Cookery DLP Sy 2017-18

Learning Area : Cookery 1
Grade Level : Grade 11

Section : Colander
Date : November 3, 2017
I Objectives: At the of the lesson, the students are expected to:

1. Explain the core concepts in cookery.
2. Discuss the relevance of the course.
3. Explore opportunities for a career in cookery.
II Subject Matter:
Topic : 1. Core concept in cookery
2. Relevance of the course.
3. Career opportunities.
Reference: Technical Vocational Livelihood
Home Economics/ Cookery/ Manual
Curriculum Guide
Material: Internet
https: www.yutube.com/watch?v=jfzMwz1AzB8et=13s
III Procedure:
A. Prayer
B. Routine Activities / Classroom Management
C. Checking of Attendance
d. Review: Past Lesson
What is cookery?
Cookery is to explore every facet of culinary arts, as well as learn the vital practice of quality food
preparation.
E. Unlocking of difficulties
1. Chef- Head cook
2. Cookery- is not only concerned with tenderizing food but also with the creation of
flavors through browning and combining diff. foods.
3. Concept-an abstract idea.
4. Relevance- the quality or state being closely connected or appreciate.
5.Core- the central or most important part of something.
F. Motivation-:
Video presentation about cookery/cookery process
Questions:
1. Why did you find the video? Answer: the video is very amazing it’s about cooking.
2. What are the important things you learned from the video? I learned from many things about
cooking, the right way to cook many recipes.
3. What makes you interested to see the video? I am interested to see the video because I
want to learn how to cook.
G. Lesson Proper
Activity:
1. Group the students in two groups
2. Choose a leader, secretary and reporters from each group.
3. Distribute the guide questions and the topics to each group.
4. Present and discuss the rubrics.
5. Rate the students’ performance based on the rubrics.
Analysis:
1. How do you feel a you make the script for your play?
2. Do you have fun in making your outputs?
3. Is everybody cooperating during the activity?
4. How did you come up with your idea?
5. Where did you get your idea?
6. What influence you to create such idea?
Abstraction:
1. What have you learned in your activity?
2. How did the activity can influence your perspective to become one of the famous chef in our country?
Application:
Group discussion on the core concept I cookery, famous chef, basic principle in cooking.
H. Generalization:
1. What is the core concept in cookery? The core concept in cookery is more than one concept. Cookery is
to explore every facet of culinary arts, as well as learn the vital practice of quality food preparation.
2. What are the famous chefs in the Philippines? The famous chefs in the Philippines are; Annie Lim, Gene
Gonzales, Heny Sison, Judy Ann Santos and Nora Daza.
IV Evaluation: Essay
1. What is core concept?
2. Enumerate the famous chefs in the Philippines.
V. Agreement:
1. Research about cookery for our diagnosis test.
2. List down the cooking materials, kitchen utensils and equipment that are commonly found in the
kitchen.
Ref.: Internet
Section : Colander

1. Answer all the question on the pre-test.
2. Diagnosis the level of their IQ.
3. Follow the instructions.
II Subject Matter:
Topic : 1. Pre-test
Curriculum Guide
Material: TVL- Home Economics-Manual
Page-8-12
III Procedure:
A. Prayer
1. What is cookery?
=Cookery is to explore every facet of culinary arts, as well as learn the vital practice of quality
food preparation.
2. What is the core concept of cookery?
= The core concept in cookery is more than one concept. Cookery is to explore every facet of
culinary arts, as well as learn the vital practice of quality food preparation.
3. What are the famous chefs in the Philippines?
=The famous chefs in the Philippines are; Annie Lim, Gene Gonzales, Heny Sison, Judy
Ann Santos and Nora Daza.
F. Motivation-:
Video presentation about cookery/cookery process
Questions:
1. Why did you find the video? Answer: the video is very amazing it’s about cooking.
2. What are the important things you learned from the video? I learned from many things about
cooking, the right way to cook many recipes.
want to learn how to cook.
G. Lesson Proper
Activity: answer the questions from page 6-12 in the i/2 length twice.
Analysis:
Analyze the question well.
Abstraction:
Application:
Group discussion on the difficult question they encountered and share it the group.
H. Generalization:
Your answer will test your level of understanding about the cookery specialization, your performance in
this pre-test will be recorded but not graded.
IV Evaluation: Multiple choose and simple recall

Answer question from page 6-12.
V. Agreement:
1. What are the factors affect the external and internal business operations?
= the tangible and intangible factors
2. What are the tangible and intangible factors?
= Tangible
Land area available for economics zones, the physical layout and barriers and transportation
Network.
=Intagible
Demography of clients and supplies, competitors in the locale/area and availability of
technology for production.
Ref.: TVL HE-cookery page 20-23

Section : Colander

1. Explain dimensions/clusters of PECs and the different characteristics traits per traits per
cluster.
2. Recognize PECs needed in cookery.
3. Evaluate one’s PECs.
II Subject Matter:
Topic : 1. Dimensions of Personal Entrepreneurial Competencies and skills (PECs) vis-à-
vis .1.1 three cluster of PECs (achievement, planning, and power clusters)1.2
characteristics
2. Assessments of PECs.
TLE_PECS9-12-00-1

Page: 20-23
Curriculum Guide
Page: 9 of 34
Material: Internet
III Procedure:
A. Prayer
1. Business- a person's regular occupation, profession, or trade, the practice of making
one's living by engaging in commerce. “the world of business"
2. Market- a regular gathering of people for the purchase and sale of provisions, livestock,
and other commodities.
1. Tangible- perceptible by touch, clear and definite; real.
2. Intangible- unable to be touched or grasped; not having physical presence.
F. Motivation-:
Video presentation about the successful businessman.
Questions:
1. Why did you find the video? Answer: the video is all about the success of the great
businessman
2. What are the important things you learned from the video? I learned from many things on how to
became successful in business.
want how become successful businessman.
G. Lesson Proper
Activity:
7. Let the group to present their outputs in a different way.
Analysis:
Abstraction:
Application:
Group discussion on the characteristics of a great businessman and the factors that affect the
business.
H. Generalization:
= Tangible
Network.
=Intangible
3. What are the 10 rules to become a great businessman.
1. Classify the following factors that affect the business according to tangible intangible.
a. Land area available for economics zones, b. the physical layout and barriers and transportation c.
Demography of clients and supplies d. competitors in the locale/area and e. availability of
2. Enumerate the characteristics of a good businessman by Jack Ma.
V. Agreement:
Topic: Spotting and Identifying Business Opportunities
1. What is spotting business opportunities.
2.What is Idea Generation?
3. What are a good sources of business ideas?
4. What are the best way to screen your business idea?
5. What is SWOT?
TVL –Home Economics- Cookery
Page 23-24
Section : Colander

1. Explain dimensions/clusters of PECs and the different characteristics traits per traits per
cluster.
II Subject Matter:
Topic : 1. Dimensions of Personal Entrepreneurial Competencies and skills (PECs) vis-à-
vis .1.1 three cluster of PECs (achievement, planning, and power
clusters)1.2
characteristics
2. Assessments of PECs.
TLE_PECS9-12-00-1

Page: 20-23
Curriculum Guide
Page: 9 of 34
Material: Internet
III Procedure:
A. Prayer
1. Business- a person's regular occupation, profession, or trade, the practice of making
one's living by engaging in commerce."the world of business"
2. Market- a regular gathering of people for the purchase and sale of provisions, livestock,
and other commodities.
1. Tangible- perceptible by touch, clear and definite; real.
2. Intangible- unable to be touched or grasped; not having physical presence.
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
7. Let the group to present their outputs in a different ways.
Analysis:
Abstraction:
2. How did the activity can influence your perspective to become a successful businessman?
Application:
Group discussion on the characteristics of a great businessman and the factors that affect the
business.
H. Generalization:
= Tangible
Network.
=Intangible
3. What are the 10 rules to become a great businessman.
Demography of clients and supplies d. competitors in the locale/area and e. availability of
V. Agreement:
Topic: Spotting and Identifying Business Opportunities
1. What is spotting business opportunities.
2.What is Idea Generation?
3. What are a good sources of business ideas?
4. What are the best way to screen your business idea?
5. What is SWOT?
Page 23-24
Section : Colander

1. Explain spotting and Identifying Business Opportunities under dimensions/clusters of PECs and the
different characteristics traits per traits per cluster.
II Subject Matter:
Topic : Spotting and Identifying Business Opportunities
( 1. Dimensions of Personal Entrepreneurial Competencies and skills (PECs) vis-à-
vis .1.1 three cluster of PECs (achievement, planning, and power clusters)1.2
Characteristics)
(2. Assessments of PECs. )
TLE_PECS9-12-00-1

Page: 23-24
Curriculum Guide
Page: 9 of 34
Material: Internet
III Procedure:
A. Prayer
1. What are the factors the affect the business?
= The two factors that affect the business are; tangible and intangible factors.
2. What are the factors belong to tangible and intangible factors
== Tangible
Network.
=Intangible
1.What do you by SWOT?
= Strength, Weak Opportunities and Threat
2.Define the screening and spotting?
Spotting-.the process to see, notice, or recognize (someone or something) that is difficult to
detect or that one is searching for.
Screening-the evaluation or investigation of something as part of a methodical survey, to assess
suitability for a particular role or purpose.
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
7. Let the group to present their outputs by using role playing.
Analysis:
1. How do you feel when you made your script for your presentation?
Abstraction:
2. How did the activity can influence your perspective in identifying business opportunities, screening
business ideas and SWOT?
Application:
Group discussion on the spotting, identifying, screening and SWOT.
H. Generalization:
1. Give enlightenment on the spotting, identifying business opportunities, screening business ideas and
SWOT ?
= Spotting business opportunities is one of the most essential aspects of entrepreneurship. The first step
opportunities is ti look for many opportunities. Once you have generated a number of business
opportunities and ideas the next step is to select and screen these. SWOT in the other hand means the
Strength, Weak, Opportunities and Threats.
Demography of clients and supplies d. competitors in the locale/area and e. availability of technology for
production.
V. Agreement:
Topic: Clean and maintain kitchen tools and premises
Pre-Test - Answer the questions from pages 25 to 27
Use ½ length twice
Page 25-27
Section : Colander

1. Identify the chemicals to be utilized in cleaning and sanitizing kitchen in cleaning and sanitizing
kitchen tools and equipment
2. Recognize the kitchen tools and equipment to be cleaned and sanitized.
3. prepare cleaning agents in accordance with manufacturer’s instructions.
4. Clean and sanitize kitchen tools and equipment in accordance with prescribed standards.
5. Store cleaned kitchen tools and equipment safely on the designated place
II Subject Matter:
Topic : Clean, sanitize and store kitchen tools and equipment
TLE_HECK9-12KP-Ia-1
Page: 28-36
Curriculum Guide
Page: 10 of 34
Material: Internet
III Procedure:
A. Prayer
1. Give enlightenment on the spotting, identifying business opportunities, screening
business ideas and SWOT?
= Spotting business opportunities is one of the most essential aspects of
entrepreneurship. The first step opportunities is to look for many
opportunities. Once you have generated a number of business opportunities
and ideas the next step is to select and screen these. SWOT in the other hand means the
Strength, Weak, Opportunities and Threats.
a. Land area available for economics zones, b. the physical layout and barriers and
transportation c. Demography of clients and supplies d. competitors in the locale/area
and e. availability of technology for production.
Gauge-an instrument or device for measuring the magnitude, amount, or contents of
something, typically with a visual display of such information. Stain-mark (something) with
colored patches or dirty marks that are not easily removed. Turnips-a round root with
white or cream flesh that is eaten as a vegetable and also has edible leaves or a root
similar or related to the turnip, especially a rutabaga.
F. Motivation-:
Questions:
businessman
2. What are the important things you learned from the video? I learned from many things on how
to became successful in business.
G. Lesson Proper
Activity:
7. Let the group to present their outputs in like a TV broadcasting.
Analysis:
Abstraction:
2. How did the activity can influence your perspective in the cleaning and sanitizing your tools and
equipment before and after using?
Application:
Group discussion on the proper way in the cleaning and sanitizing your tools and equipment
before and after using?
H. Generalization:
Cleaning and sanitizing kitchen tools and equipment must be a part of the standard operating
procedures that make up your food safety program.
The following are list of cooking materials, kitchen utencils and equipment that are commonly
found in the kitchen.
1. Aluminum 2. Stainless steel 3 .glass. 4. Cast iron 5. Double boiler 6. Teflon.
Kitchen tools
1. colanders 2. Plastic and hard rubber 3. Cutting board 4. Funnels 5. Garlic press 6. Graters 7.
Kitchen shears 8. Potato
masher 9. Rotary egg beater 10. Scraper 11. Serving spoons 12 serving tongs 13.
Spatula 14. Spoons
15 temperature scales 16. Whisks 17. Wooden spoons
IV Evaluation: Multiple choice;
1. Cooking materials mostly used in the kitchen and the most popular because it is lightweight,
attractive and less expensive. =Aluminum
2.This tool is used for salad making and desert but not practical for top or surface cooking. =
Glass
3. Tool used when temperature must be kept below boiling, such as for egg sauces, puddings. =
Double boiler
4. Tool that have special coating applied inside aluminum or steel pots and pans. = Teflon
5. This tool is used to open food containers.
V. Agreement:
Write the measuring tools, kinds of knives according to use and equipment.
Use ½ cross twice
Page 34-36
Section : Colander

kitchen tools and
equipment
II Subject Matter:
Topic : Cleaning Compound, Other chemicals used for cleaning and/or sanitizing
kitchen equipment and steps in washing dishes
TLE_HECK9-12KP-Ia-1
Page: 28-36
Curriculum Guide
Page: 10 of 34
Material: Internet
Book, Manila papers, eraser, chalk, laptop and multimedia.
Reference: TVL-Home Economics
Cookery Manuals
Page:37-45
III Procedure:
A. Prayer
1. Cooking materials mostly used in the kitchen and the most popular because it is
lightweight, attractive and less expensive. =Aluminum
2.This tool is used for salad making and desert but not practical for top or surface
cooking. = Glass
3. Tool used when temperature must be kept below boiling, such as for egg sauces,
puddings. = Double boiler
4. Tool that have special coating applied inside aluminum or steel pots and pans. =
Teflon
1.grease-smear or lubricate with grease
2.sanitize-make clean and hygienic.
3.dispenser-distribute or provide (a service or information) to a number of people
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
Group1-questions
1. Give the uses of the following cleaning compound:
a. deterents
b. solvent cleaners
c. acid cleaners
d. abrasives
2. Enumerate the other chemicals used for cleaning and/or sanitizing kitchen equipment
Group 2-questions
1. give the steps in washing dishes
Analysis:
Abstraction:
Application:
H. Generalization:
Cleaning Compound:
1. detergent- is a cleaning solvent or any substance used to wash tablewares surfaces
and equipment-detergent
2. solvent cleaners- Commonly referred to as degreasers, they are used or surfaces

where grease has burned on.
3. acid cleaners- It is generally used to remove heavy accumulations of soil that are
difficult to remove with detergents, solvents and acids
4. abrasives- It is generally used to remove heavy accumulations of soil that are difficult
to remove with detergents, solvents and acids
Other chemicals used for cleaning and/or sanitizing kitchen equipment and utensils
1. ammonia 2. Dish washing 3. Chlorine 4. Carbonic acid
2. timsen 6. Disinfectants and soaps
IV Evaluation:
Test I - simple recall;

_________1.It is a cleaning solvent or any substance used to wash tablewares surfaces and
equipment-detergent
_________2.Cleaning compound used periodically in removing mineral deposits and other soil
that detergents cannot eliminate such as scale in washing machines and steam tables.-acid cleaner
_________3. It is generally used to remove heavy accumulations of soil that are difficult to
remove with detergents, solvents and acids. -abrasives
_________4. Commonly referred to as degreasers, they are used or surfaces where grease has
burned on-solvent cleaners
Test II – Enumeration:
1. Write the other chemicals used for cleaning and/or sanitizing kitchen equipment
2. Give the steps in washing dishes.
V. Agreement:
What are the tips and warning to observe in washing the dishes and with the washing machine.
Use ½ cross twice
Page 41-42
Section : Colander

1. Discuss the method to clean, remove stains, sanitize and store the cutting board.
2. Recognize the positive effect in cleaning, sanitizing, removing stains and storing cutting board.
3. Demonstrate on how to clean, remove stains, sanitize and store the cutting board.
II Subject Matter:
Topic : How to clean, remove stains, sanitize and store
Clean the cutting board
Removing stains from the cutting board
Sanitizing the cutting board
Storing the cutting board
TLE_HECK9-12________________
Page: 28-36
Curriculum Guide
Page: __________
Material: Internet
Cookery Manuals
Page:42-43
III Procedure:
A. Prayer
Simple recall;
equipment-detergent
that detergents cannot eliminate such as scale in washing machines and steam tables.-acid
cleaner
burned on-solvent cleaners.
Enumeration:
1. Stain- a discoloration produced by foreign matter having penetrated into or chemically
reacted with a material; a spot not easily removed
2. Sponge- any of various other similar substances, often porous rubber or cellulose,
used for washing or cleaning.
3.Rinse- to wash lightly, as by pouring water into or over or by dipping inwater:
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
Group1-questions
1. Why should we clean and sanitize the cutting board after using.
2. What should be used to cleans the cutting board.
3. How to clean the cutting board.
Group 2-questions
1. How to remove the stain from the cutting board.
2. How to sanitize the cutting board.
3. How to sore the cutting board.
Analysis:
Abstraction:
Application:
H. Generalization:
The kitchen cutting board gets a lot of used this means that it gets a lot of exposure to bacteria.
Proper cleaning of the cutting board is essentials to your good health. Whether you used the wood or
plastic cutting board. You should clean and sanitize it after use.
Things to remember on how to clean, remove stains, sanitize and store cutting board.
1. clean he cutting board
2. removing stains from the cutting board
3. sanitizing the cutting board
4. storing the cutting board
IV Evaluation: Explanation (5 points each)
Explain on how to clean, remove stains, sanitize and store cutting board.
V. Agreement:
1. Why it is important to have proper storage of kitchen tools and equipment.

2. What will you do with the cleaned and sanitized equipment and utensils.
3. Enumerate the nine (9) steps in organizing kitchen cabinets.
Use ½ cross twice
Page 43-44
Section : Colander

1. Discuss the proper storage of kitchen tools and equipment.
2. Recognize the effect of organizing kitchen cabinet.
3. Store the kitchen tools and equipment in the cabinet.
II Subject Matter:
Topic : Proper Storage of kitchen Tools and Equipment and Organizing Kitchen Tools
and Equipment.
TLE_HECK9-12______________
Page: 54
Curriculum Guide
Page: 13 of 34
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
_________1. It is a cleaning solvent or any substance used to wash table wares surfaces and
equipment-detergent
_________2. Cleaning compound used periodically in removing mineral deposits and other soil
that detergents cannot eliminate such as scale in washing machines and steam tables. -acid cleaner
1. Cabinet-a cupboard with drawers or shelves for storing or displaying articles.
"a medicine cabinet"
2. Imperious-urgent; imperative:
3. Corrosive- 1. having the quality of corroding or eating away; erosive.
2. harmful or destructive; deleterious:
4. Stacking-a more or less orderly pile or heap:
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
Group1-questions
1. Why it is important to properly store the kitchen tools and equipment
2. What will you do to the cleaned and sanitized equipment and utensils?
Group 2-question
1. Discuss the nine (9) steps in organizing kitchen cabinets.
Analysis:
Abstraction:
Application:
H. Generalization:
 Proper storage and handling of cleaned and sanitizing equipment and utensils are very
to prevent recontamination prior to use.
-Stored in clean storage areas; and
- Handled properly to contamination of food contact surface.
There are nine steps in organizing kitchen cabinets’
Pretend it has a glass door and that everyone is going to see what inside.
1. Remove all the equipment and scrub shelves with soapy water.
2. Think about you reach most often and make sure it gets a position that easy to reach.
3. Take a cabinet full of glasses and line them up by color. Make sure all of the front are facing
out and straight (Jeff Lewis-Style).
4. Take a step back after one shelf is done and make someone else look at what you have done.
5. They should be store in a clean dry place adequately protected against vermin and other
sources of contamination.
6. Cups, bowl, and glasses must be inverted for storage.
7. When not stored in closed cupboards or lockers, utensils and containers must be covered or
inverted whenever possible. Utensils must be stored on the bottom shelves of open cabinets
below the working top level.
8. Racks, trays and shelves must be make of materials that are imperious, corrosives-resistant,
non-toxic, smooth, durable and resistance to chipping.
IV Evaluation:
Test I – Essay
Test II
V. Agreement:
1. What are the types of sanitizers and disinfectants.
2. Give the procedure for disinfecting premises.
Use ½ cross twice

Page 54-55
Section : Colander

kitchen tools and
equipment
II Subject Matter:
Topic : Cleaning Compound, Other chemicals used for cleaning and/or sanitizing
kitchen equipment and steps in washing dishes
TLE_HECK9-12KP-Ia-1
Page: 28-36
Curriculum Guide
Page: 10 of 34
Material: Internet
Cookery Manuals
Page:37-45
III Procedure:
A. Prayer
1. Cooking materials mostly used in the kitchen and the most popular because it is
lightweight, attractive and less expensive. =Aluminum
2.This tool is used for salad making and desert but not practical for top or surface
cooking. = Glass
3. Tool used when temperature must be kept below boiling, such as for egg sauces,
puddings. = Double boiler
4. Tool that have special coating applied inside aluminum or steel pots and pans. =
Teflon
1.grease-smear or lubricate with grease
2.sanitize-make clean and hygienic.
3.dispenser-distribute or provide (a service or information) to a number of people
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
Group1-questions
1. Give the uses of the following cleaning compound:
a. deterents
b. solvent cleaners
c. acid cleaners
d. abrasives
2. Enumerate the other chemicals used for cleaning and/or sanitizing kitchen equipment
Group 2-questions
1. give the steps in washing dishes
Analysis:
Abstraction:
Application:
H. Generalization:
Cleaning Compound:
1. detergent- is a cleaning solvent or any substance used to wash tablewares surfaces
and equipment-detergent
2. solvent cleaners- Commonly referred to as degreasers, they are used or surfaces

where grease has burned on.
3. acid cleaners- It is generally used to remove heavy accumulations of soil that are
difficult to remove with detergents, solvents and acids
4. abrasives- It is generally used to remove heavy accumulations of soil that are difficult
to remove with detergents, solvents and acids
Other chemicals used for cleaning and/or sanitizing kitchen equipment and utensils
1. ammonia 2. Dish washing 3. Chlorine 4. Carbonic acid
2. timsen 6. Disinfectants and soaps
IV Evaluation:
Test I - simple recall;

equipment-detergent
that detergents cannot eliminate such as scale in washing machines and steam tables.-acid cleaner
Test II – Enumeration:
V. Agreement:
What are the tips and warning to observe in washing the dishes and with the washing machine.
Use ½ cross twice
Page 41-42
Section : Colander

1. Discuss the method to clean, remove stains, sanitize and store the cutting board.
2. Recognize the positive effect in cleaning, sanitizing, removing stains and storing cutting board.
3. Demonstrate on how to clean, remove stains, sanitize and store the cutting board.
II Subject Matter:
Topic : How to clean, remove stains, sanitize and store
Clean the cutting board
Removing stains from the cutting board
Sanitizing the cutting board
Storing the cutting board
TLE_HECK9-12________________
Page: 28-36
Curriculum Guide
Page: __________
Material: Internet
Cookery Manuals
Page:42-43
III Procedure:
A. Prayer
Simple recall;
equipment-detergent
that detergents cannot eliminate such as scale in washing machines and steam tables.-acid
cleaner
burned on-solvent cleaners.
Enumeration:
1. Stain- a discoloration produced by foreign matter having penetrated into or chemically
reacted with a material; a spot not easily removed
2. Sponge- any of various other similar substances, often porous rubber or cellulose,
used for washing or cleaning.
3.Rinse- to wash lightly, as by pouring water into or over or by dipping inwater:
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
Group1-questions
1. Why should we clean and sanitize the cutting board after using.
2. What should be used to cleans the cutting board.
3. How to clean the cutting board.
Group 2-questions
1. How to remove the stain from the cutting board.
2. How to sanitize the cutting board.
3. How to sore the cutting board.
Analysis:
Abstraction:
Application:
H. Generalization:
The kitchen cutting board gets a lot of used this means that it gets a lot of exposure to bacteria.
Proper cleaning of the cutting board is essentials to your good health. Whether you used the wood or
plastic cutting board. You should clean and sanitize it after use.
Things to remember on how to clean, remove stains, sanitize and store cutting board.
IV Evaluation: Explanation (5 points each)
Explain on how to clean, remove stains, sanitize and store cutting board.
V. Agreement:

Use ½ cross twice
Page 43-44
Section : Colander

1. Discuss the proper storage of kitchen tools and equipment.
2. Recognize the effect of organizing kitchen cabinet.
3. Store the kitchen tools and equipment in the cabinet.
II Subject Matter:
Topic : Proper Storage of kitchen Tools and Equipment and Organizing Kitchen Tools
and Equipment.
TLE_HECK9-12______________
Page: 54
Curriculum Guide
Page: 13 of 34
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
_________1. It is a cleaning solvent or any substance used to wash table wares surfaces and
equipment-detergent
_________2. Cleaning compound used periodically in removing mineral deposits and other soil
that detergents cannot eliminate such as scale in washing machines and steam tables. -acid cleaner
1. Cabinet-a cupboard with drawers or shelves for storing or displaying articles.
"a medicine cabinet"
2. Imperious-urgent; imperative:
3. Corrosive- 1. having the quality of corroding or eating away; erosive.
2. harmful or destructive; deleterious:
4. Stacking-a more or less orderly pile or heap:
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
Group1-questions
1. Why it is important to properly store the kitchen tools and equipment
2. What will you do to the cleaned and sanitized equipment and utensils?
Group 2-question
1. Discuss the nine (9) steps in organizing kitchen cabinets.
Analysis:
Abstraction:
Application:
H. Generalization:
 Proper storage and handling of cleaned and sanitizing equipment and utensils are very
to prevent recontamination prior to use.
-Stored in clean storage areas; and
- Handled properly to contamination of food contact surface.
There are nine steps in organizing kitchen cabinets’
Pretend it has a glass door and that everyone is going to see what inside.
1. Remove all the equipment and scrub shelves with soapy water.
2. Think about you reach most often and make sure it gets a position that easy to reach.
3. Take a cabinet full of glasses and line them up by color. Make sure all of the front are facing
out and straight (Jeff Lewis-Style).
4. Take a step back after one shelf is done and make someone else look at what you have done.
5. They should be store in a clean dry place adequately protected against vermin and other
sources of contamination.
6. Cups, bowl, and glasses must be inverted for storage.
7. When not stored in closed cupboards or lockers, utensils and containers must be covered or
inverted whenever possible. Utensils must be stored on the bottom shelves of open cabinets
below the working top level.
8. Racks, trays and shelves must be make of materials that are imperious, corrosives-resistant,
non-toxic, smooth, durable and resistance to chipping.
IV Evaluation:
Test I – Essay
Test II
V. Agreement:
1. What are the types of sanitizers and disinfectants.
2. Give the procedure for disinfecting premises.
Use ½ cross twice

Page 54-55
Section : Colander
Date :November 21, 2017

1.Identify tools and equipment needed in the preparation of appetizers.
2.Recognize the importance of appropriate tools and equipment needed in the preparation of
appetizers
3.Name the different tools and equipment needed in the preparation of appetizers.
II Subject Matter:
Topic : Prepare Appetizers
1. Identification of tools and equipment needed
2. Tools, equipment and utensils needed in the preparation of appetizers.
3. Cleaning, sanitizing, and preparing tools and utensils’ to be used.
TLE_HECK9-12PA-Ic-3
Page: 63-66
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
2. What will you do with the cleaned and sanitized equipment and utensils
1. Garnishes-a decoration or embellishment for something, especially food.
2. Peels-the outer covering or rind of a fruit or vegetable
3. Strips-an act of undressing, especially in a striptease.
F. Motivation-:
Questions:
businessman
G. Lesson Proper
Activity:
7. Let the group to present their outputs in drama scene
Rubrics
Criteria 5 3 1
Explanation Adequately explained in clear and Adequately explained in clear Explanations are somewhat
detailed the answer with and detailed the answer clear and lacks of details
examples given. without example given.
Cooperation All members have participated One of the members did not Two or more members of the
during the activity. participated during the activity. group did not participated
during the activity.
Speed/Time Work finish ahead of given time. Work finished on given time. Work finished beyond the
given time
Group Score/s
GROUP Explanation Cooperation Speed/Time
Group-1
Group-2
Group-3
Group-4
Group1-question
1. Name the different tools and equipment and their uses.
Group 2-question
1. Write the other tools and equipment used in the preparing appetizers.
Analysis:
Abstraction:
Application:
H. Generalization:
Kitchen Tools and Equipment

1. Ball cutter-sharped edged scoop for cutting out balls of fruits and vegetables.
2. Rubber spatula- used to scrape off contents of bowls.
3. Channel knife-small hand tool in making garnishes
4. Spatula- used for manipulating foods like spreading
5. Wire whip- used for fixing thinner liquids
6. Zester- used to removed zest of citrus peels in thin strips.
7. French knife- for chopping, slicing and dicing.
8. Paring knife-used for trimming and paring fruits and vegetables.
9. Butter curler- used for making butter curls
10. Cutting board-board for cutting fruits and vegetables.
11.Kitchen shear-cutting device for ingredients like scissors.
12. Potato Master-designed to press potato and cooked vegetables
13. Chiller-for keeping cold foods chilled for service
14. Oven-for baking
IV Evaluation:
Test 1-
Pick and Tell
Strips of papers with the names of the following tools and equipment below will be placed in a glass bowl
Each student will be asked to pick one and explain the uses in the preparation of appetizers.
Write your answer in your test notebook.
1. Cutting board 2. Paring knife 3. Spatula 4. Ball cutter 5. Wire whip
6. Rubber scraper 7. Zester 8. Chiller 9. Oven 10. French knife
V. Agreement:
Classification of Appetizers
1. What are the classes of appetizers and define each.
Use ½ cross twice

Page 66-67
Section : Colander

1.Identify the different classification of appetizers.
2.Recognize the importance of preparation appetizer foods.
3.Name the different classification of appetizers.
II Subject Matter:
1. Classification of Appetizers
TLE_HECK9-12PA-Ic-3
Page: 63-66
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
1. What are the different tools and equipment needed in the preparation of appetizers.
2. Give the uses of the following tools and equipment
a. Oven b. Ball cutting c. Rubber spatula d. Spatula
1. Celery- a cultivated plant of the parsley family, with closely packed succulent
leafstalks that are eaten raw or cooked.
2. Beverage- a drink, especially one other than water.
3. Sautéed- fry quickly in a little hot fat
4. Julienne carrots- allumette, or french cut, is a culinary knife cut in which the food
item is cut into long thin strips, similar to matchsticks. Common items to
be julienned are carrots for carrots julienne, celery for céléris
remoulade or potatoes for Julienne Fries.
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
7. Let the group to present their outputs in story telling scene.
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
1. What is appetizers?
2. Give the uses of appetizers?
Group 2-question
1. Give the classification of appetizers and its meaning?
Analysis:
Abstraction:
Application:
Group discussion on the meaning of appetizers and its uses and the kind of appetizers and its
meaning.
H. Generalization:
Appetizers are foods which stimulate the appetite, through attractive appearance, fragrance or
appealing flavor. It is a small piece portion of highly seasoned food, usually served before a meal to
induce stimulate one’s appetite. It gives appreciation ti the food we eat.
A good appetizer whether hot or cold should be light and serves small quantities, Fresh vegetable
and salads, fruits, or meat or even fish made into appetizers
CLASSIFICATION OF APPETIZERS
1. Cocktails- ae usually juices of orange, pineapple, grapefruit tomatoes served with cold salad
dressings.
2. Hors D’ Oeuvres-refers to small portions of highly seasoned sauce foods is a combination of
canapés, olive, stuffed celery, pickled radish and fish.
3. Canapés-are made out of thin slices of bread in different shapes the bread may be toasted,
sautéed in butter or dipped in a well-season mixture of egg, cheese. Fish, or meat then deep-fat fried.
4. Relishes/Crudités- are pickled item which are raw, crisp vegetables such as juliennes carrots
or celery sticks, Relishes are generally place before the guest in a slightly, deep, boat shape dish.
5. Petite Salads- are portions of salads and usually display the characteristics found in the salads.
6. Chips and Dips-are popular accompaniments to potato chips, crackers, and raw vegetables.
Proper consistency in the preparation is important for many dips.
7. Fresh Fruit and Vegetables-are he simplest appetizers
Fruits are good appetizers because they give an attractive appearance, fragrance, appealing taste and
delicious flavor.
8. Finger foods- are variety of appetizers wherein the only requirement is that you keep
everything small enough to be pickled up with the fingers and eaten with little mess.
IV Evaluation:
Test 1- Simple Recall
1. These usually juices of orange, pineapple, grapefruit tomatoes served with cold salad dressings.
2. Refers to small portions of highly seasoned sauce foods is a combination of canapés, olive, stuffed
celery, pickled radish and fish.
3. these are made out of thin slices of bread in different shapes the bread may be toasted, sautéed in
butter or dipped in a well-season mixture of egg, cheese. Fish, or meat then deep-fat fried.
4. The pickled item which are raw, crisp vegetables such as juliennes carrots or celery sticks, Relishes
are generally place before the guest in a slightly, deep, boat shape dish.
5. Portions of salads and usually display the characteristics found in the salads.
6. Popular accompaniments to potato chips, crackers, and raw vegetables. Proper consistency in the
preparation is important for many dips.
7. The simplest appetizers. Fruits are good appetizers because they give an attractive appearance,
fragrance, appealing taste and delicious flavor.
8. The variety of appetizers wherein the only requirement is that you keep everything small enough to be
pickled up with the fingers and eaten with little mess.
Answers:
1. Cocktails 5. Petite Salads
2. Hors D’ Oeuvres 6. Chips and Dips
3. Canapés 7. Fresh Fruit and Vegetables
4. Relishes/Crudités 8. Finger foods
V. Agreement:
1. What is Canapés appetizer.

2. What are the parts of the canapés.
3. Give the suggested canapés bases.
4. What are the three types od spreads.
5. Write the items used to decorate canapés.
6. State the guidelines for assembling canapés
Use ½ cross twice

Page 67-69
Section : Colander

appetizers
II Subject Matter:
a. Canapés
2. Variety of ingredients in preparing canapés appetizer.
TLE_HECK9-12PA-Ic-3
Page: 67-70
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
1. What is Canapés Appetizer.
Group 2-question
1. What are the three types of spreads.
Analysis:
Abstraction:
Application:
Group discussion on the Canapés Appetizer, it parts, suggested bases, types of spreads, items
used to decorate and guidelines for assembling canapés.
H. Generalization:
Canapés-bites size open faced sandwiches consist of tiny portioned of food presented on bases
of bread, toast, or pastry easily handled and eaten.
Canapés Consists of Three Parts

1. Base- holds the spread and garnish. Crackers and toasts are firmer and give a pleasing texture
and crispness to the canapés.
Suggested fr canapés bases are, bread cutouts, toast cutout, crackers, melba toast, tiny
unsweetened pastry shells, tortilla chips, cups biscuit, tiny biscuit, polenta cutouts and miniature
pancakes.
2. Spread-placed on top of the base so the garnish sticks to it without falling off.
Three types of spreads
a.) Flavored butter-made from softened butters with flavorings.
b) Flavored cream Cheese-made from flavored butters, except cream cheese is substituted for
the butter.
c.) Meat or Fish salad spreads- made from finely chopped meat or fish that are spreadable.
Seasons should be checked carefully to make the spread more stimulating to the
appetizers.
d.) Garnish-any food item or combination of item placed on top of the spread which usually gives
cold design, and texture or flavor accent to the canapés.
Food Items Used to Decorate Canapés
A. Vegetables, pickles and relishes

Radish Slices Olives
Pickled Onions Pickles
Chutney Asparagus Tips
Parley Cucumber Slices
Tomatoes Pimiento
B. Fish
Smoked Fish Shrimp
Smoked Salmon Tuna Flakes
Shrimp Sardines Lobster/Chunks or Slices
Caviar
C. Meats
Turkey Roast Beef
Ham Chicken
Salami
D. Cheese, hard cooked egg slices
GUIDELINES FOR ASSEMBLING CANAPÉS

Good mise en place is essential- In making canapés especially for large functions, all bases,
spreads and garnishes must be prepared ahead of time so that final assembly may go quickly and
smoothly.
Assemble as close as possible to serving time. Bases quickly become soggy, and spreads and
garnishes dry out easily. After placing them in a tray, cover them lightly with plastic and held for a short
time under refrigeration. Safe food handling and storage must be observed.
a. Mustard and Ham
b. Lemon butter and caviar
c. Pimiento cream cheese and sardines
d. Tuna salad and capers
d. Anchovy butter, hard cooked egg slice and olive
Make sure that at least one of the ingredients is spicy in flavor. A bland canapé has little value as
appetizer.
Use high quality ingredients. Leftovers can be used for canapés, but they must be carefully
handled and stored to retain freshness.
Keep it simple. Simple meat arrangements are more attractive than extravagant one.
Arrange canapés carefully and attractively on trays. Each tray should carry an assortment of
flavor and texture, so there is something for every taste.
IV Evaluation:
Answers:
V. Agreement:
1. What is Cocktail and relishes appetizers.

2. What are the ingredients of cocktail and relishes appetizers.
Use ½ cross twice

Page 70-72
Section : Colander

appetizers
II Subject Matter:
a. Canapés
TLE_HECK9-12PA-Ic-3
Page: 67-70
Curriculum Guide
Page: 14 of 44
Internet
Tools and Equipment:
1. Ball cutter 8. Paring knife
2. Rubber spatula 9. Butter curler
3. Channel knife 10. Cutting board
4. Spatula 11.Kitchen shear
5. Wire whip 12. Potato Master
6. Zester 13. Chiller
7. French knife 14. Oven
Materials:
1. Base
bread cutouts.
2. Spread
Flavored cream Cheese-made from flavored butters, except cream cheese is substituted for

Pickled Onions Cucumber Slices
Tomatoes
B. Fish
Shrimp
Tuna Flakes
C. Meat
Chicken

Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Video presentation about making of canapés appetizers.
Questions:
businessman
G. Lesson Proper
Activity:
7. Let the group to present their outputs.
Rubrics
Dimension Performance Level
Excellent Very Satisfactory Needs No Points
(4 points) Satisfactory (2 points) Improvement Attempt Erned
(3 points) (1 point) (o point)
1. Use of Uses tools Uses tools Uses tools Uses tools No
tools and and and and and Attempt
equipment equipment equipment equipment equipment
correctly and correctly and correctly but correctly and
confidently at confidently less less
all times most of the confidently confidently
times sometimes most of the
time.
2. Manifest very Manifest clear Manifest less Manifest less No
Application clear understanding understanding understanding Attempt
of understanding of the step- of the step- of the step-
Procedures of the step- by-step by-step by-step
by-step procedure procedure but procedure
procedure sometimes seeking
seeks clarification
clarification most of the
time.
Safety Work Observes Observes Observes Work No
Habits safety safety safety independently attempt
precautions at precautions precautions but with the
all times most of the sometimes assistance
time from other
most of the
time
4. Product
5. Time
Management
Total Points
Group1-questions
1. Prepare a canapé appetizer.
2. Write your Procedures
Group 2-questions
1. Prepare a canapé appetizer.
2. Write your Procedures
Analysis:
1. How do you feel when you prepare the canapé appetozer?
2. Do you have fun in making your recipe?
6. What influence you to prepare canapés?
Abstraction:
2. How did the activity can influence your perspective to prepare canapé appetizer recipe?
Application:
Group discussion, share your experiences while you prepare the canapé appetizer to other
group.
H. Generalization:
Canapés preparation needs enough time and cooperation to all members of the group,
carefulness in the use of tools and equipment shuld be given emphasis.
IV Evaluation:
To evaluate the performance of the students, the rubrics should be used.
V. Agreement:
Classification of Appetizers(Cocktail and relishes appetizers)

Use ½ cross twice

Page 70-72
Section : Colander

II Subject Matter:
TLE_HECK9-12PA-Ic-3
Page: 63-66
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
Group 2-question
Analysis:
Abstraction:
Application:
meaning.
H. Generalization:
dressings.
delicious flavor.
IV Evaluation:
Answers:
V. Agreement:

Use ½ cross twice

Page 67-69
Section : Colander

appetizers
II Subject Matter:
a. Canapés
TLE_HECK9-12PA-Ic-3
Page: 67-70
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
Group 2-question
Analysis:
Abstraction:
Application:
H. Generalization:

pancakes.
the butter.
appetizers.

Tomatoes Pimiento
B. Fish
Smoked Fish Shrimp
Caviar
C. Meats
Turkey Roast Beef
Ham Chicken
Salami

smoothly.
a. Mustard and Ham
appetizer.
IV Evaluation:
Answers:
1. Cocktails
2. Hors D’ Oeuvres
3. Canapés
4. Relishes/Crudités
5. Petite Salads
6. Chips and Dips
7. Fresh Fruit and Vegetables
8. Finger foods
V. Agreement:

Use ½ cross twice
Page 70-72
Section : Colander

appetizers
II Subject Matter:
a. Canapés
TLE_HECK9-12PA-Ic-3
Page: 67-70
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
Group 2-question
Analysis:
Abstraction:
Application:
H. Generalization:

pancakes.
the butter.
appetizers.

Tomatoes Pimiento
B. Fish
Smoked Fish Shrimp
Caviar
C. Meats
Turkey Roast Beef
Ham Chicken
Salami

smoothly.
a. Mustard and Ham
appetizer.
IV Evaluation:
Answers:
1. Cocktails
3. Canapés
5. Petite Salads
6. Chips and Dips
8. Finger foods
V. Agreement:

Use ½ cross twice
Page 70-72
Section : Colander
Date : December 12, 2017

II Subject Matter:
TLE_HECK9-12PA-Ic-3
Page: 63-66
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
Group 2-question
Analysis:
Abstraction:
Application:
meaning.
H. Generalization:
dressings.
delicious flavor.
IV Evaluation:
Answers:
V. Agreement:

Use ½ cross twice

Page 67-69
Section : Colander

appetizers
II Subject Matter:
a. Canapés
TLE_HECK9-12PA-Ic-3
Page: 67-70
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
Group 2-question
Analysis:
Abstraction:
Application:
H. Generalization:

pancakes.
the butter.
appetizers.

Tomatoes Pimiento
B. Fish
Smoked Fish Shrimp
Caviar
C. Meats
Turkey Roast Beef
Ham Chicken
Salami

smoothly.
a. Mustard and Ham
appetizer.
IV Evaluation:
Answers:
1. Cocktails
3. Canapés
5. Petite Salads
6. Chips and Dips
8. Finger foods
V. Agreement:

Use ½ cross twice
Page 70-72
Section : Colander

appetizers
II Subject Matter:
a. Canapés
TLE_HECK9-12PA-Ic-3
Page: 67-70
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
Group 2-question
Analysis:
Abstraction:
Application:
H. Generalization:

pancakes.
the butter.
appetizers.

Tomatoes Pimiento
B. Fish
Smoked Fish Shrimp
Caviar
C. Meats
Turkey Roast Beef
Ham Chicken
Salami

smoothly.
a. Mustard and Ham
appetizer.
IV Evaluation:
Answers:
1. Cocktails
3. Canapés
5. Petite Salads
6. Chips and Dips
8. Finger foods
V. Agreement:

Use ½ cross twice
Page 70-72
January 3-21 Rigid Practice of Students Participants for the Pagadian City Fiesta
January 22, 2018, Local Holiday (Rest Day)
Section : Colander
Date : January 23, 2018

1.Cook the Six (6) kinds of appetizers.
2.Recognize the importance of appetizers as food.
3.Name the different materials/ingredients needed in preparing of appetizers.
` 4. Follow the correct procedure in preparing appetizers
II Subject Matter:
a. Six (6) delicious appetizer foods
2. Variety of ingredients in preparing appetizer.
TLE_HECK9-12PA-Ic-3
Page: 67-70
Curriculum Guide
Page: 14 of 44
Material:
Common tools needed in preparing appetizers
Common materials/ingredients needed for preparing appetizer
Cookery Manuals
III Procedure:
A. Prayer
F. Motivation:
Questions:
businessman
G. Lesson Proper
Activity:
3. Distribute the tools and materials/ingredients.
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
Group 2-question
Analysis:
Abstraction:
Application:
H. Generalization:

pancakes.
the butter.
appetizers.

Tomatoes Pimiento
B. Fish
Smoked Fish Shrimp
Caviar
C. Meats
Turkey Roast Beef
Ham Chicken
Salami

smoothly.
a. Mustard and Ham
appetizer.
IV Evaluation:
Answers:
1. Cocktails
3. Canapés
5. Petite Salads
6. Chips and Dips
8. Finger foods
V. Agreement:

Use ½ cross twice
Page 70-72
Section : Colander

1.Identify the materials/ingredients needed in the preparation common but famous appetizers.
2.Recognize the importance of materials/ingredients needed in the preparation of
Canapé Appetizers
3.Name the materials/ingredients needed in the preparation of common appetizers.
4. Cook the Six (6) common but famous appetizers.
II Subject Matter:
TLE_HECK9-12PA-Ic-3
Page: 71-73
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
D. Review: Past Lesson
1. These usually juices of orange, pineapple, grapefruit tomatoes served with cold salad
dressings.
2. Refers to small portions of highly seasoned sauce foods is a combination of canapés, olive,
stuffed celery, pickled radish and fish.
3. these are made out of thin slices of bread in different shapes the bread may be toasted,
sautéed in butter or dipped in a well-season mixture of egg, cheese. Fish, or meat then
deep-fat fried.
4. The pickled item which are raw, crisp vegetables such as juliennes carrots or celery sticks,
Relishes are generally place before the guest in a slightly, deep, boat shape dish.
Answers:
1. Cocktails
3. Canapés
5. Petite Salads
F. Motivation:
Video presentation about the making of appetizer
Questions:
1. Why did you find the video?
2. What are the important things you learned from the video?
3. What makes you interested to see the video?
G. Lesson Proper
Activity:
1. Group the students in two groups.
2. Distribute the tools and materials for them to be used in the cooking.
3. Give them 35 minutes to cook the recipe.
Rubrics
Dimension PERFORMANCE
Excellent (4 ) Very Satisfactory Needed No Attempt Point
Points Satisfactory (2) points Improvement (0) Point Earned
(3) Points (1) points
Use of Tools and Uses tools and Uses tools and Uses tools and Uses tools and No Attempt
Equipment equipment correctly equipment equipment equipment
and confidently at all correctly and correctly but correctly but less
times confidently most less confidently confidently most of
of the times sometimes the times
Application of Manifest very clear Manifest clear Manifest Manifest No Attempt
Procedures understanding of the understanding of understanding of understanding of
step-by-step procedure the step-by-step the step-by-step the step-by-step
procedure procedures but procedures but
sometimes sometimes
seeks seeking
clarification clarification most
of the times
Safety Work Observes safety Observes safety Observes safety Most of the time No Attempt
Habits precaution at all times precaution most precaution not observing
of the times sometimes safety precautions
Product Product is very Product is Product is less Product is not No Attempt
attractive and very attractive and attractive and attractive and not
enticing to appetite very enticing to less enticing to enticing to
ingredients and very appetite appetite appetite
well cooked ingredients are ingredients are ingredients are
well cooked overcooked overcooked
Time Work completed ahead Work completed Work completed Work completed 1 No Attempt
Management of time within allotted 3-59. hr.
time (mins./hrs/days) (mins./hrs/days)
beyond beyond
Total Points
Group Score/s
Group EP VSP SP NIP NAP PE

1
2
Group 1-question
1. Prepare the six (6) kinds of appetizers using the available materials/ingredients
Group 2-question
Analysis:
1. How do you feel when you prepare an appetizer?
2. Do you have fun in making your product?
3. Is everybody cooperating during the cooking?
4. How did you come up with your product?
5. Where did you get your design and twist?
6. What influence you to create such design?
Abstraction:
2. How did the activity can influence your perspective in preparing appetizer foods?
Application:
Actual preparation/making of doing the output.
H. Generalization:
Appetizer Foods are served between the main course and desert as a refresher. Appetizers are
the dishes that can truly be considered Pilipino because we are best known for using our hands to eat the
small fingers foods that come with the first course.
IV Evaluation:
Checking of the group product using the rubrics with the participation of the other groups.
V. Agreement:
Bring your ingredients for preparing Canapé Appetizers by group and bring it here for our next
cooking activity.
.
Use ½ cross twice
Page 73-75
Section : Colander

1.Identify the materials/ingredients needed in the preparation of Canapé Appetizers.
Canapé Appetizers
3.Name the materials/ingredients needed in the preparation of Canapé Appetizers.
4. Cook Canapé Appetizers.
II Subject Matter:
a. Canapés
TLE_HECK9-12PA-Ic-3
Page: 72-75
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer: Video
B. Routine Activities / Classroom Management: Cleaning the floor and arranging the chairs.
C. Checking of Attendance: Ask the name of student/s who is/are absent.
What the recipe that we cooked last meeting? -Six common appetizers
What are the tools and equipment that we used in our activity?
Name the materials/ ingredients needed in cooking the six (6) common appetizer
F. Motivation:
Questions:
G. Lesson Proper
Activity:
3. Distribute the tools and ingredients and give them 40 minute to cook the recipe.
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-question
1. Prepare a canapé appetizer using the available ingredients
Group 2-question
1. Prepare a canapé appetizer using the available ingredients.
Analysis:
Abstraction:
2. How did the activity can influence your perspective in the cooking canapé appetizers?
Application:
H. Generalization:
IV Evaluation:
V. Agreement:
Buy the ingredients for preparing Canapé Appetizers by group and bring it here for our next
recipe
.
Use ½ cross twice
Page 73-75
Section : Colander

1.Identify the materials/ingredients needed in the preparation Canapé appetizers.
Canapé Appetizers
3.Name the materials/ingredients needed in the preparation of common appetizers.
4. Cook the canapé appetizers.
II Subject Matter:
a. Canapés
TLE_HECK9-12PA-Ic-3
Page: 76-75
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
1. These usually juices of orange, pineapple, grapefruit tomatoes served with cold salad
dressings.
2. Refers to small portions of highly seasoned sauce foods is a combination of canapés, olive,
stuffed celery, pickled radish and fish.
3. these are made out of thin slices of bread in different shapes the bread may be toasted,
sautéed in butter or dipped in a well-season mixture of egg, cheese. Fish, or meat then
deep-fat fried.
4. The pickled item which are raw, crisp vegetables such as juliennes carrots or celery sticks,
Relishes are generally place before the guest in a slightly, deep, boat shape dish.
Answers:
1. Cocktails
3. Canapés
5. Petite Salads
F. Motivation:
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-question
Group 2-question
Analysis:
Abstraction:
Application:
H. Generalization:
IV Evaluation:
V. Agreement:
cooking activity.
.
Use ½ cross twice
Section : Colander

1.Identify the materials/ingredients needed in the preparation cocktails and Hors D’ Oeures
appetizers.
cocktails and Hors D’ Oeures appetizers
3.Name the materials/ingredients needed in the preparation of cocktails and Hors D’ Oeures
appetizers.
4. Cook the cocktails and Hors D’ Oeures appetizers.
II Subject Matter:
a. cocktails b. Hors D’ Oeures
TLE_HECK9-12PA-Ic-3
Page: 76-75
Curriculum Guide
Page: 14 of 44
Material: Internet
Cookery Manuals
III Procedure:
A. Prayer
1. What is canapé appetizers?
2. What are the ingredients in preparing canapé appetizers
3. Summarize the procedure in preparing canapé appetizers.
F. Motivation:
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-question
1. Prepare the cocktail appetizers using the available materials/ingredients
Group 2-question
1. Prepare Hors D’ Oeures appetizers using the available materials/ingredients
Analysis:
1. How do you feel when you prepare an canapé appetizer?
Abstraction:
Application:
H. Generalization:
IV Evaluation:
V. Agreement:
cooking activity.
.
Section : Colander
Date : February 1, 2018

1.Identify the materials/ingredients needed in the preparation relishes, petite salads, chips and
dips appetizers.
relishes, petite salads, chips and Dips appetizers
3.Name the materials/ingredients needed in the preparation of relishes, petite salads, chips and
Dips appetizers.
4. Cook the relishes, petite salads, chips and dips appetizers.
II Subject Matter:
 relishes, petite salads, chips and dips
TLE_HECK9-12PA-Ic-3
Page: 67
Curriculum Guide
Page: 14 of 44
Materials:
Common tools and ingredients
Cookery Manuals
III Procedure:
A. Prayer
1. What are cocktails and Hors D’ Oeures appetizers?
2. What are the ingredients in preparing cocktails and Hors D’ Oeures appetizers
3. Summarize the procedure in preparing cocktails and Hors D’ Oeures appetizers.
F. Motivation:
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-question
1. Prepare the relishes and petite salads appetizers using the available materials/ingredients
Group 2-question
1. Prepare the chips and dips appetizers using the available materials/ingredients
Analysis:
1. How do you feel when you prepare petite salads, chips and
dips appetizer?
Abstraction:
Application:
Actual preparation/making of recipe.
H. Generalization:
IV Evaluation:
V. Agreement:
cooking activity.

Section : Colander

1. Identify the fundamentals of plating.
2.Identify the accompaniments of appetizers.
3.Present appetizers attractively
4. Observe sanitary practices in presenting appetizers.
II Subject Matter:
Topic : Present a Range of Appetizers
TLE_HECK9-12PA-Ii-5
Page: 82-84
Curriculum Guide
Page: 12 of 34
Material:
Cookery Manuals
III Procedure:
A. Prayer
1. What are petite salads, chips and dips appetizers?
2. Give the materials and ingredients of in making petite salads, chips and dips appetizers
3. State the procedure in making petite salads, chips and dips appetizers.
1. Plating- an outer covering of broad, flattish sections,
2. garnish- decorate or embellish (something, especially food).
F. Motivation:
Questions:
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
1. What are the fundamental of plating? Explain each briefly.
Group 2-question
1. What are the basic principle of platter presentation? Explain briefly.
2. How to design the platter
Analysis:
Abstraction:
2. How did the activity can influence your perspective?
Application:
Group discussion, each group will share their experience in doing their output and asking
questions.
H. Generalization:
Appetizer can be appreciated if presented attractively like the saying goes ”the eyes eats first”.
Plate presented is the process of offering the appetizer to the guests of stylish and pleasing manner. It
requires skills, style and creativity.
Fundamental of plating
1. Balance
2. Portion size
3. Arrangement on the plate
Basic principles of platter presentation
1. The elements of a buffet platter
2. The food should be easy to handle and serve.
3. A simple design is best.
4. Attractive platter presentation
5. Once a piece of food has touched the tray, do not remove it.
6. Think of the platter as part of the whole’
Designing the platter
1. Plan ahead
2. Get movement into your design.
3. Give a design a focal point
4. Keep items in proportion.
5. Make the garnish count.
IV Evaluation:
Test 1- Discussion
1.What are the fundamental of plating?
2. What makes the appetizer attractive?
3. How to design the platter?
V. Agreement:
Storing Appetizer
1. How to store appetizer?

2. Why we need to store appetizer?
2. When is the right time to store the appetizer?.
Use ½ cross twice

Page 84-86
December 1 to 11, 2017
MASS TRAINING OF Grade 12 TEACHERS
ON K TO 12 CURRICULUM
December 19, 2017
Preparation of students in the
Up-Coming Christmas Party
January 29, 2018
Araw ng Tulawas (Rest Day)
October 8-18, 2017
MASS TRAINING OF Grade 11 TEACHERS
ON K TO 12 CURRICULUM
Section : Colander

1. Identify the tools equipment and utensils needed in preparing salad and dressing.
2. Recognize its function.
3. Name the kinds if equipment and utensils needed in preparing salad and dressing
II Subject Matter:
Topic : Perform Mise’ En Place
Tools, Equipment and Utensils needed in Preparing Salads
TLE_HECK9-12SD-IIa-7
Page: 82-84
Curriculum Guide
Page: 13 of 34
Material:
Cookery Manuals
III Procedure:
A. Prayer
1.What are the fundamental of plating?

2. What makes the appetizer attractive?
3. How to design the platter?
1. Sturdy-strongly and solidly built
2. Grasp-seize and hold firmly.
3. Peel-remove the outer covering or skin from (a fruit, vegetable, or shrimp)
4. Fling-throw or hurl forcefully.
F. Motivation:
Video presentation about the kitchen tools and equipment.
Questions:
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s
Group-1
Group-2
Group-3
Group-4
Group1-question
Describe the following:
1. Knifes 2. Peeler 3. Cutting board 4. Citrus zseter
Group 2-question
Describe the following:
1. Grater/shedder 2. Grill pan 3. Salad spinner 4. Mixing bowl 5. Salad servers
Analysis:
Abstraction:
Application:
questions.
H. Generalization:
Mise’ En Place in a French term which mean setting everything in place and organizing all the
materials and ingredients before preparing foods.
Tools and, Equipment and Utensils needed in preparing salads.
1. Knifes-good quality knives with sharp, sturdy stainless steel blades and with handles that
securely attached and that feel perfectly comfortable in your hand
2. Cutting boards- choices of cutting boards are wooden or block and acrylic cutting boards.
3. Peeler- is a broaden tool consisting of a slotted metal blade attached to the handle.
4. Citrus zester- is approximately four inches long, with a handle and a curved metal end.
5. Grater/Shedder- is a kitchen utensil used to grate foods into fine pieces.
6. Grill pan- used for salad toppings to be boiled or grilled.
7. Salad spinners- are used to hold just wasted salad leave in the slotted basket that is made to
spin by hand and thus fling all the water off the leaves into the outer container.
8. Mixing bowl- used to mix dressing, marinate ingredients hold separate elements of the salad
before assembling and used to toss and mix all the ingredients together.
9. Salads servers-” Salads sets” with a big salad bowl and servers.
IV Evaluation:
Test 1- Discussion
1.What tool used to hold just wasted salad leave in the slotted basket that is made to
2. What kind of tool used to grate foods into fine pieces.
3. What tool used for salad toppings to be boiled or grilled.
4. What ” Salads sets” with a big salad bowl and servers.
5. Is a kitchen utensil used to grate foods into fine pieces.
V. Agreement:
1. Give the classification of salads according to ingredients used?

2. What is bound salad?
3. Describe fruit salad?
Use ½ cross twice

Page 94-95
Section : Colander

1. Identify the classification of salads.
2. Recognize the distinction of salads.
3. Name the classification of salad.
II Subject Matter:
Topic : Perform Mise’ En Place
Classification of Salads According to Ingredients Used
TLE_HECK9-12SD-IIa-7
Page: 94-95
Curriculum Guide
Page: 92 of 93
Material:
Cookery Manuals
III Procedure:
A. Prayer
1.What tool used to hold just wasted salad leave in the slotted basket that is made to
2. What kind of tool used to grate foods into fine pieces.
3. What tool used for salad toppings to be boiled or grilled.
4. What ” Salads sets” with a big salad bowl and servers.
5. Is a kitchen utensil used to grate foods into fine pieces.
1. Crispness-firm but easily broken
2. Gelatin-a colorless water-soluble glutinous protein obtained from animal tissues such as bone
and skin
3. Dishes-A dish is something on which you serve, cook, or eat food.

4. Starchy-consisting of or containing starch
F. Motivation:
Video presentation about the classification of salad.
Questions:
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
1. Give the description of the following classes of salads.
a.Green Salad b. Vegetable grain legumes and pasta salads c. Bound salad
Group 2-question
a. Fruit Salad b. Composed Salad c. Gelatin Salad
Analysis:
Abstraction:
Application:
questions.
H. Generalization:
Classification of Salad According to Ingredients Used

1. Green salad-must be fresh, clean, crisp and cold and well drained. Moisture and air are necessary to
green crisp’
2. Vegetable grain legumes and pasta salads- are salad whose main ingredients are vegetable other than
lettuce or other leafy greens.
3. Bound salad- are mixture of foods that are held together and bound with a dressing usually a thick
dressing like mayonnaise.
4. Fruit salad- contain fruit as their main ingredients like appetizer salad and dessert salad.
5. Composed salad- made by arranging two or more elements attractively on a plate.
6. Gelatin salad- most gelatin product are made with sweetened prepared mixes with artificial color and
flavor.
.
IV Evaluation:
Test 1- Simple recall.
1. A salad that must be fresh, clean, crisp and cold and well drained. Moisture and air are necessary to
green crisp’
2. Kind of salad that made up of legumes and pasta salads- are salad whose main ingredients are
vegetable other than lettuce or other leafy greens.
3. Salad that have the mixture of foods that are held together and bound with a dressing usually a thick
4. A salad that contain fruit as their main ingredients like appetizer salad and dessert salad.
5. Salad made by arranging two or more elements attractively on a plate.
6. A salad that most gelatin product are made with sweetened prepared mixes with artificial color and
flavor.
V. Agreement:
1. Bring your ingredients for salad?
2. Prepare the tools and equipment for making salad?
3. Make you own procedure for salad making?
Section : Colander

1. Identify the component of salad, factors to consider in salad.
2. Recognize the ingredients in preparing salad.
3. Name the ingredients in preparing salad.
II Subject Matter:
Topic : Prepare a Variety of Salad and Dressing
TLE_HECK9-12SD-IIb-g-8
Page: 96-100
Curriculum Guide
Page: 13 of 34
Material:
Cookery Manuals
III Procedure:
A. Prayer
1. A salad that must be fresh, clean, crisp and cold and well drained. Moisture and air are
necessary to green crisp’
flavor.
1. Marinate-soak (meat, fish, or other food) in a marinade.
2.Chill-a method of food preparation used by caterers, in which cooked dishes
are chilled rapidly and reheated as required.
3. Pasta-a dish originally from Italy consisting of dough made from durum wheat
and water, extruded or stamped into various shapes and typically cooked in
boiling water.
4. Delicate- very fine in texture or structure; of intricate workmanship or quality.
F. Motivation:
Questions:
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
1. Enumerate the ingredients in preparing salad and give example of each ingredients.
Group 2-question
1. Discuss briefly the guidelines for making salads.
Analysis:
Abstraction:
Application:
questions related to their assigned task.
H. Generalization:
Prepare a variety of Salad and Dressing

1. Salad Green-Iceberg lettuce, Romaine lettuce Chinese cabbage, spinach, sprout.
2. Vegetables (Raw)- avocado, bean sprouts, broccoli, cabbage, carrots, cauliflower, celery, cucumber,
mushrooms, onions, peppers radish and tomatoes.
3. Vegetable (cooked, pickled and canned) asparagus, beets, carrots, cauliflower, corn pimientos, oloves,
peppers, cucumber.
4. Starches- dried beans, potatoes, macaroni, grains, bread (croutons)
5. Fruits (Fresh, Cooked, Canned or Frozen)-apple, banana, berries, coconut, melon, oranges, papaya,
peaches, pears and mangoes.
6. Protein foods- eat (beef, ham) poultry, fish and selfish, salami, luncheon meat, bacon, eggs, hard
cooked, cheese, cottage cheese, aged and cured types.
7. Miscellaneous- gelatin and nuts
Guidelines for making salads
.
1. Vegetables, Legumes, Grains, and Pasta Salads
2. Bound Salads
3.Fruit Salads
4. Composed Salads
5. Gelatin Salads
IV Evaluation:
1. What group of ingredients in making salad that Iceberg lettuce, Romaine lettuce Chinese cabbage,
spinach, sprout belong
2. What group of ingredients in making salad that avocado, bean sprouts, broccoli, cabbage, carrots,
cauliflower, celery, cucumber, mushrooms, onions, peppers radish and tomatoes.
3. What group of ingredients in making salad that (cooked, pickled and canned) asparagus, beets,
carrots, cauliflower, corn pimientos, olives, peppers, cucumber.
4. What group of ingredients in making salad that dried beans, potatoes, macaroni, grains, bread
(croutons)
5. What group of ingredients in making salad that (Fresh, Cooked, Canned or Frozen)-apple, banana,
berries, coconut, melon, oranges, papaya, peaches, pears and mangoes.
6. What group of ingredients in making salad that meat (beef, ham) poultry, fish and selfish, salami,
luncheon meat, bacon, eggs, hard cooked, cheese, cottage cheese, aged and cured types.
7. What group of ingredients in making salad that gelatin and nuts
Test II, Enumeration

1. Give the guidelines in making salad (1-5)
V. Agreement:
1. Bring your ingredients for corelow salad?
2. Prepare the tools and equipment for making corelow salad?
3. Make you own procedure for making corelow?
Section : Colander

1.Identify the materials/ingredients needed in the preparation of coreslaw salad..
2.Recognize the importance of materials/ingredients needed in making coreslaw salad.
3.Name the materials/ingredients needed in making coreslaw salad
4. Cook the coreslaw salad
II Subject Matter:
Topic : Prepare a Coreslaw Salad
Page: 100
Curriculum Guide
Page: 13 of 44
Materials:
Common tools and ingredients for making coreslaw salad
Cookery Manuals
III Procedure:
A. Prayer
1. What are the ingredients in making salad.
2. Give the materials to be used in making coreslaw salad.
3. Summarize the procedure in preparing coreslaw salad.
F. Motivation:
Video presentation about the making coreslaw
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
appetite appetite appetite
ingredients and very ingredients are ingredients are ingredients are
well cooked well cooked overcooked overcooked
beyond beyond
Total Points
Group Score/s

1
2
Group 1-Task
1. Make a corelow salad using available ingredients and tools for 40 minutes.
Group 2-Task
1. Make a corelow salad using available ingredients and tools for 40 minutes
Analysis:
1. How do you feel when you corelow sald
Abstraction:
2. How did the activity can influence your perspective in preparing corelow salad?
Application:
H. Generalization:
Eating salad almost every day may be one of the most healthy eating habits you can adopt -- and one
of the simplest, experts say.
Eating salads is a super-convenient way to work in a couple of servings of vegetables and/or fruit. Green
salads are on the menu of almost every restaurant. You can even buy a side salad (with Romaine lettuce,
carrots and tomatoes, available with fat-free or reduced-calorie salad dressing) for a buck at many fast food
chains these days. And you can make a green salad at home in 5 minutes, armed with a bag of pre-washed
salad greens, a few carrots or other veggies, and a bottle of light salad dressing.
Not only that, but salads are cool, crunchy, and fun to eat (lots of textures, colors, and flavors). Most people
enjoy eating salads--even kids! You can customize them to include the fruits and vegetables that appeal to
you the most, and whichever ones you have on hand.
IV Evaluation:
V. Agreement:
Bring your materials and tools in making garnishing of foods.

Section : Colander

1. Discuss the different design in making garnishing using vegetable and fruits.
2. Recognize the importance of garnish in the presentation of foods.
3. Make garnish using the available vegetables and fruits.
II Subject Matter:
Topic : Prepare different garnish
Page: 101
Curriculum Guide
Page: 13 of 44
Materials:
Common tools and ingredients for making garnish for any applicable food.
Cookery Manuals
III Procedure:
A. Prayer
1. What are your experience in making coreslaw salad
2. In what part of your activity you find difficult to do your product.
3. How did you make your procedure.
F. Motivation:
Video presentation about the making on making garnishes.
Questions:
1. How did you find the video?
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-Task
1. Make your own design of garnish using available materials.
Group 2-Task
1. Make your own design of garnish using available materials
Analysis:
1. How do you feel when you your design
3. Is everybody cooperating during making of output?
5. Where did you get your design?
Abstraction:
2. How did the activity can influence your perspective to make that design?
Application:
Actual making of garnishes design.
H. Generalization:
Garnishing Food. ... Usually consisting of an edible component, garnishes brighten the plate,
give a clue to the flavor of the meal, complement the taste of the dish or fill empty space on the
plate. Garnishes can take many forms depending on the food they are decorating.
IV Evaluation:
V. Agreement:
Bring your materials and tools in making garnishing of foods

Section : Colander

1.Identify the materials/ingredients needed in the preparation of fruit and potato salad.
2.Recognize the importance of materials/ingredients needed in making fruit and potato salad.
3.Name the materials/ingredients needed in making fruit and potato salad.
4. Make fruit and potato salad.
II Subject Matter:
Topic : Prepare fruit and potato salad Salad
Page: 100
Curriculum Guide
Page: 13 of 44
Materials:
Common tools and ingredients for making fruit and potato salad.
Cookery Manuals
III Procedure:
A. Prayer
1. how did you find the activity.
2. Give the materials to be used in making garnishes.
3. Summarize the procedure in preparing garnishes.
F. Motivation:
Video presentation about the making potato and fruit salad.
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-Task
Group 2-Task
Analysis:
1. How do you feel when you fruit and potato salad
Abstraction:
2. How did the activity can influence your perspective in preparing fruit and potato salad?
Application:
H. Generalization:
Eating salad almost every day may be one of the most healthy eating habits you can adopt -- and one
of the simplest, experts say.
Eating salads is a super-convenient way to work in a couple of servings of vegetables and/or fruit. Green
salads are on the menu of almost every restaurant. You can even buy a side salad (with Romaine lettuce,
carrots and tomatoes, available with fat-free or reduced-calorie salad dressing) for a buck at many fast food
chains these days. And you can make a green salad at home in 5 minutes, armed with a bag of pre-washed
salad greens, a few carrots or other veggies, and a bottle of light salad dressing.
Not only that, but salads are cool, crunchy, and fun to eat (lots of textures, colors, and flavors). Most people
enjoy eating salads--even kids! You can customize them to include the fruits and vegetables that appeal to
you the most, and whichever ones you have on hand.
IV Evaluation:
V. Agreement:

Section : Colander

1.Identify the materials/ingredients needed in the preparation of gelatin salad.
2.Recognize the importance of materials/ingredients needed in making gelatin.
3.Name the materials/ingredients needed in making gelatin salad.
4. Make gelatin salad.
II Subject Matter:
Topic : Prepare Gelatin Salad
Page: 100
Curriculum Guide
Page: 13 of 44
Materials:
Common tools and ingredients for making gelatin salad.
Cookery Manuals
III Procedure:
A. Prayer
1. How did you find the activity in making fruit and potato salad.
2. Give the materials to be used in making fruit and potato salad.
3. Summarize the procedure in preparing fruit and potato salad.
F. Motivation:
Video presentation about the making gelatin salad.
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-Task
Group 2-Task
1.Prepare gelatin salad.
Analysis:
1. How do you feel when you make gelatin salad
Abstraction:
Application:
H. Generalization
In the preparation of gelatin desserts or salads, various types of fruit or vegetables are commonly
added to the liquid gelatin prior to it becoming thick and jelled. However, some fruits such as figs, fresh
and frozen pineapple, guava, gingerroot, or papaya create a reaction that will not allow the gelatin to
thicken and gel. Therefore, it is best to use recipes that have ingredients known to work with gelatin if the
gelatin is to be combined with another food item. Gelatin may also be referred to as "gelatine."
IV Evaluation:
V. Agreement:

Section : Colander

1. Discuss the structure of a salad
2. Recognize the guidelines for arranging the salad.
3. Name the structure and guidelines in arranging salad.
II Subject Matter:
Topic : Present a variety of Salads and Dressing.
Structure of Salad
Guidelines for Arranging Salads
Classification of Salads According to Ingredients Used
TLE_HECK9-12SD-IIh-i-9
Page: 114-117
Curriculum Guide
Page: 13 of 34
Material:
Cookery Manuals
III Procedure:
A. Prayer
1.What was the last recipe you prepared.
2.Name the ingredients n making gelatin salad.
3.Give your ingredients in making gelatin salad.
F. Motivation:
Questions:
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
a.Green Salad b. Vegetable grain legumes and pasta salads c. Bound salad
Group 2-question
a. Fruit Salad b. Composed Salad c. Gelatin Salad
Analysis:
Abstraction:
Application:
questions.
H. Generalization:
Classification of Salad According to Ingredients Used

1. Green salad-must be fresh, clean, crisp and cold and well drained. Moisture and air are necessary to
green crisp’
2. Vegetable grain legumes and pasta salads- are salad whose main ingredients are vegetable other than
lettuce or other leafy greens.
3. Bound salad- are mixture of foods that are held together and bound with a dressing usually a thick
4. Fruit salad- contain fruit as their main ingredients like appetizer salad and dessert salad.
5. Composed salad- made by arranging two or more elements attractively on a plate.
6. Gelatin salad- most gelatin product are made with sweetened prepared mixes with artificial color and
flavor.
.
IV Evaluation:
1. A salad that must be fresh, clean, crisp and cold and well drained. Moisture and air are necessary to
green crisp’
flavor.
V. Agreement:
1. Bring your ingredients for salad?
2. Prepare the tools and equipment for making salad?
3. Make you own procedure for salad making?
FEBRUARY 16-Practice of Students and
Preparation of the Up-Coming Clinical
Supervision
FEBRUARY 20, 2018- District Clinical

Supervision
FEBRUARY 21-22. 2018 – Practice of

Students and Preparation for the Up-
Coming TIS Foundation Day
FEBRUARY 23, 2018 – Foundation Day

Section : Colander
Date : February 26-28, 2018

II Subject Matter:
Topic : Prepare Gelatin Salad
Page: 100
Curriculum Guide
Page: 13 of 44
Materials:
Cookery Manuals
III Procedure:
A. Prayer
1. How did you find the activity in making fruit and potato salad.
2. Give the materials to be used in making fruit and potato salad.
3. Summarize the procedure in preparing fruit and potato salad.
F. Motivation:
Video presentation about the making gelatin salad.
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-Task
Group 2-Task
1.Prepare gelatin salad.
Analysis:
1. How do you feel when you make gelatin salad
Abstraction:
Application:
H. Generalization
In the preparation of gelatin desserts or salads, various types of fruit or vegetables are commonly
added to the liquid gelatin prior to it becoming thick and jelled. However, some fruits such as figs, fresh
and frozen pineapple, guava, gingerroot, or papaya create a reaction that will not allow the gelatin to
thicken and gel. Therefore, it is best to use recipes that have ingredients known to work with gelatin if the
gelatin is to be combined with another food item. Gelatin may also be referred to as "gelatine."
IV Evaluation:
V. Agreement:

Section : Colander
Date : March 1, 2018

1. Identify the component of salad, factors to consider in salad.
2. Recognize the ingredients in preparing salad.
3. Name the ingredients in preparing salad.
II Subject Matter:
Topic : Types of Bread
TLE_HECK9-12SW-IIIb-g-12
Page: 135-138
Curriculum Guide
Page: 14 of 34
Material:
Cookery Manuals
III Procedure:
A. Prayer
1. What are the basic components of a sandwich?

2. Explain the importance of filling in the preparation of sandwich.
1. Ciabatta- a mixture used to stuff poultry or meat before cooking
2. Hamburger Buns- a flattish soft bread roll, often topped with sesame seeds,
designed to be filled with a hamburger.
3. Grill- a dish of food, especially meat, cooked using a grill
4. Stuffing- a mixture used to stuff poultry or meat before cooking
F. Motivation:
Questions:
G. Lesson Proper
Activity:
Rubrics
Criteria 5 3 1
given time
Group Score/s

Group-1
Group-2
Group-3
Group-4
Group1-question
1. Enumerate the types of bread such as; Yeast bread and Buns and Rolls.
Group 2-question
1. Discuss the French and Italian Bread and Flat Breads.
Analysis:
Abstraction:
Application:
questions related to their assigned task.
H. Generalization:
TYPES OF BREAD
A. Yeast Bread- loaf bread is the most commonly used bread for sandwiches.
1. White Bread -These are long rectangular loaves that provide square slices. It is one of the
versatile sandwich bread.
2. Whole wheat bread- a classic bread for sandwiches: It is nutritionally superior to hole bread
3. Rye bread- Is the stronger tasting bread white and whole bread. A heavy and a hearty flavor
bread that goes with so many types of meat and condiments.
B. Buns and Rolls
1. Sandwich rolls-come in all sizes, shapes and textures. The softest include hamburger buns
and hot dog rolls.
2. French and Italian bread-rolls including sourdough and ciabatta, split horizontally.
C. Flat Breads- are made from flatten often unleavened bread.
1. Pita-comes in both white and whole wheat. As the flat bread bakes, it puffs up, forming a
pocket that is perfect for stuffing
2. Focaccia flat Italian bread-a cousin of pizza an inch or more thick and very thick and very rich
in olive oil. It is sold by whole and cut into squares, split and filed.
3. Lavash-small and rectangular, when softened in water. Can be rolled around a stuffing to make
a pinwheel shaped sandwich.
4. Tortillas- unleavened round corn meal breads bakes on a hot stove. Size ranges to 6 inch-14
inch or larger preferably used for quesadillas and burritos.
5. Wraps- are very thin, flat breads that are used for sandwich wraps, burritos and tacos.
6. Sandwich wraps-are either whole wheat or spinach.
D. Quick breads- These breads are raised by chemical action of baking powder or baking soda like
biscuit, banana bread, carrot bread and generally more tender and crumbly than yeast bread.
IV Evaluation:
Test 1- Multiple Choice- Encircle the
1. loaf bread is the most commonly used bread for sandwiches.
a. White Bread b. Yeast Bread c. Whole wheat bread d. Rye bread
2. These are long rectangular loaves that provide square slices. It is one of the versatile sandwich bread.
3. A classic bread for sandwiches: It is nutritionally superior to hole bread .
4. Is the stronger tasting bread white and whole bread. A heavy and a hearty flavor bread that goes with
so many types of meat and condiments. a. White Bread b. Yeast Bread c. Whole wheat bread
d. Rye bread
5. Rolls come in all sizes, shapes and textures. The softest include hamburger buns and hot dog rolls.
a. Sandwich rolls b. French and Italian bread c. Flat Breads d. Pita
6. Are sourdough and ciabatta, split horizontally. a. Sandwich rolls b. French and Italian bread
c. Flat Breads d. Pita
7. Care made from flatten often unleavened bread. a. Sandwich rolls b. French and Italian bread
c. Flat Breads d. Pita
8. Comes in both white and whole wheat. As the flat bread bakes, it puffs up, forming a pocket that is
perfect for stuffing. a. Sandwich rolls b. French and Italian bread c. Flat Breads d. Pita
9. Focaccia flat Italian bread-a cousin of pizza an inch or more thick and very thick and very rich in olive
oil. It is sold by whole and cut into squares, split and filed. A. Focaccia b. Lavash c Pita
d. Rye bread
10. Lavash-small and rectangular, when softened in water. Can be rolled around a stuffing to make a
pinwheel shaped sandwich. A. Focaccia b. Lavash c Pita d. Rye bread
V. Agreement:
Bring your materials and tools in making white bread and whole wheat bread.
Section : Colander

II Subject Matter:
Topic : Prepare White and Whole Wheat Breads
Page: 135
Curriculum Guide
Page: 13 of 44
Materials:
Cookery Manuals
III Procedure:
A. Prayer
1. What are the types of bread?
2. Give the description of the types of bread?
F. Motivation:
Video presentation about the making white and whole wheat bread..
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
appetite appetite appetite
ingredients and very ingredients are ingredients are ingredients are
well cooked well cooked overcooked overcooked
beyond beyond
Total Points
Group Score/s

1
2
Group 1-Task
1. Make white bread and whole wheat bread.
Group 2-Task
1.Prepare buns and rolls.
Analysis:
1. How do you feel when you make the white and whole wheat bread.
Abstraction:
2. How did the activity can influence your perspective in preparing white bread and whole wheat
bread?
Application:
H. Generalization
This is a classic white bread recipe, and so easy! The loaves bake up incredibly tall, soft and
fluffy… the perfect white bread!
Are you a bread fanatic? Isn’t there something fantastic about a great piece of bread? Whether you’re
making a peanut butter and jelly sandwich, grilled cheese, a big sandwich piled high with fixings, or
simply slathering a piece with butter… I’ve always found it to be great comfort food.
While I’ve made quite a bit of homemade bread in the past, we’ve really cut back on carbs
significantly, and have pretty much nixed sandwiches from our diet, so I haven’t been buying or
making any for the last six months or so. However, Joseph would eat grilled cheese and some other
things with bread (depending on the day – we’ve hit the picky toddler stage!), but once we found out
about his allergies, anything store-bought was pretty much out of the question (why does bread need
soybean oil?!). Luckily, he was cleared of his wheat allergy, but we’re avoiding soy, so homemade it
was! I had a previous favorite white bread recipe, but had this recipe bookmarked for AGES, so I
decided to finally try it. I’m so glad that I did because…
Best. Bread. Ever. While the…
Whole wheat bread or wholemeal bread is a type of bread made using flour that is partly or
entirely milled from whole or almost-whole wheat grains, see whole-wheat flour and whole grain. It is
one kind of brown bread. Synonyms or near-synonyms for whole-wheat bread outside the United
States (e.g., the UK) are whole grain bread or wholemeal bread. Some varieties of whole-wheat
bread are traditionally coated with whole or cracked grains of wheat, though this is mostly decorative
compared to the nutritional value of a good quality loaf itself.
IV Evaluation:
V. Agreement:
Bring your materials and tools in making Buns and Rolls Breads.
Section : Colander

1.Identify the ingredients in making buns and rolls
2.Recognize the importance of materials/ingredients needed in making buns and rolls.
3.Name the materials/ingredients needed in making buns and rolls
4. Make buns and rolls
II Subject Matter:
Topic : Prepare Buns and Rolls
Page: 135-138
Curriculum Guide
Page: 14 of 44
Materials:
Cookery Manuals
III Procedure:
A. Prayer
1. How did you find the activity in making white and whole wheat bread.
2. Give the materials to be used in making white and whole wheat bread.
3. Summarize the procedure in preparing white and whole wheat bread..
F. Motivation:
Video presentation about the making buns and rolls.
Questions:
G. Lesson Proper
Activity:
Rubrics
sometimes sometimes
seeks seeking
of the times
beyond beyond
Total Points
Group Score/s

1
2
Group 1-Task
1. Make bun and roll bread
Group 2-Task
1. Make bun and roll bread
Analysis:
1. How do you feel when you make buns and rolls bread.
Abstraction:
2. How did the activity can influence your perspective in preparing buns and rolls bread?
Application:
H. Generalization
A roll is a small, often round loaf of bread served as a meal accompaniment (eaten plain or
with butter).[1] A roll can be served and eaten whole or cut transversely and dressed with filling
between the two halves. Rolls are also commonly used to make sandwichessimilar to those
produced using slices of bread. They are found in most cuisines all over the world. In
the Deipnosophistae, the author Athenaeus (c.A.D.170 – c. 230) describes some of the bread,
cakes, and pastries available in the Classical world.[2] Among the breads mentioned are griddle
cakes, honey-and-oil bread, mushroom-shaped loaves covered in poppy seeds, and the military
specialty of rolls baked on a spit. While the A bun is a small, sometimes sweet, bread, or bread
roll.[1] Though they come in many shapes and sizes, they are most commonly hand-sized or smaller,
with a round top and flat bottom.
Buns are usually made from flour, sugar, milk, yeast and butter. Common varieties contain small fruit
or nuts, are topped with icing or caramel, or filled with jam or cream. Some types of buns are filled
with various meats.
"Bun" may also refer to particular types of filled dumplings, such as Chinese baozi. Some of these
types of dumplings may be bread-like in texture.
A bun is normally made from dough that has been enriched with sugar and butter and sometimes
egg. Without any of these the dough remains to be 'bread dough' rather than 'bun dough' and the
resultant product will be called a roll, rather than a bun.
IV Evaluation:
V. Agreement:
Bring your materials and tools in making flat breads.

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Learning Area : Cookery 1

Grade Level : Grade 11

I Objectives: At the of the lesson, the students are expected to:

I Objectives: At the of the lesson, the students are expected to:

IV Evaluation: Multiple choose and simple recall

Ref.: TVL HE-cookery page 20-23

I Objectives: At the of the lesson, the students are expected to:

Reference: Technical Vocational Livelihood

I Objectives: At the of the lesson, the students are expected to:

Reference: Technical Vocational Livelihood

I Objectives: At the of the lesson, the students are expected to:

Reference: Technical Vocational Livelihood

I Objectives: At the of the lesson, the students are expected to:

I Objectives: At the of the lesson, the students are expected to:

2. solvent cleaners- Commonly referred to as degreasers, they are used or surfaces

Test I - simple recall;

I Objectives: At the of the lesson, the students are expected to:

IV Evaluation: Explanation (5 points each)

1. Why it is important to have proper storage of kitchen tools and equipment.

I Objectives: At the of the lesson, the students are expected to:

There are nine steps in organizing kitchen cabinets’

Use ½ cross twice

I Objectives: At the of the lesson, the students are expected to:

2. solvent cleaners- Commonly referred to as degreasers, they are used or surfaces

Test I - simple recall;

I Objectives: At the of the lesson, the students are expected to:

IV Evaluation: Explanation (5 points each)

1. Why it is important to have proper storage of kitchen tools and equipment.

I Objectives: At the of the lesson, the students are expected to:

There are nine steps in organizing kitchen cabinets’

Use ½ cross twice

I Objectives: At the of the lesson, the students are expected to:

Kitchen Tools and Equipment

1. What are the classes of appetizers and define each.

Use ½ cross twice

I Objectives: At the of the lesson, the students are expected to:

GROUP Explanation Cooperation Speed/Time

1. What is Canapés appetizer.

Use ½ cross twice

I Objectives: At the of the lesson, the students are expected to:

GROUP Explanation Cooperation Speed/Time

Canapés Consists of Three Parts

Food Items Used to Decorate Canapés

A. Vegetables, pickles and relishes

D. Cheese, hard cooked egg slices

GUIDELINES FOR ASSEMBLING CANAPÉS

1. What is Cocktail and relishes appetizers.

Use ½ cross twice

I Objectives: At the of the lesson, the students are expected to:

A. Vegetables, pickles and relishes

D. Cheese, hard cooked egg slices

Reference: TVL-Home Economics

Classification of Appetizers(Cocktail and relishes appetizers)

1. What is Cocktail and relishes appetizers.

Use ½ cross twice

I Objectives: At the of the lesson, the students are expected to:

GROUP Explanation Cooperation Speed/Time

1. What is Canapés appetizer.

Use ½ cross twice

I Objectives: At the of the lesson, the students are expected to:

GROUP Explanation Cooperation Speed/Time

Canapés Consists of Three Parts

Food Items Used to Decorate Canapés