Republic of the Philippines

Department of Education
REGION IV – A CALABARZON
SCHOOLS DIVISION OFFICE OF LAGUNA
J. SANTIAGO INTEGRATED HIGH SCHOOL
SANTA MARIA, LAGUNA

GRADE 1 to 12 School J. SANTIAGO INTEGRATED HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher MARIEL L. MADRIDEO Learning Area TLE-COOKERY
Teaching Dates and Time NOVEMBER 4-8, 2024 11:10-12:00; 2:40- Quarter Second Quarter
3:30
MONDAY-TUESDAY WEDNESDAY-THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures
must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standard The learners demonstrate an understanding he knowledge, skills, and attitudes required in preparing salad
B. Performance
The learners independently prepare salad and dressing
Standard
C. Learning LO1: Present a variety of salads and dressing LO 1: Present a variety of salads and  QUIZ/ACTIVITY
Competency/Objective  1.1 identify the factors and techniques in dressings
s presenting salads and dressing. 1.1 identify the factors and techniques
Write the LC code for each.  1.2 identify the factors to consider in plating and in presenting salads and dressing.
presenting salads. 1.2 identify the factors to consider in
plating and presenting salads.
I. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
LO 2. Present a variety of salads and dressings LO 2. Present a variety of salads and
dressings
II. LEARNING
RESOURCES
A. References MELCS, LM, laptop, DLL MELCS, LM, laptop, DLL
1. Teacher’s Guide
pages
2. Learner’s Materials K To 12 cookery Module pages 98-103 K To 12 cookery Module pages 1-22
pages MELCS page 414 MELCS page 414
3. Textbook pages
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Power point, TV And Laptop Visual from laptop and TV
Resource
III. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
A. Reviewing previous Last week, we have discussed the different types of salad *Yesterday, we discussed the Recap of the lesson of the
lesson or presenting dressing. components of salad and important previous days
the new lesson *The teacher asks the students about the last topic all factor to consider in salad preparation.
about as a recap. *The teacher asks the students about A short review about
*Present the new lesson by showing some sample the last topic all about as a recap. discussed lesson
pictures of ingredients used in making salad like fruits or *Present the new lesson by showing
vegetables. some sample pictures of components of
salad.
B. Establishing a purpose Ask this question to the students: Ask this question to the students: Ask this question to the
for the lesson Can anyone give me the different examples of dressing? students:
Can anyone know what are the basic Does Salad give energy?
“We have different examples of dressing such as parts of salad?
mayonnaise, vinegar and other types of syrup.” “Incorporating protein rich
“The basic parts of a salad are the base, foods in salads is one way
the body, the garnish, and the dressing. to avoid midday lows, as it
The five basic types of salad are green provides a source of
salads (tossed or composed), bound, energy that is lasting.
vegetable, fruit, and combination.”
C. Presenting Teacher will present pre activity entitled “Jumbled Words’ Teacher will present pre activity entitled
examples/Instances of “Two clues, One Word”
the new lesson
D. Discussing new Teacher will discuss the components of salad. Teacher will discuss the different types
concepts and of salad dressing.
practicing new skills #
1

E. Discussing new Teacher will discuss the important Factors to consider in Teacher will discuss another type of
concepts and Salad Preparation. salad dressing such as ingredients of
practicing new skills # salad dressing and emulsions in salad
2 dressings.
F. Developing mastery Directions: Match column A with the correct answer on Directions: Give at least 10 examples of
(leads to Formative column B. dressing. Write it on your ¼ sheet of
Assessment 3) paper.
G. Finding practical Group Activity: Instructions: Label the four parts of plated Group Activity: Instructions: Each group
application of concepts salad and explain. are task to explain the ingredients and
and skills in daily living procedure on how to make a gelatin
salad.
H. Making generalizations Why is it important to know the importance of plating? How is it important to know the
and abstractions about different type of salad dressings?
the lesson “It is importance because in plating it allows many
creative possibilities, a chance to stamp their identity on “In order for you to make the perfect
the menu and create a signature dish.” salad you need to know something
about the kinds of ingredients that you
can use. A large number of salads will
be made using a combination of
different ingredients that not only
complement one and other but provide
different tastes and textures as well.
I. Evaluating learning Short Quiz based on the topic discussed. Group Presentation

J. Additional activities for

application or
remediation
IV. REMARKS
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
 you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

PREPARED BY: CHECKED BY:

MARIEL L. MADRIDEO LORAVELLA R. DE CASTRO

Subject Teacher Teacher-in-Charge