School: DepEdClub.

com Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: TLE-H.E.
DAILY LESSON LOG Teaching Dates and
Time: JULY 15 – 19, 2019 (WEEK 7) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
C. Learning Competencies / Objectives 3.2 Uses the tools/utensils and 3.2.1 Prepares plan on preserving/processing food
Write the LC code for each equipment and their substitutes in
food preservation / processing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-
(2014) Growing up with Home hacks.wonderhowto.com/ho
Economics and Livelihood Education. w-to/10-brilliant-
FNB Educational, Inc. QC. substitutions-for-specialized-
kitchen-tools-0150526/

B. Other Learning Resources

https://www.youtube.com/
watch?v=N0Y2QlMO4Uw

https://www.youtube.com/
watch?v=KjG28t1iGQI
 IV. PROCEDURES
Recap of previous lesson
Last week, the discussion was on food
preservation, the benefits derived
from it as well as its different types.
We also conducted an inventory of
food that can be preserved and
processed.
A. Reviewing previous lesson or
This week’s lesson is on the
presenting the new lesson
tools/instruments/utensils and
equipment that we use for food
preservation.
Ask the learners on the importance of
familiarizing the learners with the
tools/utensils and equipment in food
preservation.
B. Establishing a purpose for the
lesson
Ask the difference between
tools/instruments and equipment.
C. Presenting examples/ instances of Before the difference is determined,
the new lesson ask the learners to give examples of
tools / instruments and equipment.
Recap of previous lesson
Yesterday, the class was able
to identify different
tools/instruments and
equipment used in food
preservation.
The class was able to
distinguish the difference
between tool/instruments
and equipment.
Our lesson for today is a
continuation of the
discussion yesterday
because the class will be
asked to present the recipes
of preserved
foods/processed foods and
identify the
tools/instruments and
equipment used to complete
the process.
Individual class presentation.
The other members of the
class will provide feedback
on the presentation.
Recap of previous lesson.Recap of previous lesson.
There were exercises orThere were presentation of possible
activities on the use of the substitutes for kitchen
different tools/instruments tools/instruments. There
and equipment in food was a video presentation of
preservation / food these substitutes and how
processing,. they can be used.
The class was also informed that they
The class was asked if they
could think of possible willl present by group
substitute/s for processed/preserved food
tools//instruments. next week.
The class started with their planning
for the project and the first
step was to identify a food
item.
Ask the learners why there The eight (8) groups will
is a need to think of present their plans.
substitutes for
instruments/tools in the There is emphasis on non-
kitchen. duplication of food items
with the same mode of food
Emphasize the need to be preservation.
resourceful for the learners Original File Submitted and
Formatted by DepEd Club
Member - visit
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With reference to the After presentation, the
assigned task to the learners, teacher will ask the class to
the teacher will call on group themselves again then
learners to provide examples discuss the following:
of substitutes. ● Choosing a recipe.
● Identifying tools and
Show photos to the class. equipment that will be
used in completing the
Knife sharpener - sharpen process
Mention that yesterday,
the class started with the
planning for the
presentation of
preserved/processed food.
Today, they will continue
to prepare for the
assignment next week.
Continue with group
discussion on project.
The class discussed with
their individuall group their
chosen recipe, tools and
equipment, tasks for each
member of the group,
workplan, and the budget
for the project.
The group representative
will check with the HE room
if the tools and equipment
needed are available.
If the tools are not
available, the learners will
bring them to class.
 your knife with a ceramic ● Listing the steps in Bring the needed
bowl or mug preserving/processing of ingredients for the project..
Egg separator – water bottle food
● Assigning tasks for each
Jar opener – duct tape group member
● Designing a work plan
● Preparing a budget
Burger press – measuring
● Documenting photos
cup, jar lids

Double boiler – two

saucepans or one pan and a
mixing bowl
Ask the learners examples of these
Play a video clip on food preservation The teacher will explain each The eight (8) groups will
tools/instruments: / food processing. The video Show a video on substitute of the items that will be provide updates on the
contains the specific steps for kitchen included in the presentation: status of preparation for
Response may include knives, fork, undertaken for the tools/instruments. their assignment.
spoon, whisk, spatulas, graters, completion of the process. ● Recipe of the
wooden mallets, containers, plastic The use of the tools / https://www.youtube.com/ preserved/processed
bins with airtight lids, ceramic dishes utensils/ instruments and watch?v=N0Y2QlMO4Uw food
with plastic lids and foil containers, equipment are very evident
jars, bag, food brushes, measuring in the video. https://www.youtube.com/ ● Tools / instruments used
cups, colander, strainer, timer, watch?v=KjG28t1iGQI in the activity
weighing scale, measuring spoons,
handheld can opener, cooking
D. Discussing new concepts and Think of other substitute for ● Equipment used in the
thermometer, etc.
practicing new skills #1 tools/iinstrument. activity

Ask the learners examples of

● Steps in
equipment used in food preservation:
preserving/processing of
juicer, mixer, electric can opener,
food
blender, refrigerator, stove, oven.

● Role of each member of

What then is the difference between
the group
tools and equipment?

One major difference is the use of

electricity.

E. Discussing new concepts and practicing The teacher will show photos or The contents of the video will Thebe
teacher will inform the class that Tell the class that it might be
new skills#2 drawings of examples of processed by the class. by next week, they will be the first time that they have
tools/instruments and equipment. bringing heard of the following:
 preserved/processed foods ● Work plan
The teacher will ask the learners the which they themselves will ● Budget
use of each tool/instrument and prepare. ● Photo Documentation
equipment.
(not included in the CG)
The class will be divided into eight
The teacher will then present a photo
(8). With reference to the
where the specific tool or equipment is
lessons last week on the
used or being used.
methods of food
preservation, assign two
groups per method.

Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 - Processing

F. Developing mastery The class will prepare Pickled Papaya. Presentation of anotherEach group will identify whatDefine,
food explain and provide examples.
(Leads to Formative Assessment 3) What tools/utensils/instruments will video clip on item they will work on.
be used? processing/preservation of There should be Workplan
no – is the list of tasks that
● Grater food. duplication of food items for need to be done for a specific
● Bowl groups who will be working activity. It indicates the day
● Jar Midway in the presentation, on the same method. and time and the task that
● Teaspoon the teacher will pause the will be done.
● Cup video then ask the class
● Muslin bag what the next steps will be. Budget – is the list of the expenses or
The individual group will
● Squeezer plan on the costs of items used in the
● Collander The video presentation will preserved/processed food activity.
● Tray or bilao be played again. which they will prepare.
● Sauce pan Photo Documentation – are pictures
● Knife taken before, during and
● Slicer after the activity. These are
action shots e.g. discussing,
marketing, food preparation,
of cooking until the final
product is ready for
presentation.
 G. Finding practical applications of
concepts and skills in daily living
Describe how the above
tools//instruments will be used?
Ask the class what equipment will be
used in the preparation of Pickled
Papaya?
The teacher will ask the
learners what process in the
video is very important in
food preservation / food
processing. Ask them why.

Answer: Gas stove or gas range

Ask the class when it will be used.

H.Making generalizations and abstractions Remember the difference between
about the lesson tools/instruments and equipment.
Familiarize yourselves with the
tools/instruments used in the
preservation of food.
I. Evaluating learning
Present a situation wherein
the tools/instruments
needed for a specific recipe
are not available.
The teacher will go around
the eight (8) groups to
ensure that they are on the
right track.
The class continue with
their planning for next
week’s presentation
The teacher will go around The teacher will advise the
the eight (8) groups to group on how to better
ensure that they are on the prepare for their
right track. presentation next week.

Ask the learners to think of a Clarifications by the learners Clarifications by the learners Clarifications by the
substitute. will be addressed by the will be addressed by the learners will be addressed
teacher. teacher. by the teacher.
J. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible
remediation Identify the equipment and substitutes for kitchen .
tools/instruments that will be used to tools/instruments.
complete the process.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
 havecaughtupwiththe lesson.

D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G.What innovation or localized materials
did I use/discover which I wish to share
with other teachers?