concepts Remember This!
and skills in daily living
1. Make a list of the things you should remember when welcoming and seating the guest.
H.Making generalizations and abstractions
about the lesson
I.Evaluating learning
J.Additional activities for application or
remediation
The way you welcome a guest influences the totality of the food establishment. It is as important at the arrival of the
customer, as it is during his(her) meal, or as when he goes away. The dress, the behaviour, the attitude of the staff but also
the cleanliness of the premises, and the orderliness of the table appointments are going to be important elements to
successfully welcome a guest.
Each learner must demonstrate how to welcome and seat the guest.
Criteria for Evaluation:
Criteria
Points
Presentation
5
Techniques
5
Accuracy
5
Speed
5
TOTAL
Review the script in welcoming and serving the guests.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines of
the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to the
requested workable terms and conditions.
LO 3. Welcome customers
3.4. Escort and seat customers according to table allocations
3.5. Offer available pre-meal services if appropriate
TLE_HEFB9-12BS-IIe-f-3
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
5.Other Learning Resources
IV. PROCEDURES
Serving the different course of the meal
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
Laptop, Projector, Black Board, Marker, Chalk, papers
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
.
Constructivist Approach – TGA Activity
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
Practice and demonstrate the procedures for the following table set-up (Under Time Pressure)
A. American Breakfast
C. American Service
B. Russian Service
D. French Service
Video presentation about serving foods will be shared to the students
https://www.universalclass.com/articles/business/how to serve food
C.Presenting examples /instances of the
new lesson
1. How many course meals are there?
2. What is included in a 6 course meal?
3. What is a 5 course meal consist of?
D.Discussing new concepts and practicing
new skills #1
Procedure in
ROLE PLAYING:
Prepare a short presentation about seating a guest/guests
Explain the procedures to be followed in the assessment for seating guest/s.
E.Discussing new concepts and practicing
new skills #2
DEMONSTRATION:
Each learner will perform table setting based from the type of table service assigned to them.
F.Developing mastery (Leads to
Formative Assessment 3)
Identify the components of table appointments for American Service. Set the table accordingly.
G.Finding practical applications of concepts In your own observation, how do restaurant staff s welcome and seat their guests? Describe the table set up they use.
and skills in daily living
H.Making generalizations and abstractions
about the lesson
I.Evaluating learning
J.Additional activities for application or
remediation
Why do we need to familiarize the types of table service?
How important is your knowledge of the procedures in welcoming the guest?
Why the different components of the table appointments and the styles of service need to be known perfectly?
Demonstration
Each learner will prepare the different styles of table service depending on their assignment and demonstrate how to
welcome the guests in a fine dining restaurant.
Criteria for Evaluation:
Criteria
Points
Presentation
5
Techniques
5
Accuracy
5
Speed
5
TOTAL
Review the script in welcoming and serving the guests.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines of
the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to the
requested workable terms and conditions.
LO 4. Take and process orders
4.1. Present menu and drink lists to customers
4.2. Provide recommendations and suggestions to assist customers with drink and meal selections.
4.3. Answer customers’ questions on menu items courteously
TLE_HEFB9-12BS-IIg-h-4
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
5.Other Learning Resources
1. Protocol in welcoming/greeting guests
2. Procedure and rationale in seating the guest
3. Present the menu to guests
4. Take food / beverage order
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
Laptop, Projector, Black Board, Marker, Chalk, papers, Table Appointments
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
.
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
Constructivist Approach – TGA Activity
REVIEW the following;
1. Step by step procedure in welcoming and seating the guests
2. Procedure in taking orders
3. Sequence of table service
Video presentation / picures about presenting menu to guest will be provided
https://www.universalclass.com/articles/business/menu
C.Presenting examples /instances of the
new lesson
Prepare all the components of table appointments needed in welcoming the guest
D.Discussing new concepts and practicing
new skills #1
Present and explain the assessment procedures and criteria for evaluation.
Presenting The Menu
Here’s your menu Sir / Mr. David
Today we have a special set menu / Chef's Special
May I recommend the Chef's Special ?
We also have a delicious buffet for you today.
This is our special (breakfast / afternoon tea) menu.
I’ll come back in a few minutes to take your order.
E.Discussing new concepts and practicing
new skills #2
Video presentation about protocol in welcoming guest will be shared to the students to trigger their interests
F.Developing mastery (Leads to
Formative Assessment 3)
PROCEDURE:
1. Set the table accordingly
a. Russian
b. American
c. French
1.
2.
3.
4.
5.
Welcome the guest
Take food orders
Bussing out
Bidding goodbye
Clearing of the table
G.Finding practical applications of concepts How did you demonstrate the sequences of the table service (A la carte)?
and skills in daily living
H.Making generalizations and abstractions
about the lesson
I.Evaluating learning
J.Additional activities for application or
remediation
What is the rationale of performing this type of activity & institutional assessment in food and beverage service?
Each learner must demonstrate the different styles of table service
Criteria for Evaluation:
Criteria
Points
Presentation
5
Techniques
5
Accuracy
5
Speed
5
TOTAL
The students will be given the same activity if the need arises.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?
GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher
Grade Level
Learning Area
Teaching Dates and Time
Semester
11
Food & Beverage
Services NC II
1st
Session 1
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additiona
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using For mative Assessment strategies
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standards
B.Performance Standards
The learner demonstrates an understanding of the concepts and principles in providing food and beverage services.
The learner:
1. demonstrates the skills in the selection of appropriate type or style of table setting, and right color combinations for
aesthetic considerations.
2. responds effectively and efficiently to customers’ special requests’ that are within the bounds of the service guidelines of
the establishment.
3. demonstrates a wholesome personality in receiving customers.
4. manifests prompt awareness to customers’ needs in terms of advanced service reservations, and responds positively to the
requested workable terms and conditions.
LO 4. Take and process orders
4.4. Operate ordering systems promptly
4.5. Take and record orders accurately with minimal disruption to customers
4.6. Relay accurate information about any special request regarding dietary or cultural requirements
TLE_HEFB9-12BS-IIg-h-4
C. Learning Competencies/
Objectives (Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
5. Additional Materials from Learning
Resource (LR) portal
5.Other Learning Resources
1. Protocol in welcoming/greeting guests
2. Procedure and rationale in seating the guest
3. Present the menu to guests
4. Take food / beverage order
Food & Beverage Service Procedures 2nd Ed. Daryl Ace Coronel pp. 111 – 120 Competency-Based Curriculum
Laptop, Projector, Black Board, Marker, Chalk, papers, Table Appointments
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
.
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
Constructivist Approach – TGA Activity
REVIEW the following;
1. Step by step procedure in welcoming and seating the guests
2.Procedure in taking orders
3.Sequence of table service
1.How do you take an order?
2. Which way do you serve food from?
3.How do you serve beverages?
4.What do waiters do when taking orders?
C.Presenting examples /instances of the
new lesson
Show pictures on how to do the proper taking of food orders.
D.Discussing new concepts and practicing
new skills #1
How are you going to take orders accurately?
What are the things to be remembered when taking orders?
E.Discussing new concepts and practicing
new skills #2
Video presentation
https://www.universalclass.com/articles/business/taking food orders
F.Developing mastery (Leads to
Formative Assessment 3)
Role Playing
Let the students know and be familiar with the correct procedures when taking orders.
Presenting The Menu
Here’s your menu Sir / Mr. David
Today we have a special set menu / Chef's Special
May I recommend the Chef's Special ?
We also have a delicious buffet for you today.
This is our special (breakfast / afternoon tea) menu.
I’ll come back in a few minutes to take your order.