lOMoARcPSD|10181485

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.
At the end of the session, the learners are expected to:
1. Prepare and identify the equipment, tools, and utensils for
dispensing 2. inspect the raw materials

A. Content Standard The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates
understanding on understanding on understanding on understanding on
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
B. Performance Standard The learner demonstrate The learners The learners The learners
independently the given demonstrate demonstrate demonstrate
method of dispensing independently the given independently the given independently the given
non-bulk ingredients. method of dispensing method of dispensing method of dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
C. Learning Prepare to dispense Prepare to dispense Prepare to dispense Prepare to dispense
Competency/Objectives Write ingredients 1.prepare, ingredients ingredients ingredients
the LC code for each. clean, check and sanitize 1. prepare the raw 1.preparation of raw 1.identify appropriate
equipment, tools, materials materials equipment tools and
materials 2. sorting and grading for salting, curing and utensils used in
and utensils for salting, of raw materials smoking fermentation of fruits and
curing vegetables.
and smoking;
2. identify the equipment, (TLE_AFFP9NB-IIIA-e-1)
tools and utensil that are
being used
(TLE_AFFP9NB-IIIA-e-1)
(TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1)
III. 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.
Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
V. LEARNING
RESOURCES
 lOMoARcPSD|10181485

A. References Competency-Based Competency-Based Competency-Based Competency-Based

Learning Material Learning Material Learning Material Learning Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2. Learner’s Materials CBLM CBLM CBLM CBLM
pages
GRADE 11 to School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
12 Teachers ERMA G. JALEM Learning T.L.E.
DAILY Area
Teaching Dates and Time Quarter
LESSON
LOG
 lOMoARcPSD|10181485

3. Textbook pages
4.Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource

VI. 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 lesson or The teacher introduce a As a recap, the teacher As a prelude, teacher Teacher uses learners’
presenting the new lesson new lesson about how to ask the students what asks students the assignment as part of the
prepare the equipment, they’ve learned the following motive review of the previous
tools, and utensils. previous lesson questions: lesson process. Then ask
1. What are the 1. How you are going to the review question:
equipment, tools sort out and grading 1.How you are going to
and utensils that the raw materials? prepare equipment, tools,
you are going to materials and utensils for
prepare and fermentation and pickling?
identify each?
B. Establishing a purpose for The teacher discuss the The teacher ask the The teacher discuss the Teacher identify
the lesson lesson on how to: students do the reporting lesson about preparation appropriate equipment
1. prepare, clean, and discuss the topic of raw materials for tools and utensils used in
check and sanitize about on how to: salting, curing and fermentation of fruits and
equipment, tools, 2. Prepare the raw smoking. vegetables.
materials materials.
and utensils for salting, 3. Sorting and grading
curing of raw materials.
and smoking;
2.identify the equipment,
tools and utensil that are
being used.
C. Presenting The teacher present the The teacher give Through Power Point Teacher asks the students
examples/Instances of the pictures using Power Point additional inputs of what Presentation, the teacher as their oral recitation to
new lesson Presentation of has been discuss by the ask questions to the give another examples
equipment, tools, and students through a Power students as their oral aside from the given
utensils. Point Presentation or a recitation on understanding examples in order for
videos on how to prepare about the preparation of them to understand more
 lOMoARcPSD|10181485

the raw materials. meat and poultry for curing, about the lesson.
eggs for salting and fish for
smoking.
Teacher further discuss the Using PowerPoint Using PowerPoint Teacher discuss the topic
kitchen tools and utensils. presentation, teacher presentation, teacher about the basic equipment,
D. Discussing new concepts explains further about the expounds the concept tools and utensils used in
and practicing new skills # 1 sorting and grading of raw about the steps and fermenting fruits and
materials. procedures on the vegetables.
preparation of meat and

poultry for curing, eggs for

salting and fish for
smoking.
E. Discussing new concepts and Teacher explains the The teacher continues The teacher explains Teacher elaborate the
practicing new skills # 2 definition of the kitchen the discussion of about further the proper cleaning topic about the basic
tools and utensils. sorting and grading raw of fish. equipment, tools and
material based on utensils used in
qualities that needs to be fermenting fruits and
considered. vegetables and its uses
and function.
F. Developing mastery Teacher shows some Teacher provide/ draws Teacher having a follow- Teacher provide a short
(leads to Formative pictures of equipment’s, questions that would up questions just to review of the lesson and
Assessment 3) tools and utensils for the easily understand on assess their asking questions for them
students to easily identity. prepare, sort and grading understanding about the to interact and give their
the materials. lesson. own opinion and
understanding about the
lesson.
G. Finding practical application Teacher emphasizes the Teacher highlights the Students’ knowledge and The teacher emphasize the
of concepts and skills in significance of preparing significance of a thorough skills in preparing raw importance of having a
daily living the equipment, tools and understanding of the materials for salting, curing knowledge in preparing
utensils in order to have concepts on preparing the and smoking is very Equipment, tools and
a systematic way of raw materials, sort and essential in which the utensils used in
performing the activities. grading the materials in students should be fermentation of fruits and
order to have a knowledge equipped in dealing raw vegetables and how they
on receiving and dealing material in food processing. are going to apply.
fresh raw materials.
H. Making generalizations and Teacher makes the The concepts that teacher Teacher deepens students’ Teacher deepens students’
abstractions about the students engage and understanding of the understanding of the
 lOMoARcPSD|10181485

lesson internalized that the implies the students to be concept of preparing raw concept which relevance of
importance of having an skillful enough inmaterials for salting, curing preparing the equipment,
appropriate knowledge of preparing, sorting and and smoking such that this tools and utensils used in
preparing and identifying grading upon the would enhance their idea fermentation of fruits and
the equipment, tool and receiving the raw on how to prepare and vegetables in order for
utensils. materials. manage the raw materials them to be efficient upon
for salting, curing and doing their activity.
smoking.
I. Evaluating learning Teacher ask the students Teacher encourages the Teacher encourages The teacher draws
through the pictures being students to give their students to give their interesting questions for
presented in Power Point opinions and understanding interaction by answering the students to
Presentation for them to with the different the questions based on encourages to
evaluate what have they characteristics and the different steps and participate and answer
learned about the lesson. qualifications of fresh raw procedure in preparing the questions as part of
materials that needs to be raw materials for salting, their oral participation.
reject or accept. curing and smoking.
J. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks students to Teacher asks students to Teacher requires students Teacher requires the
do a research on how to go online and research to go online and research students to go online and
prepare the about about research about
raw materials and do the preparation of raw preparing equipment, food preservation
reporting by group. materials for salting, curing tools, materials and tools equipment and
and smoking. utensils for utensils for
fermentation and processing food by
pickling. sugar concentration.
VII. REMARKS

VIII. 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 Note: To be determined upon the finalization of the results of the unit assessment
80% in the evaluation
B. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for
remediation
who scored below 80%
C. Did the remedial lessons Note: To be determined upon the finalization of the results of the unit assessment
work? No. of learners who
 lOMoARcPSD|10181485

have caught up with the

lesson
D. No. of learners who continue Note: To be determined upon the finalization of the results of the unit assessment
to require remediation
E. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the
strategies worked well? Why learners were dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active
did these work? participation via group discussions was evident.
F. What difficulties did I At the moment the learning environment is not ideal for 21st century learners considering the absence of interactive technology in teaching
encounter which my and the current classroom physical set up which is flooded with plenty of chairs.
principal or supervisor
can help me solve?
G. What innovation or Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order,
localized materials did I comparison and contrast, cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River,
use/discover which I wish Typhoon Sendong, etc.
to share with other
teachers?
PREPARED BY: CHECKED BY:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A.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.
At the end of the session, the learners are expected to:
1. weigh/measure non-bulk ingredients and additives according to production requirements
2. label dispensed ingredients according to workplace procedure
C. Content Standard The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates
understanding on understanding on understanding on understanding on
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
D. Performance Standard The learner demonstrate The learners The learners The learners
independently the given demonstrate demonstrate demonstrate
method of dispensing independently the given independently the given independently the given
non-bulk ingredients. method of dispensing method of dispensing method of dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
D. Learning Prepare to dispense Prepare to dispense Prepare to dispense Prepare to dispense
Competency/Objectives Write ingredients ingredients ingredients ingredients
 lOMoARcPSD|10181485

the LC code for each. 1. answer questions 1.discuss the 1.perform salting a nd 1. labelling of product
comprehensively process of salting and curing
curing.
(TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1)
(TLE_AFFP9NB-IIIA-e-1)
1. 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.
Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
3. LEARNING
RESOURCES
E. References Competency-Based Competency-Based Competency-Based
Learning Material Learning Material Learning Material
5.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
6. Learner’s Materials CBLM CBLM CBLM CBLM
pages
7. Textbook pages
8.Additional Materials from
Learning Resource
(LR)portal
F. Other Learning Resource

4. 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
GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY Teachers ERMA G. JALEM Learning T.L.E.
Area
LESSON Teaching Dates and Time Quarter FOURTH
LOG
 lOMoARcPSD|10181485

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.
K. Reviewing previous lesson or The teachers reviewing The teacher introduce a The teachers organized the Teacher uses
presenting the new lesson some of the topics that new lesson about learners’
students to get ready of their
have been discussed for recognizing the materials, equipment, tools assignment as part
previous series meetings importance of proper and utensils in performing of the review of the
which covers about curing procedures and the salting. previous lesson
preparing to dispense techniques accurately process. Then ask
the review question:
ingredients. and systematically.
1. How you are
going to label a
certain finished
product?
The teacher draw some The teacher discuss The teacher facilitate the The teacher explain
L. Establishing a purpose for questions for them to recall the topic about the students during their about : - labeling of
the lesson the lesson. process of salting and performance activity. product
curing.
M. Presenting The teacher should The teacher Presenting example during Teacher shows some
examples/Instances of the also give some presenting examples performing the salting activity. examples with the used
new lesson hints/clues for them to using the Power Point of Power Point
refresh their minds Presentation methods of Presentation, for the
about the previous salting and curing. students to understand
lesson the labeling packaged
processed food
products.

N. Discussing new concepts The teacher give proper The teacher discuss The teacher would see to it Teacher discuss the
and practicing new skills # 1 instructions about the about the procedures of that every students has a topic about the
formative test. salting. chance to perform the task. Labeling Law shall be
strictly enforced in
which containers of
articles sold should
have
the exact
Information.
O. Discussing new concepts The teacher assures the The teacher discuss more The teacher should set and Teacher further
and practicing new skills # 2 students for them to set about the process of organized the working explain the topic
 lOMoARcPSD|10181485

their minds in the formative curing. environment. condition of

test. packaged finished
food products.
P. Developing mastery The teacher let the The teacher let the The teachers should make Teacher provide a
(leads to Formative students be ready in the students identify the sure that all the students short review of the
Assessment 3) formative test. different procedures in should follow the standard lesson and asking
salting and curing for them procedures in performing the questions for them to
to familiarize and be able activity. interact and give their
to perform the activity. own opinion and
understanding about
the lesson.
Q. Finding practical application The teacher focus on the The teacher should The teacher emphasize
of concepts and skills in administering the formative encourage the students to the importance of
daily living test know understanding
 lOMoARcPSD|10181485

based the topic being the process of salting and about labeling the
discussed. curing. products with exact
informations given.
R. Making generalizations and The teacher should The teacher wants Teacher deepens Teacher highlights the
abstractions about the conduct a summative test the students to perform students’ understanding of significance of the
lesson for the students to be the salting and curing by the concept of selecting a application of what the
assessed of what they’ve their own skills. right student learned about
learned. measuring/dispensing and labeling with following
weighing equipment according the Labeling Law as
to dispensing requirements for mandated.
the students to identify and
figure out those equipment.
S. Evaluating learning Through Power Point The teacher highlights Teacher give feedback and The teacher draws
Presentation, the the significance on how to ask some question based on interesting questions
teacher give completion perform salting and curing their performance. for the students to
type of test. That would activity. encourage to
be answered by the participate and
students. answer the questions
1. The process by which
bacteria or other as part of their oral
microorganisms are participation.
unintentionally transferred from
one substance or object to
another, with harmful effect.
2. It is used by workers
in various work settings.
3. A cross-disciplinary
area concerned with protecting
the safety, health and welfare of
people engaged in work or
employment.
T. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks students to Teacher asks students to Teacher requires students to Teacher requires the
go online and research brings tomorrow all the go online and research about students to go online
about selection of necessary materials for labeling the dispensed and research about
appropriate salting activity. ingredients according to how to make a
measuring/dispensing and workplace procedures. production report.
weighing equipment
according to dispensing
requirements.

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5. REMARKS

6. 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.
H. No. of learners who earned Note: To be determined upon the finalization of the results of the unit assessment
80% in the evaluation
I. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for
remediation

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 lOMoARcPSD|10181485

who scored below 80%

J. Did the remedial lessons Note: To be determined upon the finalization of the results of the unit assessment
work? No. of learners who
have caught up with the
lesson
K. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
continue to require
remediation
L. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the
strategies worked well? learners were dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active
Why did these work? participation via group discussions was evident.
M. What difficulties did I At the moment the learning environment is not ideal for 21 st century learners considering the absence of interactive technology in teaching
encounter which my and the current classroom physical set up which is flooded with plenty of chairs.
principal or supervisor
can help me solve?
N. What innovation or Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order,
localized materials did I comparison and contrast, cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River,
use/discover which I wish Typhoon Sendong, etc.
to share with other
teachers?
PREPARED BY: CHECKED BY:
ERMA G. JALEM JOSEPHINE L. HANGAD
Teacher Head Teacher V
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A.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.
At the end of the session, the learners are expected to:
1.

1.explain about checking of equipment according to manufacturer’s specification

2.discuss the contamination and food safety issues
3.identify the appropriate personal protective equipment (PPE) according to workplace
procedures 4.explain the goal and objective of OHS
B.Content Standard The learner The learner The learner The learner

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GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY Teachers ERMA G. JALEM Learning T.L.E.
Area
LESSON Teaching Dates and Time Quarter
LOG
demonstrates demonstrates demonstrates demonstrates
understanding on understanding on understanding on understanding on
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
C.Performance Standard The learner demonstrate The learners The learners The learners
independently the given demonstrate demonstrate demonstrate
method of dispensing independently the given independently the given independently the given
non-bulk ingredients. method of dispensing method of dispensing method of dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
Learning Prepare to dispense Prepare to dispense Prepare to dispense Prepare to dispense
Competency/Objectives Write ingredients ingredients ingredients ingredients
the LC code for each. 1. discuss the 1. Reporting by group the 1. discuss the importance 1.define OHS
importance of checking importance of personal of 2.discuss importance of
and inspecting the hygiene PPE knowing it
equipment in order the
students have a (TLE_AFFP9NB-IIIA-e-1)
precautions during at risk
and hazard will occur
(TLE_AFFP9NB-IIIA-e-1)
(TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1)
II.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.
Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
LEARNING RESOURCES
H. References Found in the internet Found in the internet
9.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
10. Learner’s Materials pages
11. Textbook pages

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12. Additional Materials from

Learning Resource
(LR)portal
I.Other Learning Resource www.health.state.com www.hse.gov.com www.einstein.yu.edu www.safeatwork.org.com

J. 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.
E.Reviewing previous lesson Teacher uses learners’ As a recap, the teacher As a prelude, teacher ask Teacher uses learners’
or presenting the new lesson assignment as part of the ask the students what the students about their assignment as part of
review of the previous they’ve learned the assignments on relation to the review of the
lesson process. Then ask previous lesson. PPE : previous lesson
a review question: -Why is 1. What is -How do you prevent process. Then asks the
it necessary to check and the cross- contamination review question:
importance of checking and food borne 1. What is the
inspect the equipment?
and inspecting the illnesses? importance of PPE
equipment? 2. What are those
2. Why is it important type of
to check and inspect the PPE?
equipment?
U. Establishing a purpose for The teacher explain : The students do the The teacher discuss the The teacher define what is
the lesson - the importance of Reporting by group while new lesson about the OHS.
checking and inspecting the teacher is just importance of PPE in
the equipment in order the facilitating them while every workers in various
students have a the reporting is going on. work settings.
precautions during at risk
and hazard will occur.
V. Presenting The teacher shows some The teacher should The teacher presenting Teacher shows some
examples/Instances of the pictures through Power also give some examples with the used of examples with the used
new lesson Point Presentation for the hints/clues for them to Power Point Presentation of Power Point
students can easily relate refresh their minds with the different types of Presentation, for the
and understand. about the previous PPE which is vital to students to easily
lesson health and safety on the absorbed the lesson well.
job.

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W. Discussing new concepts Teacher further discuss The teacher do some The teacher explain the Teacher discuss the topic
and practicing new skills # 1 the purpose of checking feedbacks about the current list of PPE about the goal of OHS to
and inspecting to specifies reporting as an additional recommended for use. the students
the circumstances where information about the to foster a safe work
inspection is required to topic. environment.
ensure healthy and safe
conditions are maintained.
X. Discussing new concepts and The teacher highlighted the The teacher further explain The teachers elaborate the Teacher further explain
practicing new skills # 2 topics what should the about those words where ideas with the ideal to the topic about the
inspection cover in which the students can’t have a selection and objective of OHS in order
this will depend on type of understand. proper use of PPE. to protect workers against
work equipment, its use the dangers of injury,
and the conditions to which sickness or death through
safe
it is exposed.
and healthful working
conditions.
Y. Developing mastery Teacher making a run- The teacher draws some The teachers ask a catching Teacher provide a short
(leads to Formative though of what has been questions and give a questions for the students to review of the lesson and
Assessment 3) discuss so that the clues for the students refresh of about asks questions for them
students can interact of to participate the lesson. to interact and give their
what they’ve learned. interacting their ideas. own opinion and
understanding about the
lesson.
Z. Finding practical Teacher implies the The teacher focus on The teacher should The teacher
application of concepts importance of checking inculcating the students to encourage the students to emphasize the
and skills in daily living and inspecting the bear in their mind about be familiarize and be importance of having
equipment in order to how to prevent cross acquainted with the a knowledge of OHS
avoid the hazard and risk contamination and different types of PPE to in every working
during activity. foodborne illness. avoid hazard and to have condition.
safety on the job.
AA. Making generalizations and Teacher should entails the The teacher emphasized Teacher deepens Teacher highlights the
abstractions about the significance of checking the students’ understanding importance of OHS for
lesson and inspecting the significance of having a the concept of wearing assuring the
equipment for them to personal hygiene to the PPE most especially conservation of valuable
check the conditions of the prevent cross at work. manpower resources
equipment whether in contamination and and
prevention of loss or
needs to be repair or foodborne illnesses.
damage to lives and
considered as waste.
properties.
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C. Did the remedial Note: To be determined upon the finalization of the results of the unit assessment
lessons work? No. of
learners who have
caught up with the
BB. Evaluating learning Through Power Point The teacher give a Teacher encourage the
The teacher draws
Presentation, the catching questions that students to give their
interesting questions for
teacher point out some would re-fresh the interaction by answering
the students to
questions that would students idea about the the questions based on the
encourage and
encourage the minds of lesson. lesson.participate to answer the
the students to assess questions as part of their
of what they’ve learned. oral participation.
CC. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks students to Teacher asks students to Teacher requires students to Teacher announce to
go online and research go online and research go online and research let the students study
about contamination and about PPE. about OHS. about all the lesson
food safety issues and do being tackled.
a group reporting.
K. REMARKS

L. 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 Note: To be determined upon the finalization of the results of the unit assessment
earned 80% in the
evaluation
B. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
require additional
activities for
remediation who
scored below 80%

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lesson
D. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
continue to require
remediation
E. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the
strategies worked learners were dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active
well? Why did these participation via group discussions was evident.
work?
F. What difficulties did I At the moment the learning environment is not ideal for 21 st century learners considering the absence of interactive technology in teaching
encounter which my and the current classroom physical set up which is flooded with plenty of chairs.
principal or supervisor
can help me solve?
G. What innovation or Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order,
localized materials did I comparison and contrast, cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River,
use/discover which I Typhoon Sendong, etc.
wish to share with
other teachers?
PREPARED BY: CHECKED BY:
ERMA G. JALEM JOSEPHINE L. HANGAD
Teacher Head Teacher V
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A.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.
At the end of the session, the learners are expected to:
-monitor accurate of measuring/dispensing equipment to identify variation in operating conditions according to production requirements
-report identify variation in equipment operation maintenance requirements according to workplace
reporting requirements -maintain workplace according to housekeeping standards
B.Content Standard The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates
understanding on understanding on understanding on understanding on
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
C.Performance Standard The learner demonstrate The learners The learners The learners
independently the given demonstrate demonstrate demonstrate

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GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY Teachers ERMA G. JALEM Learning T.L.E.
Area
LESSON Teaching Dates and Time Quarter
LOG
method of dispensing independently the given independently the given independently the given
non-bulk ingredients. method of dispensing method of dispensing method of dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
Learning Prepare to dispense Prepare to dispense Prepare to dispense Prepare to dispense
Competency/Objectives Write ingredients ingredients ingredients ingredients
the LC code for each. 1. make a production 1. discuss the 1.discuss the meaning of 1.answer questions
report importance of 5S. comprehensively
(TLE_AFFP9NB-IIIA-e-1) maintenance in order to
prolong the life span of (TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1)
an equipment.

(TLE_AFFP9NB-IIIA-e-1)
II.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.
Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
II.LEARNING RESOURCES
N. References From the internet source Competency-Based Competency-Based Competency-Based
Learning Material Learning Material Learning Material
1.Teacher’s Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
pages
2.Learner’s Materials CBLM CBLM CBLM CBLM
pages
3.Textbook pages
3.Additional Materials
from

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Learning Resource (LR)portal

O. Other Learning Resource

P. 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.
DD. Reviewing previous lesson The teacher ask the The teacher introduce The teacher introduce a new As a recap, the
or presenting the new less. students as a review: a new lesson about lesson about the 5S. teacher ask the
- How to make a maintaining a students what
production report? workplace setting. they’ve learned the
previous lesson:
-related to measure
and/or weigh
ingredients.
EE. Establishing a purpose for The teacher present a The teacher discuss The teacher discuss the The teacher draw
the lesson new lesson using the the topic about the meaning of 5S. some
Power Point importance of maintenance questions for them to
presentation on making in order to prolong the life recall the lesson.
a production report. span of an equipment.
FF. Presenting The teacher give The teacher presenting Teacher shows another The teacher should
examples/Instances of the another examples in examples using the Power example for the students to also give some
new lesson computing the Point Presentation for the easily connect the lesson hints/clues for them
production report. students easily distinguish well. to refresh their minds
the value of maintaining about the previous
the equipment. lesson
GG. Discussing new concepts The teacher discuss The teacher discuss The teacher explain about The teacher give
and practicing new skills # 1 about the procedure for about the advantage of safety in workplace setting. proper instructions
determining the selling maintaining the facilities. about the
price of processed formative test.
products.
HH. Discussing new concepts The teacher further explain The teacher elaborate The teacher further explain The teacher assures
and practicing new skills # 2 about financial recording. the topic about the the general safety precaution the
difference between concerning people or facilities students for them to
maintenance program although they may vary set their minds in the
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KK. Making generalizations The teacher encourage The teacher Teacher deepens students to The teacher should
and abstractions about the the students to familiarize emphasized the adopt and practice the 5S in conduct a summative
lesson making importance of their daily lives. test for the
understanding
and maintenance depending on the trade which formative test.
schedule. they are in.
II. Developing mastery The teacher draws another The teacher having a run The teacher have an The teacher let the
(leads to Formative examples on computing through of the lesson for overview about the discuss students be ready in
Assessment 3) the the students to refresh for the students not to forget the formative test.
production report for the about the lesson. the lesson.
students to practice
solving.
JJ. Finding practical application The teacher wants the The teacher should The teacher wants the The teacher focus
of concepts and skills in students to learned to implies the students to students to learned and on the
daily living compute in order to apply what they’ve appreciate the Japanese term administering the
ensure that the seller does learned about of 5S in housekeeping system. formative test
not lose in the selling maintenance. based the topic
enterprise. being discussed.

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production reports and about maintenance for the students to be

following the steps on how students to know how to assessed of what
to maintain the equipment. they’ve learned.
determine the selling price
of the processed product.
LL. Evaluating learning The teacher site The teacher ask a Teacher site some situation The teacher let the
another example for questions that would that would lead to answering students perform a role
the students to master make the students to the 5S. play based on
in making production interact of what they’ve what they’ve learned
report. learned. the lesson as part of
their performance task.
MM.Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks students Teacher ask the students Teacher let the students to Teacher ask the
to go online and to go online and study about the lesson on students to go online
research about research about the 5S. measure and /or weigh and research
maintenance ingredients. about :How to
requirements complete the
according to dispensing process?
workplace.
Q. REMARKS

R. 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.
H. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
earned 80% in the
evaluation
I. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
require additional
activities for
remediation who
scored below 80%
J. Did the remedial Note: To be determined upon the finalization of the results of the unit assessment
lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
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M. What difficulties did I At the moment the learning environment is not ideal for 21 st century learners considering the absence of interactive technology in teaching
encounter which my and the current classroom physical set up which is flooded with plenty of chairs.
principal or supervisor
can help me solve?
N. What innovation or Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order,
localized materials did comparison and contrast, cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River,
I use/discover Typhoon Sendong, etc.
continue to require
remediation
L. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the
strategies worked well? learners were dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active
Why did these work? participation via group discussions was evident.

which I wish to share

with other teachers?
PREPARED BY: CHECKED BY:
ERMA G.
JALEM JOSEPHINE L. HANGAD
Teacher Head Teacher V

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

O. 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.
At the end of the session, the learners are expected to:
1. weigh/measure non-bulk ingredients and additives according to production requirement
2. label dispensed ingredients according to workplace procedure
3. select appropriate measuring/dispensing and weighing equipment according to dispensing requirements
4. confirm availability of containers/bags and labels according to dispensing requirements.

P. Content Standard The learner The learner The learner

The learner
demonstrates demonstrates demonstrates demonstrates
understanding on understanding on understanding on
understanding on
dispensing non-bulk dispensing non-bulk dispensing non-bulk
dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
C .Performance Standard The learner demonstrate The learners The learners
The learners
independently the given demonstrate demonstrate demonstrate
method of dispensing independently the given independently the given
independently the given
non-bulk ingredients. method of dispensing method of dispensing
method of dispensing
non-bulk ingredients. non-bulk ingredients.
non-bulk ingredients.
.Learning Measure and/or weigh Measure and/or weigh Measure and/or weigh
Measure and/or weigh
Competency/Objectives Write ingredients ingredients ingredients ingredients
the LC code for each. 1.weigh/measure non- 1.label dispensed 1. select appropriate
1. confirm
bulk ingredients and ingredients according to measuring/dispensing and
availability of
additives according to workplace procedure weighing equipment
containers/bags and
production (TLE-AFFP9NB-IIIf-j-2) according to dispensing
labels according to
requirement requirements dispensing
(TLE-
requirements.
AFFP9NB-IIIf-j-2)
(TLE-AFFP9NB-IIIf-j-2) (TLE-AFFP9NB-IIIf-j-2)
II.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.
Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
III.LEARNING RESOURCES
A.References Competency-Based Competency-Based Competency-Based Competency-Based
Learning Material Learning Material Learning Material Learning Material
1.Teacher’s Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

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GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY Teachers ERMA G. JALEM Learning T.L.E.
Area
LESSON Teaching Dates and Time Quarter FOURTH
LOG
pages
2.Learner’s Materials CBLM CBLM CBLM CBLM
pages
3.Textbook pages

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3.Additional Materials from

Learning Resource
(LR)portal
B.Other Learning Resource

T. 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.
Q. Reviewing previous Teacher uses learners’ As a recap, the teacher As a prelude, teacher asks Teacher uses learners’
lesson or presenting the assignment as part of the ask the students what the students about selecting assignment as part of
new lesson review of the previous they’ve learned the an appropriate the review of the
lesson process. Then previous lesson measuring/dispensing and previous lesson
asks the following review 1.What have you learn weighing equipment process. Then ask the
questions: about preparing and according to dispensing review question:
1. How you are going identifying the equipment, 1. How you are going to
requirements.
to prepare food tools, and utensils for ensure the availability of
preservation tools dispensing and inspecting containers/bags and
equipment and the raw materials? labels.
utensils for
processing food by
sugar
concentration?
R. Establishing a purpose The teacher discuss the The teacher draw some The teacher discuss the The teachers explain
for the lesson lesson on how to: questions on labelling new lesson about selecting about :
- prepare food dispensed an appropriate 1.the importance of
preservation tools ingredients according to measuring/dispensing and packaging
equipment and utensils workplace weighing equipment 2.identify packaging
for processing food by procedure according to dispensing materials for processed
sugar concentration. requirements. products; 3.identify
different packaging
tools and equipment;
4.enumerate appropriate
packaging materials for
specific type of
processed products;

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S. Presenting The teacher present the The teacher should also The teacher presenting Teacher shows some
examples/Instances of pictures using Power give examples with the used of examples with the used
the Point Presentation of some hints/clues on Power Point of Power Point
new lesson equipment, tools, and reading units of Presentation in order the Presentation, for the
utensils for processing measurements students to recognized the students to easily
food by sugar appropriate recognized the
concentration. measuring/dispensing and packaging materials.
weighing equipment
according to dispensing
requirements.
T. Discussing new concepts Teacher further identify The teacher presented The teacher explain more Teacher discuss the topic
and practicing new the equipment, tools , units of measures about those the about the classifications
skills # 1 apparatus and utensil commonly used in appropriate of glass containers
used in processing food cookery. measuring/dispensing and according to shape.
by sugar concentration. weighing equipment
according to dispensing
requirements for the
students to identify and
figure out
those equipment.
H .Discussing new concepts Teacher further explain The teacher provides The teachers elaborate to Teacher further explain
and practicing new skills # 2 their functions and uses equivalents have a better understanding the topic appropriate
of the equipment, tools, and abbreviations of units the uses and applications of packaging materials for
apparatus and utensils and those equipment. some processed
and how it is applied. measurements products.
I. Developing mastery Teacher shows some The teacher let the The teachers ask Teacher provide a short
(leads to Formative pictures of equipment’s, students practice catching questions for review of the lesson and
Assessment 3) tools and utensils for the proper labelling the students to refresh asking questions for them
students to easily identity dispensed of about the lesson. to interact and give their
and recognized its uses ingredients. own opinion and
and functions. understanding about the
lesson.
J .Finding practical Teacher implies the The teacher allows the The teacher should create The teacher emphasize
application of concepts and importance of preparing students label properly an a unique teaching the importance of
skills in daily living the equipment, tools and dispensed ingredients technique/strategy for the having a knowledge in
utensils in processing food according to workplace students to be interested ensuring the availability
by sugar concentration procedure. on acquiring the of containers/bags and
order to familiarized and knowledge of selecting an labels in order to be
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apply what they have appropriate ready on the next

learned. measuring/dispensing and activity.
weighing equipment
according to dispensing
requirements for the
students to identify and
figure out those
equipment.
K .Making generalizations Teacher should entails the The teacher emphasized Teacher deepens Teacher highlights the
and abstractions about the significance of preparing the students’ understanding of importance of ensuring
lesson the significance of correct the concept of selecting an the availability of
equipment, tools and labelling of dispensed appropriate containers/bags and
utensils in processing ingredients. measuring/dispensing and labels for a continuous
food by sugar weighing equipment process.
concentration so that the according to dispensing
students are be able to requirements for the
know in preparation of students to identify and
the next process. figure out those
equipment.
L. Evaluating learning Through Power Point The teacher allows each Teacher encourages The teacher draws
Presentation, the teacher learner to weigh and label students to give their interesting questions for
give some clues just to an ingredient of his/her interaction by answering the students to
overview the lesson topic choice. the questions based on the encourage to participate
for them to recall of what selecting an appropriate to answer the questions
has been discuss. measuring/dispensing and as part of their oral
weighing equipment participation.
according to dispensing
requirements for the
students to identify and
figure out those equipment.
M .Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks students to Teacher asks students to Teacher requires students to Teacher requires the
have study and review go online and research go online and research students to go online and
about: about about research about

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1. Preparing and selection of appropriate ensuring availability of checking of

identify measuring/dispensing containers/bags and labels. equipment according
the equipment, tools, and and weighing equipment to manufacturer’s
utensils for dispensing according to dispensing specification.
2. inspecting the raw requirements.
materials
V.REMARKS

VI.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.
U. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
earned 80% in the
evaluation
V. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
require additional
activities for
remediation
who scored
below 80%
W. Did the remedial Note: To be determined upon the finalization of the results of the unit assessment
lessons work? No. of
learners who have
caught up with the
lesson
X. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
continue to require
remediation
Y. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the
strategies worked learners were dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active
well? Why did these participation via group discussions was evident.
work?
Z. What difficulties did I At the moment the learning environment is not ideal for 21 st century learners considering the absence of interactive technology in teaching
encounter which my and the current classroom physical set up which is flooded with plenty of chairs.
principal or supervisor
can help me solve?
AA. What innovation or Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order,
28
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 lOMoARcPSD|10181485

localized materials did comparison and contrast, cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River,
I use/discover which I Typhoon Sendong, etc.
wish to share with
other teachers?
PREPARED BY: CHECKED BY:
ERMA G. JALEM JOSEPHINE L. HANGAD
Teacher Head Teacher V
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A.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.
At the end of the session, the learners are expected to:
-clean dispensing equipment according to manufacturer’s specifications and workplace procedures
-identify maintenance requirements and unacceptable equipment/utensil conditions according to workplace procedures
B. Content Standard The learner demonstrates The learner demonstrates The learner The learner demonstrates
understanding on understanding on demonstrates understanding on dispensing
dispensing non-bulk dispensing non-bulk understanding on non- bulk ingredients.
ingredients. ingredients. dispensing non-
bulk ingredients.
C. Performance Standard The learner demonstrate The learners demonstrate The learners The learners demonstrate
independently the given independently the given demonstrate independently the given method
method of dispensing non- method of dispensing non- independently the of dispensing non-bulk
bulk ingredients. bulk ingredients. given method of ingredients.
dispensing non-bulk
ingredients.
U. Learning Complete the dispensing Complete the dispensing Complete the Complete the dispensing process.
Competency/Objectives process. process. dispensing process. 1. discuss a new lesson about
Write the LC code for each. 1.discuss difference 1. discuss terminology 1. discuss ways to the three primary ways to
between cleaning and that would be used for keep and improve approach equipment
sanitizing (TLE-AFFP9NB- sanitizing production facilities maintenance
Iva-b-3) stable efficient at the
(TLE-AFFP9NB-Iva-b-3) lowest cycle cost (TLE-AFFP9NB-Iva-b-3)
(TLE-AFFP9NB-Iva-b-
3)
V. 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.
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GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY Teachers ERMA G. JALEM Learning T.L.E.
Area
LESSON Teaching Dates and Time Quarter
LOG
Cleaning and sanitizing of Cleaning and sanitizing of Maintaining and Maintaining and storage of
dispensing equipment dispensing equipment storage of dispensing dispensing equipment
equipment
X. LEARNING RESOURCES
A. References From the internet source. From the internet source Competency-Based From the internet source
Learning Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2.Learner’s Materials CBLM
pages
3.Textbook pages
4.Additional Materials
from Learning
Resource (LR)portal
B. Other Learning www.foodsafetymagazine.com www.foodsafetymagazine.com http://www.foodmanufacturing.com/
Resource

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I 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
V.PROCEDURES 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 lesson The teacher introduce The teacher introduce a The teacher introducing a As a recap, the teacher ask
or presenting the new a new lesson about new lesson about sanitizing new lesson about the total the students ask what
lesson cleaning and process. productive maintenance. they’ve learned the
sanitizing. previous lesson:
-What is total productive
maintenance?
B. Establishing a purpose for The teacher solicits ideas The teacher discuss The teacher discuss The teacher discuss a new
the lesson from students to discuss the topic about some the objective which to lesson about the three
the difference between terminology that would be keep and improve primary ways to approach
cleaning and sanitizing. used for sanitizing. production facilities equipment maintenance.
stable efficient at the
lowest cycle cost.
C. Presenting The teacher asks The teacher Teacher shows video The teacher should also
examples/Instances of the students to site a situation presenting examples clips on sanitary expound her/his discussion
new lesson that would easily identify using the Power Point practices for the about the emphasis of
the difference between Presentation for the students to understand preventive, run-to- failure
cleaning and sanitizing. students easily the lesson well. and predictive maintenance.
recognized the process
of sanitization.
D. Discussing new concepts The teacher discuss The teacher discuss The teacher explain The teacher further
and practicing new skills # about cleaning and about the two methods of about basic policy explain that during
1 sanitizing those food sanitization and how it is maintenance control. evaluation this identify all
contact surfaces. being applied. procedures, including
parts programs,
recordkeeping, and
workflows that support the
maintenance effort.

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E. Discussing new concepts The teacher further explain The teacher elaborate The teacher further The teacher elaborate the
and practicing new skills # about: the topic about the explain the basic topic that emphasized the
2 -What are the common application of the two elements for actual placed of work orders for the
cleaning agents? methods in a working maintenance control. repair or replacement of key
area. items that can bring down a
machine which done in
certain industry.
F. Developing mastery The teacher draws The teacher have a run The teacher have an The teacher having a run-
(leads to Formative another examples on through of the lesson for overview about the though of what has been
Assessment 3) distinguishing between the students to refresh discussion for the discuss, for the students to
cleaning and sanitizing. about the lesson. students not to forget the differentiate the three
lesson. primary ways to approach
equipment maintenance.
G. Finding practical The teacher The teacher implies The teacher wants the The teacher wants to
application of concepts emphasized the the students to apply students to learned and appreciate
and skills in daily living significance of valuing what they’ve learned appreciate the use of the value of the three
the attitude of being about sanitizing. maintenance control. primary ways to approach
cleaned and equipment maintenance.
sanitized most especially in
dealing foods.

H. Making generalizations and The teacher encourage The teacher Teacher deepens The teacher encourage the
abstractions about the the students to emphasized the students to adhere the students to familiarized the
lesson understand between importance of application of three primary ways to
cleaning and sanitizing in understanding about maintenance control. approach equipment
every lives and in working sanitizing. maintenance.
setting.
I. Evaluating learning The teacher give a The teacher let the Teacher draws situational The teacher ask some
situation and let them students to answer the question that would related question that would
have a role paly as part of given question: trigger the minds of the challenge their minds to
their performance. 1. Enumerate the students to think how to think and remember the
methods manage the maintenance lesson.
of sanitizing. And control.
explain.
J. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks students Teacher ask the students Teacher asks students Teacher announce the
to go online and to go online and to go online and students to study all the
research about the research about the total research about lesson for a next meeting
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process of sanitation. productive maintenance. preventive quiz.

maintenance.
V. REMARKS

VI. 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.
BB. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
earned 80% in the
evaluation
CC. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
require additional
activities for
remediation who scored
below
80%
DD. Did the remedial Note: To be determined upon the finalization of the results of the unit assessment
lessons work? No. of
learners who have
caught up with the
lesson
EE. No. of learners who Note: To be determined upon the finalization of the results of the unit assessment
continue to require
remediation
FF. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the
strategies worked learners were dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active
well? Why did these participation via group discussions was evident.
work?
GG. What difficulties did I At the moment the learning environment is not ideal for 21 st century learners considering the absence of interactive technology in teaching
encounter which my and the current classroom physical set up which is flooded with plenty of chairs.
principal

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or supervisor can help

me solve?
HH. What innovation or Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order,
localized materials did comparison and contrast, cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River,
I use/discover which I Typhoon Sendong, etc.
wish to share with
other teachers?
PREPARED BY: CHECKED BY:
ERMA G. JALEM JOSEPHINE L. HANGAD
Teacher Head Teacher V

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. 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.
At the end of the session, the learners are expected to:
-records are completed according to workplace procedures
B. Content Standard The learner The learner The learner The learner demonstrates
demonstrates demonstrates demonstrates understanding on dispensing
understanding on understanding on understanding on nonbulk ingredients.
dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients.
C. Performance Standard The learner The learners The learners The learners demonstrate
demonstrate demonstrate demonstrate independently the given method
independently the given independently the given independently the given of dispensing non-bulk
method of dispensing method of dispensing method of dispensing ingredients.
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
Learning Complete the dispensing Complete the dispensing Complete the dispensing Complete the dispensing process.
Competency/Objectives Write process. process. process. 1. answer questions with
the LC code for each. 1. answer questions 1. discuss the 1.discuss each of the comprehension
comprehensively definition of a tagging- “Seven Basic Steps for (TLE-AFFP9NB-Iva-b-3)
(TLE-AFFP9NB-Iva-b-3) out Lock-out Tag-out”
(TLE-AFFP9NB-Iva-b-3) (TLE-AFFP9NB-Iva-b-3)
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.
Report on the Maintaining and storage Maintaining and storage of
unacceptable of dispensing equipment dispensing equipment
equipment/utensil
II.LEARNING RESOURCES
A. References Competency-Based Competency-Based Competency-Based From the internet source
Learning Material Learning Material Learning Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2.Learner’s Materials CBLM CBLM CBLM
pages
3.Textbook pages
4.Additional Materials
from Learning Resource
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GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY Teachers ERMA G. JALEM Learning T.L.E.
Area
LESSON Teaching Dates and Time Quarter
LOG
(LR)portal
B. Other Learning Resource http://www.foodmanufacturing.com/

IV.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.

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The teacher allows the The teacher introduce a The teacher continue the The teacher let the
A. Reviewing previous lesson students to review for the new lesson about tag-out discussion about the students to prepare
or presenting the new test system. seven “Seven Basic themselves in a formative
lesson Steps for Lock-out test.
Tag-out”
The teacher draw some The teacher discuss the The teacher discuss each . The teacher draw some
B. Establishing a purpose for questions for them to recall definition of a tagging-out. of the “Seven Basic Steps questions for them to recall
the lesson the lesson. for Lock-out the lesson.
Tag-out”
C. Presenting The teacher gives The teacher site more Teacher shows another The teacher should also
examples/Instances of the clues/hints for thorough example about tagging-out example for the students to give some hints/clues for
new lesson review of the lesson. of equipment. understand the relevance them to refresh their minds
of about the previous lesson.
“Seven Basic Steps for
Lock-out
Tag-out”
The teacher gives The teacher discuss The teacher explain The teacher give proper
D. Discussing new concepts proper instructions about about purposes of about the purpose of the instructions about the
and practicing new skills # the formative test. equipment tag-out bill. “Seven Basic Steps for formative test.
1 Lock-out Tag-out”
E. Discussing new concepts The teacher assures the The teacher further The teacher further explain The teacher assures the
and practicing new skills # students to set their minds explain about the tag the students for them to set
2 in the test. documents that needs to “Seven Basic Steps for their minds in the formative
complied. Lock-out Tag-out” on the test.
application in work
setting.
F. Developing mastery . The teacher let the The teacher draws The teacher have an The teacher let the students
(leads to Formative students be ready in the another for the students overview about the be ready in the formative test.
Assessment 3) test. to interact the questions discussion for the
and answer portion. students not to forget the
lesson.
G. Finding practical The teacher wants to The teacher The teacher wants the The teacher focus on the
application of concepts inculcate the mind of the emphasized the students to learned and administering the
and skills in daily living students to seriously significance of valuing develop their selves of in formative test based the
focus on the test given. the tagging-out system practicing the topic being discussed.
most especially “Seven Basic Steps for
preventing improper Lock-out

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operation of equipment. Tag-out”

H. Making generalizations and The teacher highlights the The teacher encourage Teacher deepens students The teacher should
abstractions about the significance of having the students to to emphasized the conduct a summative test
lesson knowledge on the understand the purpose application of “Seven for the students to be
particular lesson. of tagging-out the Basic Steps for Lock-out assessed of what they’ve
equipment to hazard Tag-out” during in a work learned.
and risk. setting.
I. Evaluating learning Through Power Point The teacher draws a Teacher draws situational Through Power Point
Presentation, the teacher questions and let the question that would Presentation, the teacher
give a completion type of students to answer the trigger the minds of the give a completion type of
test. Let the students questions. students to think how to test. Let the students
answer the test use and apply the “Seven answer the test.
Basic Steps for Lock-out 1. A system to
Tag- out” warn or let you know
whether something in your
workplace should either be
operated with extra care
and alone.
step of lock-out which notify all
those who need to know that
a lockout tag-out procedure is
taking place.
J. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks the Teacher asks students to Teacher announce the Teacher asks the students
students to go online and go online and research students to study their to go online and research
research about tagging- about lesson for a formative about records are
out. Seven Basic Steps for test next meeting. completed according to
Lock-out workplace procedures.
Tag-out
V.REMARKS

VI.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 Note: To be determined upon the finalization of the results of the unit assessment
80% in the evaluation
B.No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional
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activities for remediation who 2. It is part of seven

scored
below 80%
C.Did the remedial lessons Note: To be determined upon the finalization of the results of the unit assessment
work? No. of learners who have
caught up with the lesson
D.No. of learners who continue to Note: To be determined upon the finalization of the results of the unit assessment
require remediation
E. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the
strategies worked well? learners were dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active
Why did these work? participation via group discussions was evident.
F. What difficulties did I At the moment the learning environment is not ideal for 21 st century learners considering the absence of interactive technology in teaching and
encounter which my the current classroom physical set up which is flooded with plenty of chairs.
principal or supervisor
can help me solve?
G. What innovation or Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison
localized materials did I and contrast, cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon
use/discover which I wish Sendong, etc.
to share with other
teachers?
PREPARED BY: CHECKED BY:

ERMA G. JALEM JOSEPHINE L. HANGAD

Teacher Head Teacher V

39
Jski.dv
Downloaded by Remelyn Rodrigo (ebcremz@gmail.com)