Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: cookery NCII Grade Level: 10 Quarter: 1 Duration: 2 HRS
Learning Competency/ies: LO1. Perform mise en place Code:
(Taken from the Curriculum Guide) 1. 2 determine the sources and kinds of starch and TLE_HECK9-12CD-If-5
cereals
1.3 identify the ingredients in the various types of starch
and cereal dishes
Key Concepts / the learners demonstrate an understanding of the:
Understandings to be 1. quality of cereals and starch dishes
2. nutritional value and components of cereals and starch
Developed 3. Food sources and kinds of starch and cereals
4. Ingredients for starch and cereal dishes
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize, identify the ingredients to be used in various types
Remembering
of knowing duplicate, list, memorize, of starch and cereal dishes
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience
or association Understanding interpret, exemplify, classify, Discuss the different sources and kinds of starch
The learner can construct meaning from oral, written and summarize, infer, compare, and cereals with its nutritional values
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Distinguish the nutritional values acquired
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute, from cereals and starch dishes
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
Creating generate, hypothesize, plan, design,
knowledge, practice, develop, produce, construct,
aptitude, etc., to do The learner can put elements together to form a
functional whole, create a new product or point of view formulate, assemble, devise
something

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled mindedness, Interest, Courteous,
Discuss
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
way of Obedience, Hope, Charity, Fortitude, nutritional
responding, willingness to respond, or satisfaction in responding (motivation).
thinking
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision, value of starch
or feeling Acceptance, Determined, and cereals and
perform, practice, present, read, recite, report, select, tell, write
about Independent , Gratitude, Tolerant,
someone Cautious, Decisive, Self-Control,
its importance
or Calmness, Responsibility, to health
something 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Accountability, Industriousness,
, typically acceptance to the more complex state of commitment. Valuing is based on the internalization Industry, Cooperation, Optimism,
one that is of a set of specified values, while clues to these values are expressed in the learner's overt Satisfaction, Persistent, Cheerful,
reflected behavior and are often identifiable. Reliable, Gentle, Appreciation of
in a Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, one’s culture, Globalism,
person’s initiate, invite, join, justify, propose, read, report, select, share, study Compassion, Work Ethics, Creativity,
behavior 4. Organization - Organizes values into priorities by contrasting different values, resolving Entrepreneurial Spirit, Financial
conflicts between them, and creating a unique value system. The emphasis is on comparing, Literacy, Global, Solidarity, Making a
relating, and synthesizing values. stand for the good, Voluntariness of
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
Seriousness, Generous, Happiness,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
Modest, Authority, Hardworking,
 behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Realistic, Flexible, Considerate,
learner. Instructional objectives are concerned with the student's general patterns of Sympathetic, Frankness
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao Share the importance of
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for consuming starch and
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, dishes to health
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness
learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on
conflicts between them, and creating a unique value system. The emphasis is on 3. Makakalikasan
earth,
comparing, relating, and synthesizing values. Care of the environment, Disaster
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Risk Management, Protection of
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, the Environment, Responsible
and fame, relate, synthesize Consumerism, Cleanliness,
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Orderliness, Saving the
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of ecosystem, Environmental
eternal the learner. Instructional objectives are concerned with the student's general patterns of sustainability
destiny of adjustment (personal, social, emotional). 4. Makabansa
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
Intention practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
ally Unity, Civic Consciousness, Social
adding responsibility, Harmony,
value to Patriotism,
people Productivity
everyday.
2. Content 1. Tools and equipment needed
2. Quality of cereals and starch
3. Learning Resources Equipment Software Tools Materials Ingredients
Powerpoi
Laptop, nt
Books,
projector presentati
on,
4. Procedures
4.1 Introductory Activity (5___ minutes). This part introduces the lesson Curriculum 1. Routine
content. Although at times optional, it is usually included to serve as a warm-up Contextualization 2. the teacher shows pictures of different recipes
activity to give the learners zest for the incoming lesson and an idea about what
Localization: out from starch and cereals. (steamed rice,
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here spaghetti, pasta, and etc.)
in a pleasurable and comfortable atmosphere.
the appropriate Local
Teacher: What do feel when you eat those foods?
Heritage Themes:
A. Annual Rites, Students: full ma’am
Festivals, and Teacher: very good we feel full and it ease our
Rituals hunger because they are staple foods.
(Historical/Religious
Festivals, Local
Cultural Festivals,
Local
4.2 Activity/Strategy (_20_ minutes). This is an interactive strategy to Delicacies/Products Brainstorming:
elicit learner’s prior learning experience. It serves as a springboard for new Festivals, Rituals,
Wedding Ritual,
The class will be divided into 5 groups. They will
learning. It illustrates the principle that learning starts where the learners are.
Palihi Ritual, Burial answer and discuss the following questions
Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, Ritual, 1. what are the cereals and starch dishes that you
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like B Literary Anthologies know?
may be created. Clear instructions should be considered in this part of the Written In Local
Language (BALITAW,
2. What are the health benefits of eating cereals
lesson.
and starch dish?
 BALAK, Folktales/ 3. What are the sources of cereals and starch?
Short Stories, Local
4.3 Analysis (__15__ minutes). Essential questions are included to serve as a
Heroes
The group will report to the class the answers of the
guide for the teacher in clarifying key understandings about the topic at hand. brainstorming activity. Teacher will ask, “Base on
C. Historical Events,
Critical points are organized to structure the discussions allowing the learners to
Enduring Values, your answers what could be the components of
maximize interactions and sharing of ideas and opinions about expected issues.
Indigenous Materials,
Affective questions are included to elicit the feelings of the learners about the starch and cereals and its nutritional value?”
Indigenous Cultural
activity or the topic. The last questions or points taken should lead the learners
Communities/Indigeno
to understand the new concepts or skills that are to be presented in the next
us People, Indigenous
part of the lesson.
Games
4.4 Abstraction (__30__ minutes). This outlines the key concepts, D. Topography, Flora/ The teacher will discuss about quality, nutritional
important skills that should be enhanced, and the proper attitude that should Fauna (Falls, values and components of starch and cereals. The
be emphasized. This is organized as a lecturette that summarizes the learning Mountains, River, teacher shows pictures of the different ingredients
emphasized from the activity, analysis and new inputs in this part of the lesson. Cave, Trees, Flower,
Fauna
in making cereals and starch dishes using
E. Food & Local powerpoint presentation.
products
G. Role Model Family

4.5 Application (__30_ minutes). This part is structured to ensure the The group will be given a task to create a starch and
commitment of the learners to do something to apply their new learning in their cereal recipe using the ingredients shown in the
own environment.
power point presentation. They will also report
about the nutritional value of the chosen recipe.
The group will report to the class their output.

4.6 Assessment (_10_ minutes). For the Teacher to: a) Assess whether The teacher will give a written quiz on the topic
learning objectives have been met for a specified duration, b) Remediate delivered.
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from
the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum, quiz
Pen and Paper Test,
Pre and Post Test,
 Diagnostic Test, Oral
Test, Quiz

4.7 Assignment (__5__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson Enhancing/improving the day’s lesson.

The group will bring ingredients of their chosen
recipes for tomorrow’s hands on activity.

 Preparing for the new lesson

4.8 Concluding Activity (__5__ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Cereal is an acceptable meal at all times of the day.
parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
 which I wish to
share with other
teachers?

Prepared by:
Name: Rosella J. Jotojot School: SRNHS-Mabini
Position/Designation: SST-12 Division: BOHOL
Contact Number: Email address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others