*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.: 1 Learning Area: Cookery Grade Level: 11 Quarter: 1 Duration: 2 hrs
Learning Competency/ies: Prepare a range of appetizers
TLE_HECK9PA-Ic-3
(Taken from the Curriculum Guide) Present appetizers attractively
Key Concepts /
Canape is a bite-size open faced sandwiches consist of tiny portions of food presented on
Understandings to be
bases of bread, toast, or pastry easily handled and eaten.
Developed
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 tools and
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant equipment used in preparing appetizer
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
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 CANAPE

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,
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 generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes: Follow the correct

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

3. Learning Resources Visual aid, pictures, apron, hairnet, kitchen tools and equipment,
worksheet
4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson Curriculum Game: PICTOWORD
content. Although at times optional, it is usually included to serve as a Contextualization Instructions: the student will “read” two pictures to
warm-up activity to give the learners zest for the incoming lesson and an
Localization: form a word. The puzzles can be a combination of
idea about what it to follow. One principle in learning is that learning occurs
Consider/include here the the pictures (A picture of an ear and ring will form
when it is conducted in a pleasurable and comfortable atmosphere.
appropriate Local
Earring), a homonym (A picture of a knight and
Heritage Themes:
A. Annual Rites, Festivals, mare will form Nightmare) or what the pictures
and Rituals sound like (A picture of a taxi and dough will form
(Historical/Religious Tuxedo).
Festivals, Local Cultural
ANSWER: SANDWICH
Festivals, Local
Delicacies/Products
Festivals, Rituals,
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
People, Indigenous
Games
D. Topography, Flora/
Fauna (Falls, Mountains,
River, Cave, Trees,
Flower, Fauna
E. Food & Local products
G. Role Model Family

C I N K P L B
S A T A H E C

ANSWER:
CANAPE is a bite-size open faced sandwiches consist
 of tiny portions of food presented on bases of bread,
toast, or pastry easily handled and eaten.
4.2 Activity/Strategy ( 15 minutes). This is an interactive strategy to The teacher will group the students into two. Each
elicit learner’s prior learning experience. It serves as a springboard for new group will receive a paper containing the instruction
learning. It illustrates the principle that learning starts where the learners
for their activity.
are. Carefully structured activities such as individual or group reflective
exercises, group discussion, sel f-or group assessment, dyadic or triadic Group 1 -WORD SEARCH
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery Instruction: Each member of the group will find 10
walk and the like may be created. Clear instructions should be considered in tools and equipment that can be used in preparing a
this part of the lesson.
canape.
Group 2 – EXPLANATION
Instructions: The group will explain the words that
the group 1 found in the word search

Word search
Chopping board - is a durable board on which to
place material for cutting. The kitchen cutting board
is commonly used in preparing food; other types
exist for cutting raw materials such as leather or
plastic
Spoon - used primarily for eating liquid or semi-
liquid foods, such as soup, stew or ice cream, and
very small or powdery solid items which cannot be
easily lifted with a fork, such as rice, sugar, cereals
and green peas.
Mixing bowl - is a deep bowl that is particularly well
suited for mixing ingredients together in. These
come in many materials, such as stainless steel,
ceramic, glass, and plastic.
Frying pan - used for frying, searing, and browning
foods
Plate - is a broad, concave, but mainly flat vessel on
which food can be served. A plate can also be used
for ceremonial or decorative purposes
Knife - is any knife that is intended to be used in
food preparation
Serrated bread knife - with their scalloped,
toothlike edge, are ideal for cutting through foods
with a hard exterior and softer interior, such as a
loaf of crusty bread
Wooden spoon - are generally preferred for cooking
because of their versatility. Some cooks prefer to
use wooden spoons when preparing risotto because
they do not transfer heat as much as metal spoons
Can opener - is a device used to open steel (not tin)
cans. Simple can openers, like those found in pocket
knives, are operated by walking the device around
the edge of the can while digging into the lid
Refrigerator - is used to keep food cold
4.3 Analysis ( 5 minutes). Essential questions are included to serve as a 1. How was the activity?
guide for the teacher in clarifying key understandings about the topic at 2. Is it important to know the uses of tools and
hand. Critical points are organized to structure the discussions allowing the
equipment in preparing food? Why or why not?
learners to maximize interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to elicit the feelings of the 3. Why is it important to use correct tools and
learners about the activity or the topic. The last questions or points taken equipment in preparing Canape?
should lead the learners to understand the new concepts or skills that are to 4. In preparing a canape, how many slices of canape
be presented in the next part of the lesson.
we can make in 1 slice of bread?
- 4 equal size (the student will show and explain
his/her answer)
Note: Allow other responses
4.4 Abstraction ( 30 minutes). This outlines the key concepts, important The teacher will demonstrate how to make a
skills that should be enhanced, and the proper attitude that should be canapé.
emphasized. This is organized as a lecturette that summarizes the learning
emphasized from the activity, analysis and new inputs in this part of the The students will read the procedure
lesson. Recipe Name: Tuna and Egg Canape
Ingredients:
Slice bread
1 can tuna
1 boiled egg, minced
1 mayonnaise
Salt and pepper
 Cucumber/Tomato
Green onions
Cheese
Butter (optional)

Procedure

1. Perform mise en place.

2. Trim crusts from unsliced Pullman loaves. Set

aside the crust.

3. Cut the slice bread into 4 slices.

4. Drain water from the canned tuna.

5. Mix the tuna, boiled egg, mayonnaise, salt and

pepper in mixing bowl.

6. Add some of the tuna mixture to the bread.

7. If adding other vegetables, first add a very thin

tuna layer over the slice of bread, then add the
sliced vegetable and top with a generous portion of
tuna.

8. Add some chopped herbs before serving if

desired.
4.5 Application ( 50 minutes). This part is structured to ensure the The teacher will remind the following to the
commitment of the learners to do something to apply their new learning in students:
their own environment.
-The students should wear the apron and
hairnet
-Make sure the students hands especially the
nails are clean.
-Wash the plates before using it.
-10 minutes before the time, the students will
already present their Canape, the tables and floor
are clean and all the tools and equipment are
already washed.
-The students together with the group will make the
Canapés based on the ingredients of their choice
but when it comes to presenting their Canapés,
each one of them will have an individual plating.
Note: After presenting their Canape, they will clean
the room and wash the dishes before they leave

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 based on the rubrics
(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept
Maps/Graphic Organizer, SCORE SHEET
agreed criteria)
Project, Model, Artwork,
Multi-media Name:
Presentation, Product
made in technical-
vocational subjects Date:

Recipe Name:

Time Started:
Time Ended:

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 Cookery
 https://valentinascorner.com/tuna-egg-canapes/

Appendices:
Rubrics for cooking
SCORE SHEET

Name: Date:

Recipe Name:

Time Started: Time Ended:

CRITERIA PERCENTAGE SCORE

SANITATION AND HYGIENE 20%

 Cooking Outfit 10%

 Sanitation Practices 10%

PRESENTATION 30%

 Plating 15%

 Garnish 15%

SENSORY EVALUATION 40%

 Color and texture 20%

 Flavor and aroma 20%

PREPAREDNESS 10%

 Complete ingredients 5%

 Complete kitchen utensils 5%

TOTAL 100%

Project Plan
 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