Daily School Pantalan Senior High School Date October 15, 2018

Grade Level Eleven (11) Quart 2nd

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Learning Area Bread and Pastry production Teach VIGETTE P. CAISIP
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Lesson Time/Section M-T-W-TH: 7:00 – 8:00am F: 7:00 -9:00am
Log HE V. CAISIP
I.OBJECTIVES
A. Content Standards The learners demonstrates understanding of the basic concept and underlying
theories in in presenting desserts..
B. Performance Standards The learner demonstrate competencies in presenting desserts
C. Learning Competency/ TLE_HEBP9-12PF-IVj-19
Objectiive) Plan, prepare and present buffet selection or plating
II. CONTENT Planning, preparing and presenting trolley services
Arranging and preparing variety of desserts
III. LEARNING
RESOURCES
A. References
1. Curricuum Guide page
2. Textbook page Bread and Pastry Production Teacher’s Manual pp.235-237
3. Other Learning Resources https://en.wikipedia.org/wiki/Petit_four
B. Additional Materials/ Visual aids, laptop, projector, actual tools and materials,
Resources
IV.PROCEDURES
A.Reviewing previous lesson Preliminary Activities:
Prayer
Checking of Attendance
Review of Previous Lesson :

B.Establishing a purpose for the Trivia about dessert:

lesson According to folklore, in 1670, in Cologne, Germany, the
choirmaster at Cologne Cathedral, wishing to remedy the
noise caused by children in his church during the Living
Crèche tradition of Christmas Eve, asked a local candy maker
for some "sugar sticks" for them. In order to justify the
practice of giving candy to children during worship services,
he asked the candy maker to add a crook to the top of each
stick, which would help children remember the shepherds
who visited the infant Jesus.[3][4][5] In addition, he used the
white colour of the converted sticks to teach children about
the Christian belief in the sinless life of Jesus. From Germany,
candy canes spread to other parts of Europe, where they
were handed out during plays reenacting the Nativity.[4][6] As such, according to
this legend, the candy cane became associated with Christmastide..
C.Presenting examples/instances Show a picture of dessert buffet
for the new lesson

D.Discussing new concepts and Dessert Presentations

practicing new skills #1  Desserts can be presented in a variety of ways: as party favors, in a
dessert buffet or as a grouping of delicious confections aimed at
dazzling your guests.
 There are certain desserts that should be available for display but it
 depends on the available facilities

Plan a dessert display appropriate to the location.

 Will it be displayed in a fully equipped commercial kitchen in a five star
location?
 Will it be displayed at a tranquil picnic spot by the river 25 kilometres from
the place of production?
 If there is no electricity then the possibilty of having ice cream is now
greatly diminshed and chilled cream cakes and desserts will not be on the
menu.

Facilities
 Electricity
 Working space
 Ability of the staff in the kitchen
 Ability of the staff front of house
 Quality of the equipment that is given to work with
 Preparation of the product can be conducted elsewhere.

All these possibilities need to be considered when planning the dessert

display.
Desirable equipment for display
 serving platters
 sauce jugs
 plates
 cutlery
 napkins
 tongs
 lifters
 refrigerated cooling
 hot display bain marie.

Production, storage and service requirements.

After the product has been produced and stored, the equipment
needed to display and serve desserts need to be taken into
consideration, as well as where it is going to be served.
Choice of Location
 Most establishments will be operating out of hotel and restaurant
kitchens
with all the required equipment.
 Prudent management practices require a complete list of all equipment
that
may be required to be taken 'offsite' for when customer desires a function
'by
the river' or “in the park”.
Complexity of dessert
 Some desserts are more complex than others to serve.
 Hot souffle needs special consideration and teamwork so it is not
desirable to
place on menu for dessert display.
 Cold souffle would be a better choice for a dessert display. It will stand at
room temperature for short periods if required.
In summary, always keep in mind these general concepts when planning dessert
presentations.
 Every component should have a purpose. Do not add elements merely to make the
plate fuller. Limit the items added primarily for decoration.
 Components or elements can work together by complementing or by
contrasting.
 When elements contrast, be sure they balance. For example, when you balance a
rich mousse with a tart fruit sauce, be sure the sauce isn’t so tart or strong flavored
that it overwhelms the mousse.
  It is possible to get carried away with the concept of balance. It is not necessary to
garnish every soft dessert with something crisp or every hot dessert with something
old. Sometimes customers prefer just a plain, unadorned dish of ice cream or a
simple slice of warm apple pie
E. Developing Mastery Let the learners discuss what they have learned in this lesson

F. Finding practical applicaton of Ask the students: with your knowledge in preparing dessert buffet, how can you help
concepts and skills in daily living your family and friends ?

G. Making generalizations and Ask the learners what are the factors that you have to consider in preparing dessert
abstractions about the lesson buffet?

H. Evaluating learning Identification/Enumeration:

1. in terms of facilities, what are the factors you have to consider in preparing
dessert buffet?

I. Additional activities for

application or remediation
V.REMARKS

VI.REFLECTIONS
A. No. learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities
C. Which of my teaching
strategies worked well?
D. What difficulties did I
encounter?
E. What innovations or localized
materials did I use which I can
share to my fellow teachers?

Prepared by: Checked by: Noted by:

VIGETTE P. CAISIP MARIEL H. BARCELON ARNOLD S. ROSALES

Teacher II Master Teacher I Principal II