*Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 3 Learning Area: Cookery Grade Level: 9 Quarter: 3 Duration: 2 hrs
Learning Competency/ies: - Prepare sandwiches using sanitary practices TLE_HECK9SW-IIIb-
(Taken from the Curriculum Guide)
- Present sandwiches attractively g-12
Key Concepts / The preparation of sandwiches requires great deal of hand works. Whether you are
Understandings to be making sandwiches in quantity or by order, your goal is to make the production as
Developed efficient and quick as possible.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering Identify the different kitchen tools
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce and equipment used in preparing
knowledge from long-term memory
familiarity gained and presenting cold sandwich
through experience
Understanding interpret, exemplify, classify,
or association
The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate, Demonstrate how to make a cold

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
illustrate, convert, discover sandwich
capacity acquired procedure in familiar situations or in a new way
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
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: Follow the correct

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, procedure in
feelings or Wellness, Respect, Honesty,
emotional name, point to, reply, select, sit, Study, use Personal discipline, Perseverance, preparing and
areas. Sincerity, Patience, Critical presenting cold
A settled thinking, Open-mindedness,
way of Interest, Courteous, Obedience,
sandwich to
thinking Hope, Charity, Fortitude, develop obedience
or feeling 2. Responding to Phenomena - Active participation on the part of the learners. Attends Resiliency, Positive vision,
about and reacts to a particular phenomenon. Learning outcomes may emphasize compliance Acceptance, Determined,
someone in responding, willingness to respond, or satisfaction in responding (motivation). Independent , Gratitude, Tolerant,
or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Cautious, Decisive, Self-Control,
something perform, practice, present, read, recite, report, select, tell, write Calmness, Responsibility,
, typically 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Accountability, Industriousness,
one that is simple acceptance to the more complex state of commitment. Valuing is based on the Industry, Cooperation, Optimism,
reflected internalization of a set of specified values, while clues to these values are expressed in Satisfaction, Persistent, Cheerful,
in a the learner's overt behavior and are often identifiable. Reliable, Gentle, Appreciation of
person’s one’s culture, Globalism,
behavior
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Compassion, Work Ethics,
initiate, invite, join, justify, propose, read, report, select, share, study Creativity, Entrepreneurial Spirit,
4. Organization - Organizes values into priorities by contrasting different values, resolving Financial Literacy, Global,
conflicts between them, and creating a unique value system. The emphasis is on Solidarity, Making a stand for the
comparing, relating, and synthesizing values. good, Voluntariness of human act,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Appreciation of one’s rights,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Inclusiveness, Thoughtful,
relate, synthesize Seriousness, Generous, Happiness,
5. Internalizing values - (Characterization): Has a value system that controls their Modest, Authority, Hardworking,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Realistic, Flexible, Considerate,
characteristic of the learner. Instructional objectives are concerned with the student's Sympathetic, Frankness
general patterns of 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 truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 2. Maka-tao
of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
Assist and help
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, each member of
one's Family Solidarity, Generosity,
perform, practice, present, read, recite, report, select, tell, write the group in
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness preparing and
of what is simple acceptance to the more complex state of commitment. Valuing is based on the
important internalization of a set of specified values, while clues to these values are expressed in the presenting cold
in life. learner's overt behavior and are often identifiable.
Go
sandwich
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, 3. Makakalikasan
beyond initiate, invite, join, justify, propose, read, report, select, share, study Care of the environment, Disaster
learner’s 4. Organization - Organizes values into priorities by contrasting different values, resolving Risk Management, Protection of
life on conflicts between them, and creating a unique value system. The emphasis is on the Environment, Responsible
earth, comparing, relating, and synthesizing values. Consumerism, Cleanliness,
include
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Orderliness, Saving the ecosystem,
more than
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Environmental sustainability
wealth
relate, synthesize 4. Makabansa
and fame,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Peace and order, Heroism and
and would
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Appreciation of Heroes, National
affect the
the learner. Instructional objectives are concerned with the student's general patterns of Unity, Civic Consciousness, Social
eternal
adjustment (personal, social, emotional). responsibility, Harmony,
destiny of
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Patriotism,
Intention practice, propose, qualify, question, revise, serve, solve, verify Productivity
ally
adding
value to
people
everyday.
2. Content Prepare and present cold sandwich

3. Learning Resources LM in cookery 9, laptop, rubrics, apron, hairnet, kitchen utensils

4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson Curriculum The teacher will show different pictures of utensils
content. Although at times optional, it is usually included to serve as a Contextualization used in preparing and presenting cold sandwich.
warm-up activity to give the learners zest for the incoming lesson and an
Localization: The students will identify and explain their uses.
idea about what it to follow. One principle in learning is that learning occurs
Consider/include here the
when it is conducted in a pleasurable and comfortable atmosphere.
appropriate Local
Heritage Themes:
A. Annual Rites, Festivals,
and Rituals
(Historical/Religious
Festivals, Local Cultural
Festivals, Local
Delicacies/Products
Festivals, Rituals,
1. Bowl – used to handle and prepare food
Wedding Ritual, Palihi
Ritual, Burial Ritual,
B Literary Anthologies
Written In Local
Language (BALITAW,
BALAK, Folktales/ Short
Stories, Local Heroes
C. Historical Events,
Enduring Values,
Indigenous Materials,
Indigenous Cultural
Communities/Indigenous Red – meat White – dairy
People, Indigenous Blue – fish Yellow - poultry
Games Green - vegetables
D. Topography, Flora/
Fauna (Falls, Mountains, 2. Chopping board – used to place ingredients for
River, Cave, Trees, cutting/chopping
Flower, Fauna
E. Food & Local products
G. Role Model Family

3. Dinner plate - It is used to serve the main course

at all meals

4. Measuring spoon - is a spoon used to measure an

 amount of an ingredient, either liquid or dry, when
cooking

5. Mixing bowl - used for storage, working doughs,

mixing dry ingredients, mixing salads, organizing,
and more

6. Serrated knife - helps to cut tougher foods and

they're also helpful for slicing softer foods without
crushing them out of shape
4.2 Activity/Strategy ( 10 minutes). This is an interactive strategy to The teacher will present a problem and let the
elicit learner’s prior learning experience. It serves as a springboard for new students solve and explain in the front.
learning. It illustrates the principle that learning starts where the learners
Solve the ff. and write your solutions
are. Carefully structured activities such as individual or group reflective
exercises, group discussion, sel f-or group assessment, dyadic or triadic 1. 1/8 + 1/8 = 1 /4
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery 2. ¼ + ¼ = ½
walk and the like may be created. Clear instructions should be considered in 3. ½ + ¼ = ¾
this part of the lesson.
4. ¾ + ¼ = 1
5. ½ + 1/2 = 1
Note: Above are the possible solutions if the
following measurements in measuring cup and
spoon is missing.
4.3 Analysis ( 5 minutes). Essential questions are included to serve as a The teacher will ask the following guide
guide for the teacher in clarifying key understandings about the topic at
questions
hand. Critical points are organized to structure the discussions allowing the
learners to maximize interactions and sharing of ideas and opinions about 1. How was the activity?
expected issues. Affective questions are included to elicit the feelings of the 2. Why is it necessary to know the subtitution
learners about the activity or the topic. The last questions or points taken
should lead the learners to understand the new concepts or skills that are to
of the different measurements in making a
be presented in the next part of the lesson. sandwich?
3. What do you think will happen to the food
you are preparing if you dont know how to
subtitute?
Note: Allow other responses
4.4 Abstraction ( 35 minutes). This outlines the key concepts, important The teacher will demonstrate how to make cold
skills that should be enhanced, and the proper attitude that should be sandwich while the students will read the step by
emphasized. This is organized as a lecturette that summarizes the learning
step procedure.
emphasized from the activity, analysis and new inputs in this part of the
lesson.

MAKING SIMPLE COLD SANDWICHES (Ham Sandwich)

Steps:
1. Prepare and assemble all Ingredients: sandwich
breads, spreads, fillings
2. Assemble necessary equipment, including
wrapping materials.
3. Arrange bread slices in rows on the table top.
 4. Portion filling with a scoop or spoon onto
alternate rows of bread.
5. Spread fillings evenly and neatly on alternate
slices, leaving the other slices plain. Fillings should
not hang over the edges of the bread. If the filling is
spreadable spread it evenly to the edges. Follow
spreading techniques with three quick strokes.
6. Spread all bread slices to the edge with desired
spread.
7. Arrange lettuce or other vegetable
accompaniments on top of filling.
8. On top of this, place ham or any desired filling.
9. Top the filled slices with the plain bread slices.
10. Stack two or three sandwiches and cut with a
sharp serrated knife as desired.
11. Place sandwich on sandwich bags or wrap in
plastic wraps to maintain freshness.
12. Refrigerate until service.
Tips:
To maintain the good quality of sandwich do any of
the following:
1. Wrap separately in plastic, waxed paper or
sandwich bags.
2. Place in storage pans, cover tightly with plastic
wrap and cover with clean damp towels. The towels
must not touch the sandwiches, their purpose is to
provide a moisture barrier to help prevent drying.
3. Refrigerate immediately and hold until served.
4.5 Application ( 50 minutes). This part is structured to ensure the The students will make their own SIMPLE COLD
commitment of the learners to do something to apply their new learning in SANDWICHES (Ham Sandwich) following the procedure
their own environment. and rubrics with their own plating or design.
Note: The students will present individually with their
own plating
4.6 Assessment ( 5 minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
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 Play,
(Formal and informal observations of learners’ performance or behaviors Oral Presentation,
are recorded, based on assessment criteria) 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 Activities,
(Teachers talk to and question learners about their learning to gain insights Written Work and Essay,
on their understanding and to progress and clarify their thinking) Picture Analysis, Comic
Strip, Panel Discussion,
Interview, Think-Pair-
Share, Reading
c) Analysis of Learners’ Products Worksheets for all The students will be graded according to rubrics
(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept Dime
Maps/Graphic Organizer, PERFORMANCE LEVEL
agreed criteria) nsion
Project, Model, Artwork, Excel Very Satisf Need No Point
Multi-media lent Satisf actor s Atte s
Presentation, Product (4 actor y Impr mpt Earn
made in technical- pts.) y (2 ovem (0 ed
vocational subjects
(3 pts.) ent pt.)
pts.) (1
pt.)
1. Uses Uses Uses Uses No
Use tools tools tools tools atte
of and and and and mpt
tools equip equip equip equip
and ment ment ment ment
equip corre corre corre incor
ment ctly ctly ctly rectly
and and and and
confi confi but less
dentl dentl less confi
y at y confi dentl
all most dentl y
times of y most
 the some of
times times the
time
2. Manif Manif Manif Manif No
Appli ests ests ests ests atte
catio very clear unde less mpt
n of clear unde rstan unde
proc unde rstan ding rstan
edur rstan ding of ding
es ding of the of
of the step- the
the step- by- step-
step- by- step by-
by- step proc step
step proc edur proc
proc edur e edur
edur e but e
e some seeki
times ng
seek clarifi
s catio
clarifi n
catio most
n of
the
time
Work Work Work Work No
s s s s atte
indep indep indep indep mpt
ende ende ende ende
ntly ntly ntly ntly
with with with but
ease ease ease with
and and and assist
confi confi confi ance
denc denc denc from
e at e e other
all most some s
times of times most
the of
time the
time
3. Obse Obse Obse Most No
Safet rves rves rves of atte
y safet safet safet the mpt
work y y y time
habit prec prec preca not
s autio autio ution obser
ns at ns s ving
all most some safet
times of times y
the preca
time ution
s
4.Co Task Task Task Task No
mple is is is is atte
tenes comp comp nearl start mpt
s of leted leted y ed
Task follo follo comp but
wing wing leted not
the the follo comp
proc proc wing leted
edur edur the follo
es in es in proc wing
the the edur the
activi proje es in proc
ty ct the edur
impr plan proje es in
ovem ct the
ent/i plan proje
nnov ct
ation plan
s
5. Work Work Work Work No
Time comp comp comp comp atte
man leted leted leted leted mpt
age ahea withi ___( ___(
ment d of n mins. mins.
time allott /hour /hour
ed s/day s/day
time s) s)
beyo beyo
nd nd
TOTAL POINTS
d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, 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 The students will make their project plan following
the format given by the teacher.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 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,
parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks
6. Reflections
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:

Bibliography:
- Learning Module in TLE Culinary 9
- https://www.thespruceeats.com/best-cold-sandwich-recipes-483354
- https://www.subway.com/en-US/MenuNutrition/Nutrition

Appendices:

Dimension
PERFORMANCE LEVEL

Excellent Very Satisfactory Satisfactory Needs No Attempt Points

(4 pts.) (3 pts.) (2 pts.) Improvement (0 pt.) Earned
(1 pt.)

1. Use of tools and Uses tools and Uses tools and Uses tools and Uses tools and No attempt
equipment equipment correctly equipment correctly equipment correctly equipment
and confidently at and confidently and but less incorrectly and less
all times most of the times confidently confidently most of
sometimes the time
2. Application of Manifests very clear Manifests clear Manifests Manifests less No attempt
procedures understanding of understanding of understanding of understanding of
the step- by-step the step- by-step the step-by-step the step- by-step
procedure procedure procedure procedure seeking
but sometimes clarification most of
seeks clarification the time

Works Works Works Works No attempt

independently with independently with independently with independently but
ease and ease and ease and with assistance
confidence at all confidence most of confidence from others most of
times the time sometimes the time
3. Safety work Observes safety Observes safety Observes safety Most of the time No attempt
habits precautions at all precautions most of precautions not observing safety
times the time sometimes precautions
4.Completeness of Task is completed Task is completed Task is nearly Task is started but No attempt
Task following the following the completed following not completed
procedures in the procedures in the the procedures in following the
activity project plan the project plan procedures in the
improvement/innov project plan
ations
5. Time Work completed Work completed Work completed Work completed No attempt
management ahead of time within allotted time ___(mins./hours/da ___(mins./hours/da
ys) beyond ys) beyond
TOTAL POINTS
 PROJECT PLAN

Name: Section:
Recipe Name: Project plan number:
Time started: Time ended:

A. Objectives:
-
-
-

B. Ingredients and their cost

Quantity Ingredients Unit Market Value Unit Cost Total

Total Cost
10 % Buffer Cost
Total Food Cost
Selling Price

C. Procedures
D. Kitchen utensils