Learning Area Cookery NC II Grade Level 11/12

W2 Quarter Fourth Date

I. LESSON TITLE Prepare Soups Required for Menu Items
II. MOST ESSENTIAL LEARNING 1. Select and assemble correct ingredients in preparing soups, including stocks
COMPETENCIES (MELCs) and garnishes;
2. Prepare variety soup recipes according to enterprise standards;
3. Present and evaluate soup recipes in accordance with the criteria.
(TLE_HECK9-12SSS-IIIb-21)
III. CONTENT/CORE CONTENT 1. Classify the different types of soups
2. Identify the ingredients in preparing soups
3. Explain the methods of preparing soups
4. Explain the factors to consider in presenting soups
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 60 minutes)
Learning Task 1: Let’s review!
For ODL teachers and students, you can access this activity using this link: http://bit.ly/Ck1112Q4Wk2L1
Identify what is being described in the following statements. Choose your answer from the data bank. Write your answer on a
separate answer sheet.
Data Bank

Bones Fish stock

Bouquet garni Mirepoix
Brown stock White stock

____________________1. It is a mixture of chopped vegetables that creates flavorful effect in stocks.

____________________2. It is one of the ingredients being used in preparing stocks that gives flavor from its collagen and
cartilage.
____________________3. It is a bag of herbs that gives aroma in stocks.
____________________4. It is a type of stock that made from roasted bones of beef, chicken, or veal.
____________________5. It is a type of stock that used as a substitute liquid for water.

Learning Task 2: Let’s search the word!

For ODL teachers and students, you can access this activity using this link: http://bit.ly/Ck1112Q4Wk2L2
In the word hunt grid, find the words listed on the data bank and encircle/ loop these different words related to soups.

B R O T H A F G S T
O I T U W S E U O G
Data Bank U Z S J E D E M T B
Bisque Gumbo I X Y Q R F R B A E
Bouillon Potage L C U G U E U O N T
Broth Puree L V I H D E P Q G U
Chowder Sotanghon O B O W T T W A H O
Consomme Veloute N N O D Y B S A O L
Q H P O T A G E N E
C O N S O M M E X V

Learning Task 3: Let’s prepare the market list!

For ODL teachers and students, you can access this activity using this link: http://bit.ly/Ck1112Q4Wk2L3
List down the ingredients needed in preparing the following soups. Write your answer on a separate answer sheet.

Word Pronunciation Ingredients to be Used

1. braath
2. bool·yaan
3. kaan·suh·mei
4. chaw·dr
5. bisk
IV. LEARNING PHASES AND LEARNING ACTIVITIES
D. Development (Time Frame: 30 minutes)
Read the lecturette provided by the teacher:
Preparing Soups
Rondilla et.al (2016) defined soup as a liquid food that made from stock, meat, and vegetables. Generally, it can be served
hot or cold to the guest. Soup is a versatile dish because it can be served in any course of the meal. It can be served on
breakfast, a starter for lunch or dinner, can be an accompaniment for main dish, and served as dessert at the end of the meal.
Basically, soup can be classified into:
• Clear or thin soup;
• Thick soup,
• Cold soup, and
• Nationality or specialty soup
Principles in Preparing Soups
The following procedures are things to do make a good soup:
1. Skim off the impurities to produce a clear stock.
2. Cook soup in a gently manner. Stirred occasionally.
3. Do not cook soup for a longer period of time to avoid loss of flavor and nutrients.
4. Saute vegetable ingredients. Add spices and herbs to enhance flavor.
5. Garnished the soup by adding croutons, fried vegetable crisps, chopped herbs, and toasted ground nuts.
Factors to Consider in Presenting and Evaluating Soups
Consistency • Thin soup is clear and has no impurities.
• Thick soup should have heavier consistency.
Flavor • Soup should well-blended flavor.
Garnishes • Garnishes being used are edible and eye appealing.
Accompaniment • Accompaniment being used complements to the flavor of
the soup.
Temperature • Hot soup should be served warm.
• Cold soup should be served cold.
Service wares • Appropriate service wares should be used in presenting soups
such as soup tureen, bread bowl, pumpkin shell, and tea
cups.

E. Engagement (Time Frame: 30 minutes)

Learning Task 4: Classify me!
For ODL teachers and students, you can access this activity using this link: http://bit.ly/Ck1112Q4Wk2L4
Give three examples of soups according to its types. Write your answer on a separate answer sheet.
Clear Soup Thick Soup Cold Soup Specialty Soup

Learning Task 5: Let see the difference!

For ODL teachers and students, you can access this activity using this link: http://bit.ly/Ck1112Q4Wk2L5
Create a Venn diagram that explains the differences and commonalities in cooking methods of the following soups. Write
your answer in a separate answer sheet.
A. Puree and Chowder
B. Bouillon and Consomme

Rubric:
Criteria 5 4 3 2 1
Answer is Answer is Answer is not Answer is Answer is not
comprehensive, accurate and comprehensive partial or related to the
accurate and complete. Key or completely incomplete. question.
Content complete. Key points are stated. Key Key points are
ideas are clearly stated and points are not clear.
stated, explained, supported. addressed, but Questions not
and well not well adequately
supported. supported. answered.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Assimilation (Time Frame: 60 minutes)
Learning Task 6: Let’s make a recipe!
For ODL teachers and students, you can access this activity using this link: http://bit.ly/Ck1112Q4Wk2L6
Imagine that you are a chef in a restaurant. The executive chef asks you to formulate a hearty soup recipe for the customers
amidst COVID-19 pandemic. Explain the procedure and describe the tools/equipment and measurement needed to be used.
Used the template provided by the teacher.
Sample Template:
Name of Recipe
(Indicate the Number of Servings)

Ingredients/Measurement Needed:
_____________________________________________________________
_____________________________________________________________
Tools/Equipment Needed:
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
Procedure:
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
Rubric:
Criteria Score (5 points)
The recipe includes the title, ingredients, measurement, and tools/equipment needed.
The procedures in the recipe are in the correct order.
The recipe is creatively presented.
The factors of presenting soup is being explained.
Highest Possible Score 20 points

V. ASSESSMENT (Time Frame: 40 minutes)

Learning Task 7: Let’s see the big picture!
For ODL teachers and students, you can access this activity using this link: http://bit.ly/Ck1112Q4Wk2L7
Create a graphic organizer about preparing a soup. Use the words given in the box. Present your graphic organizer in a
separate sheet of paper.

Data Bank
Accompaniment Flavor Temperature
Clear soups Garnishes Thick soups
Cold soups Nationality soups
Consistency Service wares

Rubric:
Criteria Excellent Good Fair Poor
(5 points) (4 points) (3 points) (2 points)
Extremely well Organized. Structure Somewhat organized Poorly organized. A clear
organized. Order and allows reader to move structure allows reader sense of direction is not
structure of information through content without to move through some evident. Flow is frequently
is compelling and flows confusion. Flow of the content without interrupted.
Organization smoothly. smoothly. confusion. Flow is
sometimes interrupted.

Insightful and well Ideas are considered; Ideas are somewhat on Ideas are unclear; few
considered ideas more than one topic; makes some connections.
Ideas making multiple thoughtful connection is connections.
connections. made.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
VI. REFLECTION (Time Frame: 10 minutes)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES • Department of Education. K to 12 Home Economics - Cookery Curriculum Guide. 2016. 31-
32.
• John and Wales University. Culinary Essentials. 2010. 526-536.
• National Restaurant Association Educational Foundation. Foundations of Restaurant
Management and Culinary Arts. 2011. 393-409.
• Rondilla, Aida H. et.al. Cookery: Volume II. Adriana Printing Co., Inc. Manila: 2016. 117-123.
• Sercado, Virginia E. Skills for a Lifetime in TLE 10. JO-ES Publishing House, Inc. Valenzuela City:
2015. 166-177.
Prepared by: Paul Danielle R. Alagar Checked by: Rachael D. Lusterio
Joy S. Abuan
Jennifer U. Cruz
Maria Susette G. Palao