INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)

Date August 06,2018 Grade Level 9

Day Monday Time

1:15-2:15 PM
Learning Area Cookery Quarter I Semester
Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Tools, equipment, and utensils needed in preparing
Learning Content Duration 1 hr
appetizers
Identify the different tools, equipment and utensils needed in
Knowledge
preparing appetizers
Learning Draw the different tools, equipment and utensils needed in
Skills
Objective(s) preparing appetizers
Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.56-58
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of kitchen
tools,equipment and utensils used in preparing
appetizers
Activity  The teacher let the students identify the different
kitchen tools,utensils and equipment illustrated on
the board.

 What are the uses of different kitchen tools,utensils and

equipment?
 Why is it important to know their uses?
Analysis  How would you take good care the kitchen tools and
equipment? Did you follow the proper procedures?

The following are the tools and equipment needed in preparing

Presentation appetizers.
 Ball Cutter – sharp edged scoop for cutting out balls of
fruits and vegetables.
 Rubber spatula – used to scrape off contents of bowls.
 Channel knife – small hand tool in making garnishes.
 Spatula – used for manipulating foods like spreading
 Butter curler – used for making butter curls.
 Cutting board – board for cutting fruits and vegetables.
Abstraction
 Kitchen shear – cutting device for ingredients like scissors.
 Potato Masher – designed to press potato and cooked
vegetables.
Other Tools and Equipment used in Preparing Appetizers
1. Measuring spoons – are used for measuring dry and
liquid ingredients in small quantity.
2. Measuring cups – is used to measure dry ingredients.
They
\
come in various sizes and volumes.
 3. Glass measuring cup – container which is usually
transparent. It is smooth in the inside with the
graduation mark on the outside to read. This is used for
measuring liquid ingredients like water and oil.
4. Mixing bowls – these containers have smooth, rounded
interior surfaces with no creases to retain some mixture.
5. Mixing spoon. - is used for mixing ingredients. It is made
of wood in different sizes and different length of the
handle.
6. Paring knife- is used to remove the skin covering of fruit
and vegetables.
7. Fork is used to combine ingredients.
8. Container of different sizes and shapes.
9. Cooking range/stove
10. Refrigerator
11. Strainer/colander
The teacher let the students divide into five groups and let them
Practice Application identify the pictures illustrated on the board and cite their uses.

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 its uses in the
preparation of appetizer.
Assessment 1. Cutting board 6. Rubber scraper
2. Paring knife 7. Zester
3. Spatula 8. Chiller
4. Colander 9. Oven
5. Wire whip 10. French knife
Reinforcing the
day’s lesson
Assignment
Preparing for
Research about different types of appetizers.
the new lesson

Remarks Carried
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
Reflection(s) lesson.
No. of learners who
continue to require
remediation.

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

Prepared by:
Name JO-ANN R. CASEÑAS School TUBOD MONTE INTEGRATED SCHOOL
Position/
SST I Division BOHOL
Designation
Contact Email
09105627794 joanncas143@gmail.com
Number Address

INSTRUCTIONAL PLAN IN TLE 9 ( COOKERY)

Date August 07,2018 Grade Level 9
1:15-2:15 PM
Day Tuesday Time

Learning Area Cookery Quarter I Semester

Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Classification of Appetizers Duration 1 hr
Knowledge Classify appetizers according to ingredients
Learning Skills Show different classification of appetizers
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.59-60
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of appetizers.
Activity  The teacher let the students to classify appetizers
according to ingredients.

 What is appetizers?
 What is the role of appetizers in every meals?
 What are the different examples of appetizers?
Analysis  Do you think appetizers is important in every meals? Why?
 What are the different types or classification of appetizers?
Presentation
Classification of Appetizers: 1. Cocktails- are usually juices
of orange, pineapple, grapefruit or tomatoes served with
cold salad dressings. It may be in the form of a fruit or
vegetable juice mixed with little alcoholic beverage or
Abstraction seafood like shrimps, crabs, or lobsters served with slightly
seasoned sauce. 2. Hors D’ Oeuvres-is is small portion of
highly seasoned foods, it is a combination of canapés,
olives, stuffed celery, pickled radishes, and fish. It is
served on
individual plate when guests are seated. Sometimes this is
 simply placed on a platter and passed around. Hors
d’oeuvres are served cold or hot. 3. Canapé- are made out
of thin slices of bread in different shapes. The bread may
be toasted, sautéed in butter or dipped in a well-seasoned
mixture of egg, cheese, fish, or meat then deep-fat fried. It
is a finger food consisting of three parts: a base, a spread or
topping and garnish. They could be served hot or cold.
There are no set recipes for the making of canapés. You
may create your own combination of several different
colored items on the cut pieces of bread, toasted or fried
and biscuits etc. The larger canapés are termed as
ZAKUSKIS after the Chef Zakuski. 4 . Relishes/Crudités- are
pickled item which are raw, cri crisp vegetables such as
julienne carrots or celery sticks. Relishes are generally
placed before the guest in a slightly, deep, boat shape dish.
5. Petite Salad- are small portions and usually display the
characteristics found in most salad. 6. Chips and Dips- are
popular accompaniments to potato chips, crackers, and
raw vegetables. Proper consistency in the preparation is
important for many dip. It must not be so thick that it
cannot be scooped up without breaking the chip or
crackers, but it must be thick enough to stick to the items
used as dippers.
7. Fresh Fruits and Vegetables – are the simplest appetizer.
Fruits are good appetizers because they give an attractive
appearance, fragrance, appealing taste and delicious flavor.
For example, you could serve a platter of thinly sliced
cucumbers, chunks of red bell pepper and baby carrots. For
a fruit tray, consider serving red and green grapes, as well
as chunks of mango with toothpicks inserted in them. Since
appetizers should always easy to pick up with the fingers, it
should never be drippy or messy so you need to avoid
certain fruits or veggies (for example, chunks of avocado or
watermelon are probably not the best appetizer choices).
8. Anything, Smaller- are varieties of appetizers wherein
the only requirement is that you keep everything small
enough to be picked up with the fingers and eaten with
little mess. If you want to serve your favorite homemade
sausages, cut them into small pieces, wrap them with a
small piece of pastry shell and bake. Or, serve your favorite
baked sweet potato fries with a mayonnaise-based dipping
sauce. Individual quiches filled with ham and cheese are
another
good option.
The teacher let the students give at least five examples in each
Practice Application types of appetizers and they will do it by group.

Let the students write their own recipe of appetizer food. Use rubric
Assessment
in scoring.

Reinforcing the
day’s lesson
Assignment
Preparing for
Research about different ingredients of appetizers.
the new lesson

Remarks Carried
 No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name JO-ANN R.CASENAS School TUBOD MONTE INTEGRATED SCHOOL
Position/
SST I Division BOHOL
Designation
Contact Email
09105627794 joanncas143@gmail.com
Number Address

INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)

Date August 9,2018 Grade Level 9
1:15-2:15 PM
Day Thursday Time

Learning Area Cookery Quarter I Semester

Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Variety of ingredients in preparing appetizers Duration 1 hr
Knowledge Identify ingredients according to the given recipe
Create a recipe used the different ingredients in preparing
Learning Skills
appetizers
Objective(s)
Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.56-58
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of ingredients
in preparing appetizers.
Activity  The teacher let the students identify the different
ingredients used in preparing appetizers.

 What are the different ingredients in preparing

appetizers?
 Why is it important to know the different
Analysis ingredients in preparing appetizers?
 Cite an example of appetizers.
 What are the ingredients used?

The following are examples of appetizers including the

Presentation materials/ingredients on how to prepare them.
Canapés
Canapés – bite-size open faced sandwiches consist of tiny portions
of food presented on bases of bread, toast, or pastry easily
handled and eaten.
Spread - placed on top of the base so the garnish sticks to it
Abstraction without falling off.
Cocktail appetizers are made of seafood or fruit, usually with a tart
or tangy sauce. These appetizers are always served chilled, often
on a bed of crushed ice.
Relishes are raw or pickled vegetables cut into attractive shapes
served as appetizer.

The teacher let the students divide into five groups and let them
Practice Application create a recipe of appetizers. Use rubric in scoring.
 I. Identify the following:
1. Butter, cream or finely chopped meat or fish placed on
top of canapé base.
2. Holds spreads and garnish for canapés.
3. Adds color, design, texture and flavor to canapé.
4. Small open- faced sandwiches served as appetizer.
5. Serving size of canapés
Assessment II. Classify the following ingredients listed below according to
the parts of canapés. Write each ingredient in the box
provided for.
Radish slices Toast cutouts Asparagus tips
Bread cutouts Crackers Tomatoes
Butter Polenta cutouts Cucumber slices
Fish Cheese Miniature pancakes
Tiny biscuits Pickled onions Meat
Reinforcing the
day’s lesson
Assignment
Preparing for
Research about an examples of hot and cold appetizers.
the new lesson

Remarks Carried
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name JO-ANN R. CASENAS School TUBOD MONTE INTEGRATED SCHOOL
Position/
SST I Division BOHOL
Designation
Contact Email
09105627794 joanncas143@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)
Date April 1, 2022 Grade Level 9

Day Friday Time

Learning Area Cookery Quarter I Semester

Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Variety of ingredients in preparing appetizers Duration 1 hr
Knowledge Recall the different ingredients in preparing appetizers
Learning Skills Follow the procedures in preparing canapé
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.56-58
Resources Needed
Materials Module, TV, PPT, actual materials
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of ingredients
in preparing appetizers.
 The teacher let the students identify the different
Activity ingredients used in preparing appetizers.
 The teacher asks the students on how to assemble
canapé.

 What are the different ingredients in preparing

appetizers?
 Why is it important to know the different
ingredients in preparing appetizers?
Analysis  Cite an example of appetizers.
 What are the ingredients used?
 How to assemble canapé?
 What are the different parts of canapé?

Presentation Canapés
Canapés – bite-size open faced sandwiches consist of tiny portions
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
canapé
2. Spread - placed on top of the base so the garnish sticks to it
Abstraction
without falling off.
3. Garnish – any food item or combination of items placed on
top of the spread which usually gives color, design, and
texture or flavor accent to the canapé.
Guidelines for Assembling Canapés
1. Good mise en place is essentials.
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.
 2. 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.
3. Select harmonious flavor combinations in spreads and
garnish such as:
Mustard and ham
Lemon butter and caviar
Pimiento cream cheese and sardines
Tuna salad and capers
Anchovy butter, hard cooked egg slice and olive.
4. Make sure that at least one of the ingredients is spicy in
flavor.
A bland canapé has little value as an appetizer.
5. Use high quality ingredients.
Leftover can be used for canapés, but they must be carefully
handled and stored to retain freshness.
6. Keep it simple.
Simple meat arrangements are more attractive than
extravagant one. Be sure that canapés hold together and do
not fall apart in the customers hands.
7. Arrange canapés carefully and attractively on trays.
Each tray should carry an assortment of flavor and textures, so
there is something for every taste.

The teacher let the students divide into five groups and let them
Practice Application create a recipe of canapé. Use rubric in scoring.

Let the students prepare canapé based on the assembling

Assessment guidelines. Use rubric in scoring.

Reinforcing the
day’s lesson
Assignment
Preparing for
Research about an examples of hot and cold appetizers.
the new lesson

Remarks Carried
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Reflection(s) Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation.
 Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

Pr epared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)
Date June 19,2018 Grade Level 9

Day Tuesday Time

3:00-4:00 P.M
Learning Area Cookery Quarter I Semester
Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Variety of ingredients in preparing appetizers Duration 1 hr
Knowledge Recall the different ingredients in preparing appetizers
Learning Skills Follow the procedures in preparing cocktail appetizers
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 58-65
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of cocktail
appetizers.
Activity  The teacher let the students identify the different
ingredients used in preparing cocktail appetizers.

 What are the different ingredients in preparing

cocktail appetizers?
 Why is it important to know the different
ingredients in preparing appetizers?
Analysis
 Cite an example of cocktail appetizers.
 What are the ingredients used?
Presentation  What are the different kinds of cocktail appetizers ?

Cocktails
Cocktail appetizers are made of seafood or fruit, usually with a tart
or tangy sauce. These appetizers are always served chilled, often
on a bed of crushed ice.
Kinds of Cocktail Appetizers
Abstraction 1. Oysters and Clams on the half shell
2. Shrimps
3. Crab Meat
4. Lobster
5. Fruits
6. Firm flaked white fish
The teacher let the students divide into five groups and let them
Practice Application create a recipe of cocktail appetizers. Use rubric in scoring.

Let the students prepare cocktail appetizers. Use rubric in scoring.

Assessment
 Reinforcing the
day’s lesson
Assignment
Preparing for
Research about an examples of hot and cold appetizers.
the new lesson

Remarks Carried
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require additional
activities for
remediation.

Did the remedial lessons

work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)
Date June 21,2018 Grade Level 9

Day Thursday Time

3:00-4:00 P.M
Learning Area Cookery Quarter I Semester
Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Variety of ingredients in preparing appetizers Duration 1 hr
Knowledge Recall the different ingredients in preparing appetizers
Learning Skills Follow the procedures in preparing relishes
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 58-65
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of relishes.
 The teacher let the students identify the different
Activity
ingredients used in preparing relishes.

 What are the different ingredients in preparing

relishes?
 Why is it important to know the different
ingredients in preparing relishes?
Analysis
 Cite an example of relishes.
 What are the ingredients used?
 What are the two categories of relishes?

Relishes are raw or pickled vegetables cut into attractive shapes

served as appetizer.
Relishes include two categories:
Presentation 1. Raw vegetables with dips
There are known as crudités (croo-dee-tays). Cru in French
means “raw”. Common bite size, cut raw vegetables served
with dips are:
Dips – accompaniment to raw vegetables, and sometime
potato chips and crackers. Any mixture of spreads can be
Abstraction used as dips. Proper consistency is important to any dip. It
must not be so thick that it cannot be scooped up without
breaking the cracker. It must be thick enough to stick to the
items used as dippers. Thin or soften them by adding
mayonnaise, cream or other appropriate liquid. Sauces and
salad dressings can be used as dips.
2. Pickled items. Includes variety of items like cucumber
pickles, olives, watermelon pickles, pickled peppers, spiced
beets, and other preserved fruits and vegetables.

The teacher let the students divide into five groups and let them
Practice Application create a recipe of relishes. Use rubric in scoring.
 Let the students prepare relishes. Use rubric in scoring.
Assessment

Reinforcing the
day’s lesson
Assignment
Preparing for
Research about an examples of hot and cold appetizers.
the new lesson

Remarks Carried
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)
Date June 22,2018 Grade Level 9

Day Friday Time

3:00-4:00 P.M
Learning Area Cookery Quarter I Semester
Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Variety of ingredients in preparing appetizers Duration 1 hr
Knowledge Recall the different ingredients in preparing appetizers
Learning Skills Follow the procedures in preparing hot and cold appetizers
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 66-68
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of hot and
cold appetizers.
 The teacher let the students identify the different
Activity
ingredients used in preparing hot and cold
appetizers.

 What are the different ingredients in preparing hot

and cot appetizers?
Analysis  Cite an example of hot and cold appetizers.
 What are the ingredients used

Miscellaneous hors d ‘oeuvres

These are variety of food both hot and cold served as
appetizers. The serving is smaller in unit size or portion size
that can be eaten with forks from small plates or with
fingers.
Presentation 1. Antipasto - Italian Appetizer. This includes the
following: Cured meats – Salami, prosciutto, bologna,
boiled ham items like sardines, anchovies, and tuna
Cheeses – provolone, mozzarella
Hard cooked egg and stuffed eggs
Relishes – raw vegetables
Abstraction Mushrooms and other vegetables
2. Bruschetta - slice of Italian bread that is toasted,
rubbed with brushed garlic, and drizzled with olive oil,
served with toppings like canapés.
3. Tapas - a small food item intended to be eaten with
wine or other drinks usually in bars. They are served in
a small portion intended to be eaten immediately.
4. Caviar – salted roe, or eggs, of the sturgeon. Any
product labeled caviar must come from sturgeon. Roe
from any other fish must be labeled as such (white fish
caviar)
5. Amuse Bouche (ah-mews-boosh) – a tiny appetizer or
hors d’ oeuvres offered to guest seated at their tables
 either before or after they have ordered from the
menu. It is an opportunity to showcase an aspect of
the chef’s
cooking style and talent and to welcome the guest.
The teacher let the students divide into five groups and let them
Practice Application create a recipe of hot and cold appetizers. Use rubric in scoring.

A. Identify the following:

1. Butter, cream or finely chopped meat or fish placed on
top of canapé base.
Assessment 2. Holds spreads and garnish for canapés.
3. Adds color, design, texture and flavor to canapé.
4. Small open- faced sandwiches served as appetizer.
5. Serving size of canapés
Classify the following ingredients listed below according to the parts
of canapés. Write each ingredient in the box provided for.
Radish slices Toast cutouts Asparagus tips
Bread cutouts Crackers Tomatoes
Butter Polenta cutouts Cucumber slices
Fish Cheese Miniature pancakes
Tiny biscuits Pickled onions Meat
Reinforcing the
day’s lesson Canapé base Canapé spread Canapé garnish
Assignment

Preparing for
the new lesson

Remarks Carried
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
Reflection(s) continue to require
remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)
Date June 28,2018 Grade Level 9

Day Friday Time

3:00-4:00 P.M
Learning Area Cookery Quarter I Semester
Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Variety of ingredients in preparing appetizers Duration 1 hr
Knowledge Recall the different ingredients in preparing appetizers
Learning Skills Follow the procedures in preparing hot and cold appetizers
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 66-68
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of hot and
cold appetizers.
 The teacher let the students identify the different
Activity
ingredients used in preparing hot and cold
appetizers.

 What are the different ingredients in preparing hot

and cot appetizers?
Analysis  Cite an example of hot and cold appetizers.
 What are the ingredients used

Miscellaneous hors d ‘oeuvres

These are variety of food both hot and cold served as
appetizers. The serving is smaller in unit size or portion size
that can be eaten with forks from small plates or with
fingers.
Presentation 1. Antipasto - Italian Appetizer. This includes the
following: Cured meats – Salami, prosciutto, bologna,
boiled ham items like sardines, anchovies, and tuna
Cheeses – provolone, mozzarella
Hard cooked egg and stuffed eggs
Relishes – raw vegetables
Abstraction Mushrooms and other vegetables
2. Bruschetta - slice of Italian bread that is toasted,
rubbed with brushed garlic, and drizzled with olive oil,
served with toppings like canapés.
3. Tapas - a small food item intended to be eaten with
wine or other drinks usually in bars. They are served in
a small portion intended to be eaten immediately.
4. Caviar – salted roe, or eggs, of the sturgeon. Any
product labeled caviar must come from sturgeon. Roe
from any other fish must be labeled as such (white fish
caviar)
5. Amuse Bouche (ah-mews-boosh) – a tiny appetizer or
hors d’ oeuvres offered to guest seated at their tables
 either before or after they have ordered from the
menu. It is an opportunity to showcase an aspect of the
chef’s
cooking style and talent and to welcome the guest.
The teacher let the students divide into five groups and let them
Practice Application create a recipe of hot and cold appetizers. Use rubric in scoring.

A. Identify the following:

1. Butter, cream or finely chopped meat or fish placed on
top of canapé base.
Assessment 2. Holds spreads and garnish for canapés.
3. Adds color, design, texture and flavor to canapé.
4. Small open- faced sandwiches served as appetizer.
5. Serving size of canapés
Classify the following ingredients listed below according to the parts
of canapés. Write each ingredient in the box provided for.
Radish slices Toast cutouts Asparagus tips
Bread cutouts Crackers Tomatoes
Butter Polenta cutouts Cucumber slices
Fish Cheese Miniature pancakes
Tiny biscuits Pickled onions Meat
Reinforcing the
day’s lesson Canapé base Canapé spread Canapé garnish
Assignment

Preparing for
the new lesson

Remarks
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
Reflection(s) continue to require
remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 (COOKERY)
Date June 29,2018 Grade Level 9

Day Monday Time

Learning Area Cookery Quarter I Semester

Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Nutritional value of appetizer Duration 1 hr
Knowledge Identify the nutritional value of appetizer
Learning Skills Show an example of nutritious appetizer
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.58-65
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of nutritious
appetizer.
Activity  The teacher let the students identify the nutritive
value of each appetizer.

 What are the different ingredients in preparing

appetizers?
 Why is it important to know the different
Analysis ingredients in preparing appetizers?
 Cite an example of appetizers.
 What are the ingredients used?

The following are examples of appetizers including the

Presentation materials/ingredients on how to prepare them.
Canapés
Canapés – bite-size open faced sandwiches consist of tiny portions
of food presented on bases of bread, toast, or pastry easily
handled and eaten.
Spread - placed on top of the base so the garnish sticks to it
Abstraction without falling off.
Cocktail appetizers are made of seafood or fruit, usually with a tart
or tangy sauce. These appetizers are always served chilled, often
on a bed of crushed ice.
Relishes are raw or pickled vegetables cut into attractive shapes
served as appetizer.

The teacher let the students divide into five groups and let them
Practice Application create a recipe of appetizers. Use rubric in scoring.
 III. Identify the following:
1. Butter, cream or finely chopped meat or fish placed on
top of canapé base.
2. Holds spreads and garnish for canapés.
3. Adds color, design, texture and flavor to canapé.
4. Small open- faced sandwiches served as appetizer.
5. Serving size of canapés
Assessment IV. Classify the following ingredients listed below according to
the parts of canapés. Write each ingredient in the box
provided for.
Radish slices Toast cutouts Asparagus tips
Bread cutouts Crackers Tomatoes
Butter Polenta cutouts Cucumber slices
Fish Cheese Miniature pancakes
Tiny biscuits Pickled onions Meat
Reinforcing the
day’s lesson
Assignment
Preparing for
Research about an examples of hot and cold appetizers.
the new lesson

Remarks
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 ( COOKERY)
Date July 2,2018 Grade Level 9

Day Monday Time

Learning Area Cookery Quarter I Semester

Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Classification of Appetizers Duration 1 hr
Knowledge Classify appetizers according to ingredients
Learning Skills Show different classification of appetizers
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.59-60
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 The teacher shows different pictures of appetizers.
Activity  The teacher let the students to classify appetizers
according to ingredients.

 What is appetizers?
 What is the role of appetizers in every meals?
 What are the different examples of appetizers?
Analysis  Do you think appetizers is important in every meals? Why?
 What are the different types or classification of appetizers?

Classification of Appetizers: 1. Cocktails- are usually juices

of orange, pineapple, grapefruit or tomatoes served with
cold salad dressings. It may be in the form of a fruit or
vegetable juice mixed with little alcoholic beverage or
seafood like shrimps, crabs, or lobsters served with slightly
seasoned sauce. 2. Hors D’ Oeuvres-is is small portion of
Presentation
highly seasoned foods, it is a combination of canapés,
olives, stuffed celery, pickled radishes, and fish. It is served
on individual plate when guests are seated. Sometimes this
is simply placed on a platter and passed around. Hors
d’oeuvres are served cold or hot. 3. Canapé- are made out
Abstraction of thin slices of bread in different shapes. The bread may
be toasted, sautéed in butter or dipped in a well-seasoned
mixture of egg, cheese, fish, or meat then deep-fat fried. It
is a finger food consisting of three parts: a base, a spread or
topping and garnish. They could be served hot or cold.
There are no set recipes for the making of canapés. You
may create your own combination of several different
colored items on the cut pieces of bread, toasted or fried
and biscuits etc. The larger canapés are termed as
ZAKUSKIS after the Chef Zakuski. 4 . Relishes/Crudités-
are pickled item which are
raw, cri crisp vegetables such as julienne carrots or celery
sticks. Relishes are generally placed before the guest in a
 slightly, deep, boat shape dish. 5. Petite Salad- are small
portions and usually display the characteristics found in
most salad. 6. Chips and Dips- are popular
accompaniments to potato chips, crackers, and raw
vegetables. Proper consistency in the preparation is
important for many dip. It must not be so thick that it
cannot be scooped up without breaking the chip or
crackers, but it must be thick enough to stick to the items
used as dippers.
7. Fresh Fruits and Vegetables – are the simplest appetizer.
Fruits are good appetizers because they give an attractive
appearance, fragrance, appealing taste and delicious flavor.
For example, you could serve a platter of thinly sliced
cucumbers, chunks of red bell pepper and baby carrots. For
a fruit tray, consider serving red and green grapes, as well
as chunks of mango with toothpicks inserted in them. Since
appetizers should always easy to pick up with the fingers, it
should never be drippy or messy so you need to avoid
certain fruits or veggies (for example, chunks of avocado or
watermelon are probably not the best appetizer choices).
8. Anything, Smaller- are varieties of appetizers wherein
the only requirement is that you keep everything small
enough to be picked up with the fingers and eaten with
little mess. If you want to serve your favorite homemade
sausages, cut them into small pieces, wrap them with a
small piece of pastry shell and bake. Or, serve your favorite
baked sweet potato fries with a mayonnaise-based dipping
sauce. Individual quiches filled with ham and cheese are
another
good option.
The teacher let the students give at least five examples in each
Practice Application types of appetizers and they will do it by group.

Let the students write their own recipe of appetizer food. Use rubric
Assessment
in scoring.

Reinforcing the
day’s lesson
Assignment
Preparing for
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
Reflection(s) activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
 No. of learners who
continue to require
remediation.

Which of my learning
strategies worked well?
Why did these work?

What difficulties did I

encounter which my
principal or supervisor
can help me solve?

What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

epared by:
Pr
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
0946 314195 maryanncaduan@gmail.com
Number Address
 INSTRUCTIONAL PLAN IN TLE 9 ( COOKERY)
Date July 9-10,2018 Grade Level 9

Day Monday-Tuesday Time

Learning Area Cookery Quarter I Semester

Learning
Perform mise en place
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Hot and Cold Appetizers Duration 1 hr
Knowledge Identify different hot and cold appetizers
Learning Skills Present different hot and cold appetizers
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.59-60
Resources Needed
Materials Module, chalk, charts,pictures
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
 Recall the last topic
Activity  What are the different classification of appetizers?

Let the students to list down the logical sequence in preparing appetizers.
Why is it important to follow the sequence in preparing appetizers?
What are the examples of appetizers?
Analysis
What are the examples of hot and cold appetizers?

Hot and Cold Appetizers

Hors d’oeuvres are often served preceding a meal; they are served
as the food at cocktail parties involving alcoholic beverages.
a. Hot Hors d’oeuvres are served between the soup and fish
course. In today’s shortened menus, they are often served instead
of hot entrée. The size and richness depend upon the composition
of
menu. Many hot hors d’oeuvres are suited for serving a small ala
Presentation carte dishes, and usually described as hot dish.
b. Cold hors d’oeuvres should stimulate appetite, and therefore
should always be served at the first course in the menu. There
are five types of cold hors d’oeuvres and they are served as follows:
Plate of Hors d’oeuvres may consist of shrimps, smoked
Abstraction
beef, poached egg, Spanish sardines and lettuce, sauce
can be served at the side
Grison Platter may consist of two kinds of cold meat, such as ham,
smoked beef, peppered ham. Sauce can be served at the side.
Hors d’oeuvres Platter. A well-presented platter with a limited
choice of simple or more expensive foods. The basic rules is “small
quantity, but big in quality” and at the same time attractively
served. It may consists of shrimps with jelly, asparagus tip with
mushrooms, sardines with onion rings, tomatoes stuffed with
salad and chicken loaf.
Assorted hors d’oeuvres can be served in special portioned
platters with dishes or even from a serving cart.
Rich hors d’oeuvres - still a classical form of presentation. Lobster
should always be included. The hors d’oeuvres dish system in
 conjunction with a silver platter can be used, but it is also possible
to arrange the center pieces
Create a recipe of hot and cold appetizers.
Practice Application

Assessment Paper and Pencil Test

Reinforcing the
Research different menu of hot and cold appetizers.
day’s lesson
Assignment
Preparing for
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
Date July 30,2018 Grade Level 9
3:00-4:00
Day Monday Time

Learning Area Cookery Quarter I Semester

Learning
Prepare a range of appetizers
Competency/ies
LC Code(s) TLE_HECK9-12PA-Ic-3
Learning Content Performance Task Duration 1 hr
Knowledge Identify the different methods of preparing appetizers
Learning Skills Prepare and present different hot and cold appetizers
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp.75
Resources Needed
Materials Module, , tools and equipment in preparing appetizers
METHODOLOGY
Awareness/ - Prayer
Preparation Introductory - Checking of attendance
Activity
Let the students divide into 10 groups and let them prepare and
Activity present different hot and cold appetizers.

Let the students divide into 10 groups and let them prepare and present
Presentation
Analysis different hot and cold appetizers.

The teacher asks and observe about the appetizers that they
Abstraction
prepare.
Sequence the fundamental rules in preparing and presenting
Practice Application appetizers.

Assessment Prepare and present appetizers. Use rubric in scoring.

Reinforcing the
day’s lesson
Assignment
Preparing for
the new lesson

Remarks
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Reflection(s) Did the remedial lessons
work? No. of
learners who have
caught up with the
less
on.

No. of learners who

continue to require
remediation.

Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Date August 20,2018 Grade Level 9
Day Monday Time 11:00-12:00
Learning Area Cookery Quarter I Semester
1.1Identify tools and equipment needed in the preparation of salad and dressing
Learning 1.2.clean, sanitize, and prepare tools, utensils, and equipment based on the required
Competency/ies tasks

LC Code(s) TLE_HECK9SDIIa-7
Tools, equipment,and utensils needed in preparing salad
Learning Content Duration 1 hr
and dressing
Identify tools and equipment needed in the preparation of salad
Knowledge
and dressing
Draw and arrange the different tools and equipment needed in the
Learning preparation of salad and dressing
Skills
Objective(s) Clean, sanitize, and prepare tools, utensils, and equipment based
on the required tasks
Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate cooperation in the activity
References Learning Module pp.92-93
Resources Needed
Materials Module, , tools and equipment in preparing salads and dressing
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Recall the past lesson
Activity
Pre-test to assess the prior knowledge of the students about salads
and dressings.
Activity
Check their papers and evaluate the students who have a prior
learning.

What are the tools and equipment needed in the preparation of salad
and dressing?
Why is it important to know the different uses of tools and equipment in
the preparation of salad and dressing?
Analysis
How would you maintain the quality of the tools and equipment?
If you are one of the tools and equipment, What tools and equipment
would you prefer? What tools and equipment that symbolizes you? Are
you useful?
Presentation Discussion-Key Concepts
Mise’ En Place is a French term which means setting everything in
place and organizing all the materials and ingredients before
preparing foods.
Tools, Equipments, Utensils Needed in Preparing Salads.
1. Knives – good quality knives with sharp,
sturdy stainless steel blades and with handles
Abstraction
that securely attached and that feel perfectly
comfortable in your hand.
2. Cutting boards – choices of cutting boards are the wooden or
blocks and acrylic cutting boards. When preparing a recipe that
contains both meat (or poultry or seafood) and vegetables
requiring cutting, use one board exclusively the vegetables and
the other
exclusively for the raw meat to avoid cross-contamination.
 3. Peeler - is a kitchen tool consisting of a slottedmetal blade
attached to a handle, that is used to remove the outer skin or peel
of certain vegetables, frequently potatoes and carrots, and fruits
suchas apples, pears.
4. Citrus zester - is approximately four inches long, with
a handle and a curved metal end, the top of which is
perforated with a row of round holes with sharpened
rims. To operate, the zester is pressed with moderate
force against the fruit and drawn across its peel. The rims
cut the zest from the pith underneath.
4. . Grater/Shredder - A grater (also known as a shredder) is a
kitchen utensil used to grate foods into fine pieces. It was invented
by François Boullier in 1540s.
6. Grill pan – used for salad toppings to be broiled or grilled.
7. Salad Spinners – used to hold just washed salad leave in a
slotted basket that is made to spin by hand and thus fling all the
water off the leaves into the outer container.
8. Mixing bowls – used to mix dressings, marinate ingredients,
hold separate elements of a salad before assembling and used to
toss and mix all the ingredients together. Used bowls made of
sturdy, heavy glass wares or ceramic, so as not to react with
acidic ingredients.
9. Salad servers – “Salad sets” with big salad bowls, serving bowls
and servers. Select materials having enough surfaces to really
grasp the ingredients of salad, no matter how slippery and thus
making
tossing easier.
Let them draw and arrange in alphabetical order the different tools
and equipment used in the preparation of salads and dressings.
Practice Application
Let them clean, sanitize, and prepare tools, utensils, and equipment
based on the required tasks

Let them identify the different tools and equipment in preparing

salads and dressing. Let them give a short description.
1.

Assessment 2.
 3.
Reinforcing the
day’s lesson
Assignment
Preparing for What are the different types of salads?
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
Date August 22,2018 Grade Level 9
Day Wednesday Time 11:00-12:00
Learning Area Cookery Quarter I Semester
Learning
1.3 identify ingredients according to the given recipe
Competency/ies
LC Code(s) TLE_HECK9SDIIa-7
Learning Content Classification of salads according to place in the meal Duration 1 hr
Knowledge Identify ingredients according to the given recipe
Learning Skills Create a graphic organizer that shows the functions of each salads
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 94-95
Resources Needed
Materials Module, , tools and equipment in preparing appetizers
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students cite different types of salads and their classification
Activity of salads that they already know.

What are the different types of salads?

What are the different classification of salads?
Presentation
Analysis What are the ingredients used?
How would you classify the different salads?

DISCUSSION-KEY CONCEPTS
Abstraction
A. Picture Me
Give the characteristics of the
different types of salads.
Type of salad Characteristics
Practice Application Main Course Salad
Appetizer
Side Dish Salad Dessert
Salad Accompaniment
Salad

CRITERIA

4 3 2 1
Clear Exceptio
Generall Lacks Unclear
nallyy clear cannot
Assessment clear andclarity and understan
easy to
quite and d
understa
easy to difficult
nd understa to
nd
Compreh Thoroug Misunders
ensive h and underst tanding
compreh a nd or serious
ensive Substanti Partial or misconcep
explanati al not tion on
on explanati the

compreh on ensive
explanati
on
 explanatio
n
Relevant Highly Generall Somewh Irrelevant
relevant y at
relevant relevant

Reinforcing the
What are the ingredients for salad making?
day’s lesson
Assignment
Preparing for
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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

Prepared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
Date August 23,2018 Grade Level 9
Day Thursday Time 11:00-12:00
Learning Area Cookery Quarter I Semester
Learning
1.3 identify ingredients according to the given recipe
Competency/ies
LC Code(s) TLE_HECK9SDIIa-7
Learning Content Classification of salads according to ingredients Duration 1 hr
Knowledge Identify ingredients according to the given recipe
Learning Skills Create a recipe about salads
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 94-95
Resources Needed
Materials Module, tools and equipment
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students divide into two groups and we will have a Pinoy
Activity Henyo Game that relate to salad making.

What are the ingredients used in salad making?

Analysis
DISCUSSION-KEY CONCEPTS
1.Green salads – must be fresh, clean, crisp and cold and well
drained. Moisture and air are necessary to keep greens crisp.
a) Leaves wilt because they lose moisture. Crispness can be
restored by washing and refrigerating. The moisture that clings to
the leaves after thorough draining is usually enough.
b) Air circulation is essential so do not washed greens too tightly or
pack too firmly. Refrigerate in colanders covered with clean damp
towels, or in specially designed perforated plastic bins. These
protect from drying while allowing air circulation.
2. Vegetable, Grain Legumes and Pasta Salads – are salads whose
main ingredients are vegetables other than lettuce or other leafy
greens. Starchy items such as grains, pastas and dried legumes can
Presentation also form the body of a salad. Raw or cooked vegetables are
usually added to the starch items to enhance the color, flavor and
Abstraction nutritional balance of the salad. Protein items such as poultry,
meat, seafood and cheese maybe added to vegetables and starch
salads.
3. Bound salads are mixtures of foods that are held salad, no
matter how slippery and thus making tossing easier.
4. Fruit Salad – contain fruits as their main ingredients, like
appetizer salads or dessert salads
5. Composed Salads – made by arranging two or more elements
attractively on a plate. They are called composed because the
components are arranged on the
plate rather than being mixed together. They are
elaborate and can be substantial in size, usually served as main
courses or fruit courses rather than accompaniments or side
dishes.
6. Gelatin Salads – most gelatin products are made with
sweetened prepared mixes with artificial color and flavor.
But some professional cook used to prepare salads
 using unflavored gelatin relying on fruit juices and other ingredients
for flavor
Students will divide into five groups and let them create a recipe of
Practice Application salads. Let them identify the ingredients used in their recipe.

RUBRIC

4 3 2 1
Clear Exceptio Generall Lacks Unclear
nally y clear clarity cannot
clear and and and understan
easy quite difficult d
easy to to
to understa understa
understa nd nd
Assessment nd
Compreh Thoroug Substanti Partial or Misunders
ensive h al not tanding
explanati compreh or serious
and on ensive misconcep
compreh explanati tion on
ensive on the
explanati explanatio
on n
Relevant Highly Generall Somewh Irrelevant
relevant y at
relevant relevant

Reinforcing the
day’s lesson
Assignment
Preparing for Research different recipe in making salad.
the new lesson

Remarks
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Reflection(s) Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation.
 Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

Pr epared by:
Name MARY ANN D. CADUAN School FRANCISCO L. ADLAON HIGH SCHOOL
Position/
SST II Division BOHOL
Designation
Contact Email
09465314195 maryanncaduan@gmail.com
Number Address
Date August 28,2018 Grade Level 9
Day Tuesday Time 11:00-12:00
Learning Area Cookery Quarter I Semester
Learning LO 2. Prepare a variety of salads and dressings
Competency/ies 2.1identify the components of a salad
LC Code(s) TLE_HECK9-12SD-IIb-g-8
Learning Content Components of Salad Duration 1 hr
Knowledge Identify ingredients according to the given recipe
Learning Skills Create a recipe about salads
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 94-95
Resources Needed
Materials Module, tools and equipment
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students divide into two groups and cite the different
Activity ingredients used in salad making.

What are the ingredients used in salad making?

Analysis How would classify the components of salad?

DISCUSSION-KEY CONCEPTS
Enumerate ingredients for salad making.
Ingredients of Salads
Freshness and variety of ingredients are essential for high quality
salads.
1. Salad Greens – Iceberg lettuce, Romain Lettuce, Boston
Lettuce, Biff or limestone lettuce, Chinese cabbage,
Spinach, Sprouts.
2. Vegetables (Raw) - avocado, bean sprouts, broccoli,
Presentation cabbage, carrots, cauliflower, celery, cucumber,
mushrooms, onions, peppers, radish, tomatoes.
3. Vegetables (Cooked, pickled and canned) – asparagus,
Abstraction
beets, carrots, cauliflower, corn, pimientos, olives,peppers,
cucumber.
4. Starches – dried beans, potatoes, macaroni products,
grains, bread (croutons)
5. Fruits (Fresh, Cooked, Canned or frozen) – Apple, banana,
berries, coconut, melons, oranges, papaya, peaches, pears,
mangoes.
6. Protein foods – meat (beef, ham), poultry, fish and
shellfish, salami, luncheon meat, bacon, eggs (hard
cooked), cheese, cottage cheese (aged or cured types).
7. Miscellaneous – gelatin, nuts

Students will divide into five groups and let them create a recipe of
Practice Application salads. Let them identify the ingredients used in their recipe.
 RUBRIC

4 3 2 1
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clear and and and understan
easy quite difficult d
Assessment easy to to
to understa understa
understa nd nd
nd
Compreh Thoroug Substanti Partial or Misunders
ensive h al not tanding
explanati compreh or serious
and on ensive misconcep
compreh explanati tion on
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explanati explanatio
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Relevant Highly Generall Somewh Irrelevant
relevant y at
relevant relevant

Reinforcing the
day’s lesson
Assignment
Preparing for
What are the guidelines used in salad making?
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Date Grade Level 9
Day Time 11:00-12:00
Learning Area Cookery Quarter I Semester
Learning LO 2. Prepare a variety of salads and dressings
Competency/ies 2.2 identify the factors to consider in salad preparation
LC Code(s) TLE_HECK9-12SD-IIb-g-8
Learning Content Important considerations in salad preparation Duration 1 hr
Knowledge Identify the factors to consider in salad preparation
Learning Skills Follow the different factors to consider in salad preparation
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 95-97
Resources Needed
Materials Module, tools and equipment
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students divide into two groups and cite the different
ingredients used in salad making.
Activity
What are the important guidelines in salad making?

Why we need to follow the guidelines in making salads?

Analysis Why is it important to prepare the salads correctly?
DISCUSSION-KEY CONCEPTS
Important Factors to consider in Salad Preparation
1. Quality of ingredients. Salad is as good as the quality of its
ingredients, so you have to use ingredients that are fresh, ripe and
in season.
2. Eye Appeal. It should be attractive, appetizing, creatively
presented.
3. Simplicity. Make it simple not overcrowded.
4. Neatness. Keep salad neatly placed in a plate.
5. Contrast and Harmony of colors. Contrast in color for your
Presentation garnishing can accentuate the appearance of the salad.
6. Proper Food combinations. Choose combination of ingredients
carefully. Pineapples and coconut go well with chicken but not
compatible with tuna.
Abstraction
7. Foods should be recognizable. Taste of the food that you are
using as a base should be identifiable when you taste the salad.
The dressing should dominates the taste.
8. Keep foods properly chilled but not ice-cold.
9. Serve hot foods while hot and cold foods cold.
10. Keep it clean and crispy. This is done by washing greens in
large quantity of water and drain well and removing the green
from the water to allow the dirt to settle to the bottom of the
container.
11. Flavorful. Tempting and stimulating if prepared and presented
properly.
12. Drain all the ingredients well. Water or excess juices will
weaken dressings and will make your salad look messy.
13. Do not overcook food. Food and ingredients when overcooked
eliminates the color and its vitamins and minerals as well.
Practice Application Let the students cite the guidelines in making salad.

Essay
1. What are the important factors to consider in making the
Assessment following salads
 Vegetables, Legumes, Grains and Pasta Salads
 Gelatin Salads
 Bound Salads
 Composed Salads
 Fruit Salads
 Gelatin Salads?
Reinforcing the
Research different recipe in making salad.
day’s lesson
Assignment
Preparing for
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Date Grade Level 9
Day Time 11:00-12:00
Learning Area Cookery Quarter I Semester
LO 2. Prepare a variety of salads and dressings
Learning
2.3 select and use correct equipment in preparing salads and dressings
Competency/ies
LC Code(s) TLE_HECK9-12SD-IIb-g-8
Learning Content Tools and equipment needed in salad making Duration 1 hr
Knowledge Identify tools and equipment in salad making
Learning Skills Select correct equipment in preparing salads and dressings
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 94-95
Resources Needed
Materials Module, tools and equipment
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students divide into two groups and cite different tools and
Activity equipment needed in salad making.

Presentation Analysis What are the tools and equipment used in salad making?
Why is it important to follow the correct usage of tools and
Abstraction equipment in salad making?
How would you sanitize your tools and equipment?
Let the students select and prepare appropriate equipment in
Practice Application salad making. Let them perform “mis en place”. Let them fill in the
borrower’s slip.

Essay

Assessment What are the tools and equipment used in salad making?

Why is it important to follow the correct usage of tools and equipment

in salad making?

Reinforcing the
day’s lesson
Assignment
Preparing for
Prepare your project plan.
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

Reflection(s) No. of learners who

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

Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Date Grade Level 9
Day Time 11:00-12:00
Learning Area Quarter I Semester
Learning LO 2. Prepare a variety of salads and dressings
Competency/ies 2.4 prepare a variety of salad
LC Code(s) TLE_HECK9-12SD-IIb-g-8
Learning Content Methods of preparing salad Duration 1 hr
Knowledge Identify the different methods of preparing salad
Learning Skills Cite the different methods of preparing salad
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 95-98
Resources Needed
Materials Module, tools and equipment
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students divide into two groups and cite different methods
Activity that can be used in each type of salads.

Why is it important to follow the methods of preparing of each type of

Analysis salads?
How can you make your salads delicate and palatable?
Discussion
Guidelines for Making Salads
1. Vegetables, Legumes, Grains and Pasta Salads
Neat, accurate cutting of ingredients is important because the
shapes of the vegetables add to eye appeal.
Cut vegetables as close as possible to serving time or they may dry
or shrivel at the edges.
Cooked vegetables to a firm, crisp texture and good color.
After cooking, vegetables must be thoroughly drained and chilled
before using.
Starches, pastas and legumes should be cooked until completely
tender but not overcooked.
Presentation Vegetables are sometimes marinated or soaked in a seasoned
liquid before being made into salad. The marinade is usually some
form of oil and vinegar dressing that also serves as the dressing for
Abstraction
the salad. Do not plate marinated salads too far ahead of time
because the lettuce base will wilt.
Grains and pastas may also be marinated for a short time. If
marinated too long, pasta absorb too much liquid and become
very soft. Legumes should not be allowed to stand longer in a
marinade because the acid toughen the proteins in the beans.
2. Bound Salads
Cooked ingredients must be thoroughly cooled before being mixed
with mayonnaise and the completed salad mixture must be kept
chilled at all times.
Leftover such as chicken meat or fish which have been handled
according to the rules of good sanitation and food management
can be used for making bound salads.
Potatoes for salads should be cooked whole before peeling and cut
in order to preserve nutrients.
 Crisp vegetables like celery, green peppers, carrots, chopped
pickles, onions and water chestnuts are used.
Bland ingredients like potatoes and some foods maybe marinated
in seasoned liquid such as vinaigrette before being mixed with
mayonnaise and other ingredients.
Fold in thick dressings gently to avoid crushing or breaking the
main ingredients.
Bound salads are portioned using scoop to give height and shape
to the salad.
For plated salads, serve on a base with greens and choose
attractive, colorful garnishes when appropriate
3. Fruit Salads
Fruit salads are often arranged, mixed or tossed of most fruits that
are delicate and easily broken. An exception is the Waldorf salad,
made of firm apples mixed with nuts, celery and mayonnaise
based dressing.
Broken or less attractive pieces of fruit should be placed on the
bottom of the salad while more attractive pieces arranged on top.
Some fruit discolor when cut and should be dipped into an acid
such as tart or fruit juice.
If both vegetables and fruits salads are being prepared, vegetables
salad should be prepared first.
Drained canned fruits well before mixing them in the salad.
Dressings for fruit salad are usually sweet, but fruit juices are used
to add tartness.
4. Composed Salads
Prepare and season each ingredients separately and evaluate the
flavor and quality.
Arrangements maybe plated ahead of time and add delicate
ingredients just before serving.
Flavors and textures of all ingredients should provide pleasing
contrast
Observe general concepts of plating and presentations of output.
5. Gelatin Salads
Observe the correct proportion of gelatin and liquid. Too much
gelatin makes a stiff, rubbery product while too little makes a soft
product that will not form the desired shape.
To dissolve unflavored gelatin, stir it in cold liquid to avoid lumping
and let it stand for 5 minutes to absorb water. Then heat it until
dissolves, or add hot liquid and stir until dissolved.
To dissolve sweetened, flavored gelatin, stir it into boiling water. It
will not lump because the gelatin granules are held apart by sugar
granules.
For quick setting, dissolve the gelatin to half of the volume of
liquid and the other half is cold water to lower the temperature.
For even faster setting, add crushed ice in an equal volume of cold
water, stir until the ice is melted.
Do not add raw pineapple and papaya to gelatin salads because
these fruits contain enzymes which dissolves gelatin.
Canned fruits and other juicy items must be well drained before
adding because they will watered down the gelatin.
Let the students cite the correct methods in preparing salads.
Practice Application

Assessment Essay
Why is it important to follow the methods in preparing salads?
 Reinforcing the
day’s lesson
Assignment
Preparing for
Prepare your project plan.
the new lesson

Remarks
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Date Grade Level 9
Day Time 11:00-12:00
Learning Area Cookery Quarter I Semester
Learning
2.5 identify the different kinds of salad dressings and their ingredients
Competency/ies
LC Code(s) TLE_HECK9-12SD-IIb-g-8
Learning Content Kinds of salad dressing and their ingredients Duration 1 hr
Knowledge identify the different kinds of salad dressings and their ingredients
Learning Skills Show different kinds of salad dressings and their ingredients
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 94-95
Resources Needed
Materials Module, tools and equipment
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students divide into two groups and let them cite the
Activity guidelines in salad preparation.

What are the important guidelines of salad preparation?

Analysis What are the important factors to be considered?
How to prepare salad dressings?
Ingredients of Salad Dressing
Salad dressings are liquid or semi liquids used to flavor salads. The
flavors of most salad dressings are not modified by cooking. The
quality depends directly on the quality of the ingredients used.
Most salad dressings are made primarily of an oil and an acid with
other ingredients added to modify the flavor or texture.
1. Oils – should have mild, sweet flavor. Strongly flavored
Presentation
oil can make excellent salad dressing but not appropriate with
every food.
Examples: corn oil, soybean oil, canola oil, peanut oil, olive oil,
Abstraction
walnut oil
2. Vinegar – should have a good, clean sharp flavor. Most salad
vinegar are about 5% acidity, but some range as 7-8%.
3. Lemon Juice – fresh lemon juice maybe used in place of or in
addition to vinegar in some preparation.
4. Eggyolk – as essential ingredient in mayonnaise and other
emulsifier dressings. For safety, pasteurized eggs should be used.
5. Seasoning and flavorings – fresh herbs are preferable to dried
herbs. Other flavorings include mustard, ketchup, Worcestershire
sauce and various kinds of cheeses.
Practice Application Let the students cite and show different salad dressings.

Assessment
Discussion:

What are the kinds of salad dressings? Explain each.

 Reinforcing the
day’s lesson
Assignment
Preparing for
Prepare your project plan.
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require additional
activities for
remediation.

Did the remedial lessons

work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Date Grade Level 9
Day Time 11:00-12:00
Learning Area Cookery Quarter I Semester
Learning
2.5 identify the different kinds of salad dressings and their ingredients
Competency/ies
LC Code(s) TLE_HECK9-12SD-IIb-g-8
Learning Content Kinds of salad dressing and their ingredients Duration 1 hr
Knowledge identify the different kinds of salad dressings and their ingredients
Learning Skills Show different kinds of salad dressings and their ingredients
Objective(s) Attitude Display self-confidence in doing class activities related to the topic
Values Demonstrate teamwork in the group activity
References Learning Module pp. 94-95
Resources Needed
Materials Module, tools and equipment
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Review the past lesson
Activity
Let the students divide into two groups and let them cite the
Activity guidelines in salad preparation.

What are the important guidelines of salad preparation?

Analysis What are the important factors to be considered?
How to prepare salad dressings?
Types of Salad Dressings
1. Oil and Vinegar dressings – Basic vinaigrette is a
simple mixture of oil, vinegar and seasonings which is an
example of temporary emulsions. The ratio of oil to
vinegar is 3 parts oil to 1 part vinegar. However, it can be
changed to taste. Less oil makes the dressing more tart,
while more oil makes it taste milder and oilier.
2. Emulsified Dressings – Mayonnaise is an emulsified dressing.
It is more often serves as the base for wide variety of other
dressings. Mayonnaise based dressings are generally thick and
creamy.
3. Other Dressings – cooked salad dressing is
Presentation
similar with appearance to mayonnaise, but it has a
tarter flavor, while mayonnaise is richer and milder.
Cooked dressing is made with little or no oil and with a
Abstraction
starch thickener.
There are variety of dressings based on neither mayonnaise nor oil
and vinegar. They include dressings on sour cream and on fruit
juice and yogurt and low calorie dressings. The important thing is
that these dressings should have well balanced flavor with a
pleasant tartness and should harmonize and complement the
salad which they are served.
Emulsions in Salad Dressings
The uniform mixture of two unmixable liquids, oil and vinegar is
called emulsion.
1. Temporary Emulsions – a simple oil and vinegar dressing
is called temporary emulsion because the two liquids always
separate after being shaken. The harder the mixture is beaten or
shaken, the longer it takes for it to separate.
2. Permanent Emulsions – mayonnaise is also a mixture of oil and
 vinegar, but the two liquids do not separate because it contains
egg yolk which is a strong emulsifier. The egg yolk forms a layer
around each of the tiny droplets and holds them in suspension.
All emulsions form more easily at room temperature.
Other stabilizers are used in some preparations. Cooked dressing
uses starch in addition to eggs. Commercially made dressings may
use such emulsifiers as gums, starches and gelatin.
Let the students cite the different types of salad dressings.
Practice Application

Assessment
Discussion:

What are the different types of salad dressings? Explain each.

Reinforcing the
day’s lesson
Assignment
Preparing for
Prepare your project plan.
the new lesson

Remarks
No. of learners who
earned 80% in the
evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

Which of my learning
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Date Grade Level 9
Day Time 11:00-12:00
Learning Area Cookery Quarter I Semester
Learning 1.1 clean, sanitize, and prepare tools, utensils, and equipment based on the
Competency/ies required tasks
LC Code(s) TLE_HECK9-12SW-IIIa-11
Tools, equipment, and utensils needed in preparing
Learning Content Duration 1 hr
sandwiches
Identify tools, utensils, and equipment used in preparing
Knowledge
sandwiches
Learning Skills Arrange the tools, utensils and equipment in alphabetical order
Objective(s)
Attitude Display honesty and respect in doing group activity
Values Demonstrate teamwork in the group activity
References Learning Module Grade 9 pp. 116-123
Resources Needed
Materials
METHODOLOGY
- Prayer
Awareness/
- Checking of attendance
Preparation Introductory
- Recall the past lesson
Activity
Let the students identify some tools, utensils, and equipment used
Activity in preparing sandwiches. Let them identify it through pictures or
real objects.

What are the tools in preparing sandwiches?

What are the uses of each tools and equipment in preparing
Analysis
sandwiches?
Why is it important to follow the correct uses?
DISCUSSION
Tools, Utensils and Equipment in Preparing Sandwiches
A. Tools and Utensils
1. SANDWICH SPATULA
A small flat, round bladed utensil that is serrated on one side and
smooth on the other, appearing somewhat like a round spatula. It
is used to apply food spreads, over bread slices.
2. SCISSORS
Presentation
Use to cut customized edges on bread for tea sandwiches, hors
d’oeuvres, or children’s sandwiches. Use the shears to cut a pocket
in toast and waffles. Cut sandwiches in different shapes like
rectangles, triangles and circles.
Abstraction
3. COOKIE CUTTERS
Small, medium and large. Small ones are perfect for cutting out the
tinier breads for tea sandwiches and medium and large for making
larger sandwiches.
4. GRATER AND SHREDDER
Grating cheese, meat and other ingredients allows flavors to mix,
thus; palatability of sandwich is increased.
5. SPATULA
A long flexible blade with a rounded end, used to level off
ingredients in measuring cups and spoons and for Spreading
fillings on sandwiches.
6. BUTTER KNIFE
 A small knife with a blunt edged blade that is used to apply
spreads, such as butter, peanut butter, and cream cheese, on
bread or dinner rolls.
7. CHEF’S KNIVES
Come in various lengths of 6, 8, 10, and 12 inches. The smaller
sized knives are typically referred to as mini chef's knives while the
longer lengths are known as traditional chef's knives.
8. DELI KNIFE
Designed for thick sandwiches, this knife is made to cut easily and
quickly through a variety of sandwich ingredients. The deli knife
has offset blade allowing ease of slicing and handling.
Let the students arrange the tools and equipment in alphabetical
Practice Application order and they will do it by group.

Multiple Choice

1. Which tool is used to measure in serving of soft foods, such as

filling ice cream, and mashed potato?
a. potato masher c. scoops or dipper
b. scooper d. baster
2. There are many kinds of kitchen knives, each with a special use.
Which one is used to cut thick sandwiches?
a. Butcher knife c. Deli knife
b. Paring knife d. Sandwich knife
3. A small flat, round bladed utensil that is serrated on one side
and smooth on the other, used to apply food spreads over bread
slices.
a. Cutting Board c. Sandwich Spatula
b. Measuring spoons d. Serrated Knife
Assessment 4. A plastic, serrated edge knife that is designed to slice lettuce
without causing the edges to turn brown.
A. Lettuce Knife C. Bread Toaster
B. Mixing Spoon D. Grill
B. Directions: Identify the following statements and write your
answer on the space provided before each number.
1. A knife with a sharp edge that has saw like notches or
teeth used to slice bread, fruits and vegetables.
2. It comes in wood and plastic, used to protect the
table while slicing bread.
3. Pyrex bowls that are large enough to hold the
ingredients while they are being mixed.
4. Used to combine ingredients.
5. A set of individual measuring spoons used to
measure small quantities of ingredients.
6. Are flat heated surface or where food is cooked
directly cooked.
7. A typically small electric kitchen appliance designed
to toast multiple types of bread products.
8. A machine used to chill sandwiches and often foods.
Reinforcing the
Assignment
day’s lesson
 Preparing for
the new lesson

Remarks
No. of learners who
earned 80% in
the evaluation.

No. of learners who

require
additional
activities for
remediation.
Did the remedial lessons
work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
Reflection(s) remediation.

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