School SUM AG NATIONAL HIGH SCHOOL
DAILY LESSON LOG (DLL)
MONDAY
7:30-9:30
CROISSANT
√
10:00 – 12:00
PRETZELS
1:00PM – 3:00 PM
MUFFINS
I.
OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency and Objectives
Grade Level GRADE 12
Teacher MA. THERESA D. DINGLASAN
Teaching Dates JUNE 30-JULY 4, 2025
7:30-9:30
TUESDAY
CROISSANT
10:00 – 12:00
1:00PM – 3:00 PM
PRETZELS
MUFFINS
7:30-9:30
Learning Area BREAD AND PASTRY PRODUCTION
Quarter FIRST QUARTER-WEEK 2
WEDNESDAY
CROISSANT
10:00 – 12:00
1:00PM – 3:00
PM
PRETZELS
MUFFINS
7:30-9:30
THURSDAY
CROISSANT
10:00 – 12:00
1:00PM – 3:00 PM
ALS(BPP)
MUFFINS
7:30-9:30
FRIDAY
CROISSANT
10:00 – 12:00
1:00PM – 3:00 PM
PRETZELS
MUFFINS
Day 1/Day 2
Day 3/Day 4
Day 5
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 objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
The learners demonstrate competencies of the core concepts and theories in Bread and Pastry production
The learners independently demonstrate core competencies in bread and pastry production prescribed in the
TESDA Training Regulation
Select, measure and weigh required ingredients according to recipe or production requirements.
Objectives
The learners:
1. Select and identify ingredients in baking bakery
products.
2. Discuss the function of the basic baking ingredients.
3. Appreciate the importance of each baking tools and ingredients.
Select, measure and weigh required ingredients according to recipe or production requirements.
Objectives
The learners:
1. Identify the abbreviation of the unit of measurements
frequently used in measuring ingredients.
2. Discuss the equivalents of the different ingredients.
3. Develop awareness on correct measurements.
Select, measure and weigh the required ingredients according to recipe or production requirements.
Objectives
The learners:
1. Familiarize and select standard table of weights and
2. Discuss the equivalents of the different ingredients.
3. measure dry and liquid ingredients
II.
CONTENT
A. Subject/Topic/Title
B. Code
III.
LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Material
A. Other Learning Resource
IV.
PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the lesson
Standard Table of Equivalent of Weights and
Measurements and Abbreviations
TLE-HEBP9-12BP-Ia-f-1
CG, Printed Materials, Worksheets
laptop, Monitor
CG page 9
CG, Printed Materials, Worksheets
laptop, Monitor
CG, Printed Materials, Worksheets
laptop, Monitor
Enumerate the ingredients used in baking
Enumerate the ingredients used in baking
Enumerate the ingredients used in baking
Ask. Student regarding on their different measurement they have already known together with abbreviation.
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
Pretest
Recall Energizer
Recall Energizer
Definition of Flour
Components of flour
Different kinds of fats/shortening
The role of fat and shortening in baking
What is gluten?
What is the difference between gluten, glutenin and
gliadin
What is the similarities and differences of fat
and shortening?
F. Developing mastery
(leads to Formative Assessment)
G. Finding practical application of concepts and
skills in daily living
The different kinds of flour
Properties and characteristics of flour
The differences and similarities of fats and
Flour is the main structure of a cake or baked
product.
It is essential for everyone
List all the kinds of flour used in baking
The components need to be discuss because they
explain the whys and how’s of a baked
product
In a comparison chart, list the
differences between gluten, glutenin and gliadin
Fat and shortening is essentials in making baked
product, it gives moisture
H. Making generalizations and abstractions
about the lesson
5 item quiz
I.
Evaluating learning
J. Additional activities for application
V.
REMARKS
VI.
Seatwork/Boardwork
Examination
Project/Portfolio
Seatwork/Boardwork
Examination
Project/Portfolio
Seatwork/Boardwork
Examination
Project/Portfolio
Task Complete
Task Incomplete
Task Complete
Task Incomplete
Task Complete
Task Incomplete
REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
this 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?
75% of learners
20% of learners
80 % of learners
15 % of learners
below 85% of the learners
below 18 %of learners
Yes, the remediation works
No, the remediation doesn’t work
30% of learners
Journals/Narrative/Self-Study
Experiential Learning /
Cooperative Learning
Inquiry-Based Learning/ Constructivist
Approach
Individual Differences/Behavior
Failure of Students' Attendance
Learning Modules
30 % of learners
29-15 % of the learners
29-15 % of learners
Lecture/Discussion
Experimentation
/Demonstration
Inquiry-Based Learning/
Constructivist Approach
Individual Differences/Behavior
Failure of Students' Attendance
Learning Modules
below 15 %of learners
below 15 %of learners
below 15 %of learners
Game-Brain-Based Learning
Computer-Aided Instruction
Computer-Aided Materials
Computer-Aided Materials
Computer-Aided Materials
Prepared by:
Checked and Reviewed by:
Noted:
MA. THERESA D. DINGLASAN
Teacher II
CINDY P. SISON, Ph. D.
Master Teacher II(SHS-Subject Group Head}
JUVY T. SANCHEZ
Assistant Principal II (SHS- Operations)
Inquiry-Based Learning/ Constructivist
Approach
Individual Differences/Behavior
Failure of Students' Attendance
Learning Modules