School BULALACAO NATIONAL HIGH SCHOOL Grade Level GRADE 11
Teacher NICA JEAN DAGOS Learning BREAD & PASTRY
Area
Teaching Date OCT. 15, 2024 Quarter 2nd QUARTER
I. OBJECTIVES
The learners demonstrate understanding of the core concept and underlying
A. Content Standards
theories in preparing and presenting gateaux, tortes and cakes.
B. Performance The learners demonstrate competencies in preparing and presenting
Standards gateaux, tortes, and cakes.
C. Learning The learners should be able to prepare sponges and cakes according to
Competencies / recipe specification, techniques and condition.
Objectives Write the LC TLE_HEBP9-12TC-III1-a-f-7
code for each
II. CONTENT GUIDELINES IN BAKING
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide, Curriculum Guide –Page 7
pages
2. Learner’s Materials, DepEd Learning Modules - Page 3
pages
3. Textbook pages
4. Additional Materials www.pinterest. com
from Learning www.shutterstock.com
Resource (LR) portal
B. Other Learning Pictures, PowerPoint Presentation, Participation chips, Printed test
Resources questionnaire, Class Records, Hand outs
IV. PROCEDURE
1. Prayers
A. Preliminary Activities 2. Greetings
3. Cleanliness and Orderliness, Safety Reminders
4. Checking of Attendance
Review of the Previous Lesson:
1. It is also called conventional method, and was a long time the standard
B. Reviewing previous for mixing high fat cakes.
lesson or presenting 2. A mixing method which is based on egg-white foams and contain no fat.
the new lesson 3. This mixing method involves adding the liquid ingredients in a bowl which
simplifies the procedure.
4. One of the key procedures of this mixing method for cakes is begin in
creaming butter and sugar and then adding egg yolks one at a time.
5. A mixing method for cakes which is used for only a few specialty items.
Objectives of the Lesson:
At the end of the lesson, the students should be able to:
C. Establishing a purpose a.) explain the guidelines involved in baking different types of baked goods.
for the lesson b.) appreciate the importance of learning and following the correct guidelines in
baking.
c.) apply the appropriate baking guidelines in preparing a variety of baked
products.
D. Presenting example
and instances of the new ACTIVITY: SPOT THE PROBLEMS
lesson. Slide presentation showing pictures of common baking mistakes.
1
Processing questions:
1. Look carefully at the pictures, what did you noticed?
2. What common baking problems are encountered in making bakery
products
3. How can avoid these problems?
TECHNICAL TERMS:
1. Preparing – steps you take before actually starting to bake.
2. Measuring - to get accurate amounts of each ingredient.
3. Mixing – process of combining ingredients to create a batter
or dough.
4. Scaling- proportionally increasing or decreasing the amounts
of each ingredient to maintain the recipe's balance and
desired outcome.
5. Cooling – allowing your baked goods to cool down properly to
achieve the desired texture, prevent sticking, and ensure
that they are safe to eat.
6. Testing- methods used to determine if your baked goods
are cooked through and ready to be taken out of the oven.
7. Soggy – overly moist and dense texture, often with a rubbery or
chewy consistency.
8. Invert – turning cake pan upside down after baking.
9. Prick - make a small hole in a cake or pastry using sharp a object,
usually toothpick or cake tester.
GUIDELINES IN BAKING
E. Discussing new Guidelines- refer to the set of rules, techniques, and steps that ensure
concepts and practicing
new skills # 1
successful and
delicious baked
goods.
EXERCISES 1: What’ My Purpose?
Identify the purpose of the following guidelines baking.
BAKING GUIDELINES
1.Preheat oven to desired/prescribed temperature.
2. Check oven racks are properly placed.
F. Discussing new 3.Arrange baking pans of similar shapes inside the oven one inch apart from
concepts and practicing all sides.
new skills # 2 4. Follow correct oven temperature prescribed by the recipe. Incorrect oven
temperature results to poor volume, texture, form and color
5.Avoid opening the oven while baking.
6.Cool cakes by using a cake rack. To remove cakes from the pan, slide a
spatula around the pan and turn upside down.
TESTING FOR DONENESS
1.Use a cake tester to determine doneness of a cake by inserting at the
center of the cake. When the cake tester comes out clean, the cake is
baked.
2.The cake springs back on top and sides when pressed.
3. The cake shrinks away from the sides of the pan.
OTHER BAKING GUIDELINES
1.Observe proper handling of ingredients and equipment in baking to attain
a perfect cake.
2.The process of mixing, scaling and measuring baking ingredients including
the cooling method should be done accurately to prevent a soggy baked
product or cakes.
3.For sheet cakes, put a parchment paper at the bottom of the pan for ease
2
in turning it upside down. Sprinkle granulated sugar on top of the sheet cake
before turning it upside down.
4.Cool angel food cakes, add chiffon cakes by sliding a spatula around the
pan, and slowly turn it upside down to hold back the volume of the cake.
EXERCISES 2: Sentence Completion
Directions: The students will be asked to supply the missing word to
complete the sentence posted on slide. Students who will answer the
questions correctly will be given a chip to be collected as form part of their
overall classroom performance for the quarter.
1. Measure the _________ using correct utensils according to the amounts
required in the recipe.
2. Arrange baking pans of similar shapes inside the oven ______ inch
______ from all sides. This allows for even heat distribution
3. When filling pans, make sure you don’t overfill. Fill about _____ full to
allow for rising.
4. The cake ______ away from the sides of the pan. This is another sign of
being fully baked.
5. The cake ______ away from the side of the pan.
Baking “Recipe Swap”
Directions:
1.Students will create and share their own baking recipes, incorporating
guidelines learned.
2. The class will be divided into 4 groups.
3. Each group will develop a new baking recipe, incorporating the
guidelines they’ve learned (e.g., measuring accurately, preheating the
oven correctly, checking for doneness).
4.Groups will share their recipes and baking tips with the class.
5. The students will be rated by the rubrics provided.
RATING SCALE
G. Developing mastery
(Leads to Formative
Assessment 3)
H. Finding practical Ask the students to give instances, occasions, or events at home where they
applications of concepts can apply the appropriate guidelines when they are baking.
and skills in daily living
I. Making generalizations WHAT DID YOU LEARN?
and abstractions about
the lesson.
Let the students share the importance of following the appropriate
guidelines in baking.
J. Evaluating Learning HOW MUCH DID YOU LEARN?
TRUE OR FALSE. Analyze the statement carefully. Write True if the
statement is correct, write False if the statement is wrong. Write your
answer on the space provided.
____________1. You should always use butter to grease a baking pan.
3
___________2. The purpose of cooling cakes on a wire rack is to allow air
circulation and prevent moisture buildup.
___________3. You can create a successful cake recipe without following any
baking guidelines.
___________4. To prevent a soggy cake, it’s important to measure ingredients
accurately and use the correct cooling method.
___________5. Following all baking guidelines guarantees a perfect outcome
every time.
K. Additional activities for ASSIGNMENT:
application or Directions: Choose a specific baking technique (e.g., creaming butter and sugar,
remediation kneading dough, folding in ingredients, checking for doneness) and create a visual
guide that explains the steps. This can be a poster, a slideshow, a video, or a digital
infographic.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did 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 teaching
strategies worked well
why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
sd
Prepared by : Noted by:
NICA JEAN DAGOS LORNA M. NARCISO
Student Teacher Cooperating Teacher
