Republic of the Philippines

Daily Lesson Log

Bread and Pastry Production
Grade Level: 11 Week: 6
Quarter: 1 Date:

MONDAY TUESDAY WEDNESDAY THURSDAY

Types, Kinds and Types, Kinds and Types, Kinds and Types, Kinds and
Classification of Bakery Classification of Bakery Classification of Bakery Classification of Bakery
TOPI
C: Products Products Products Products
LEARNING COMPETENCY: Identify and classify the different Identify the different mixing Determine the importance of Explain the different types of
types, kinds and classification of techniques used in the different knowing the characteristics of bakery products and the technical
bakery products. classification of bakery products. well-made bread. aspects of dough and bread
quality.
Prepare a variety of bakery Use appropriate equipment Bake bakery products according
products according to standard according to required bakery to techniques and appropriate Prepare a variety of bakery
mixing procedures/ formulation/ products and standard operating conditions. products according to standard
recipes and desired product procedures. mixing procedures/ formulation/
characteristics. Demonstrate responsibility and recipes and desired product
Demonstrate appreciation, attention to detail when characteristics.
Show appreciation, responsibility, responsibility, and identifying and preparing
and cooperation in learning about professionalism in understanding different bakery items. Show appreciation and
bakery product classification. and applying concepts related to responsibility in handling
bakery product types, kinds and ingredients and producing bread
classification, with quality and care.

LEARNING RESOURCES: Bread and Pastry Production Bread and Pastry Production Bread and Pastry Production Bread and Pastry Production Manual
Manual Manual Manual Self-Learning Module for Grade 11
Self-Learning Module for Grade 11 Self-Learning Module for Grade 11 Self-Learning Module for Grade 11 Powerpoint Presentation
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Web and Internet Resources
Web and Internet Resources Web and Internet Resources Web and Internet Resources
LEARNING DELIVERY I. Activity I. Activity I. Activity I. Activity
MODE: Students will classify various The teacher prepares a set of Title: “Bread or Not?” Divide students into pairs or groups
bakery products into their correct mixing technique prompts (on slips Mode: Individual or Pair (seated of 3–4.
categories as breads, cookies, of paper or digital spinner): activity) Each group is given a "bakery
cakes, pastries using pictures that  Creaming Tools Needed: PowerPoint slides scenario card" — a short, jumbled
will be flash on the screen. They  Cutting-in showing various loaves of bread story of someone baking a specific
will also identify the kind of dough  Folding (some well-made, some poorly product (e.g., sponge cake, biscuit,
used (lean or rich) and mention the  Cut and Fold made) bread, muffin), including ingredients
mixing method commonly applied  Beating Instructions: and mixing steps — but in the wrong
to that product.  Stirring 1.The teacher presents a series of order.
 Whipping images of bread loaves (some The group must:
Group students into 3–4 members.  Sifting showing correct characteristics, 1.Reorder the steps correctly
Provide each group with a set of A volunteer or selected student some with visible defects like 2.Identify the mixing method used
bakery product images or samples. draws a prompt and performs the cracks, pale crust, dense crumb, 3.Describe the product's desired
Ask them to classify each item action without speaking or sound etc.). characteristics
based on: only hand and body movements to 2.Students are asked to observe 4.Spot any incorrect action in the
 Type (bread, cake, pastry, show the technique. each image closely and decide original story that would lead to a
cookie, etc.) The rest of the class guesses the whether it shows a well-made bread failed product (if applicable)
 Kind of dough (lean or technique. or not and ask students for the
rich) After the guess, briefly explains the reasons to their answer.
II. Analysis
 Mixing method used (e.g., correct answer and what product
Facilitates a reflective discussion to
straight dough, sponge commonly uses that technique (e.g., II. Analysis guide students in understanding the
method, creaming) “Creaming is used in cookies. It Facilitates a guided discussion to connection between mixing
Groups will write their answers on blends butter and sugar until help students reflect on their techniques, recipe formulation, and
a chart paper or worksheet. fluffy.”) observations and deepen the quality of the finished product.
Each group will briefly present understanding. What mixing procedures were used
their classifications and explain
II. Analysis What features did you notice in the in your assigned or analyzed recipe?
their reasoning. bread that looked well-made?
Lead a class discussion using How does the mixing method affect
Facilitate a class discussion to share What common issues did you
guided questions to help students the texture or appearance of the
and compare the groups' observe in the poorly made bread?
process and analyze what they have baked product?
categorizations. What mixing or baking mistakes
observed and learned. What happens when a product is
Clarify any misconceptions and might cause cracks, bulges, dense
What mixing technique was shown overmixed or undermixed?
provide the correct classification for texture, or sour odor?
in the activity? Based on what you observed or
each bakery products. The teacher then clarifies any
What is the difference between discussed, what characteristics define
cutting-in and creaming? misconceptions and provides a successful cookie, bread, muffin, or
II. Analysis Why is it important to choose the explanation for better biscuit?
Begin the lesson by showing correct mixing method for a understanding.
different bakery products. This specific dough or product? III. Abstraction
serves as a springboard to assess How can we tell if a muffin or III. Abstraction Clarifies the key concepts to ensure
their prior knowledge and stimulate biscuit is well-made based on its A well-made bread is not just about deeper understanding and retention.
curiosity. After the presentations, appearance and texture? taste, its appearance, texture, and In baking, it is not just the
facilitate a guided discussion by aroma it also indicates proper ingredients that matter, but also how
asking questions that lead students Students share their observations technique and quality ingredients. you mix them and why you mix
to identify the differences and from the activity (e.g., pantomime them that way. Each bakery product
similarities between types and kinds or picture guessing). The teacher Here are the key characteristics of a uses a specific mixing procedure to
of bakery products. then clarifies any misconceptions, well-made bread: achieve its ideal texture, structure,
Through this discussion, students provides correct examples, and 1.Size & Shape and appearance.
begin to analyze and categorize the emphasizes the relationship  It should be large for its Mixing Procedures
products based on ingredients, between mixing techniques and weight, meaning it rose  Creaming Method – used
preparation methods, and product quality. well during proofing and for cookies and cakes to
characteristics. baking. incorporate air and give a
Clarifies misconceptions and III. Abstraction  It has a well-rounded top light, tender texture.
introduces the standard Explain the key points about bakery and is free from cracks and  Muffin Method – used for
classifications used in the baking products that are classified based on bulges, showing proper muffins and quick breads to
industry. The learning experience product type, kind of dough or shaping and proofing. avoid gluten development;
encourages students to make batter, and the mixing techniques 2.Crust ingredients are gently mixed
connections between the presented used. Each technique and dough  The crust is thin, with an until just combined.
products and the formal type plays a big role in achieving even golden-brown color,  Cutting-in Method – used
classifications, helping them build a the desired texture, appearance, and indicating that it was for biscuits and pie crusts to
clearer understanding of the topic. quality of the baked product. baked at the correct produce flaky layers by
 Bread can use lean dough temperature and time. distributing fat into flour.
III. Abstraction (low fat/sugar) or rich 3.Crumb (inside part of bread)  Straight Dough Method /
Summarizes the key points by dough (with eggs, butter,  The crumb should be: Sponge and Dough Method
explaining that different baked sugar).  Fine and even in grain – used for yeast breads to
products require specific types of  Cookies vary in shape and  Have elongated air cells develop gluten and
dough and mixing techniques to method—drop, bar, (well-developed gluten fermentation.
achieve their desired texture and molded, pressed, rolled, or structure) Formulation / Recipes
quality. refrigerator.  Thin cell walls  The right ingredient ratio is
 There are two  Muffins and biscuits are  Smooth, soft, and elastic important (flour, liquid, fat,
classifications of dough considered quick breads texture leavening agent).
used in baking bread the and use soft dough or  Creamy white color with a  Each ingredient has a role:
lean dough and rich dough. pour/drop batter. silken sheen Flour = structure
The main mixing methods Different mixing techniques are 4.Structure Fat = tenderness/flakiness
include the straight method used depending on the product:  A well-made bread does Sugar = sweetness and browning
and sponge and dough  Creaming – for cookies not crumble easily, which Leavening agent = rise
method, each affecting the and cakes to trap air means the gluten was Eggs = richness and stability
flavor and structure of the  Cutting-in – for biscuits to properly developed  Desired Product
bread. create flakiness through kneading. Characteristics
 Cookies vary in type and  Folding / Cut and fold – 5.Aroma Bread: smooth, soft crumb; golden
may use stiff dough or soft for airy mixtures like  It has a sweet and nutty crust; well-risen
dough, depending on the meringue or muffins odor, which indicates Cookies: crisp edges or chewy
variety. The main kinds of  Beating, stirring, fermentation was center, golden brown
cookies include drop, bar, whipping, and sifting – successful. Muffins: domed top, moist interior,
rolled, pressed, and each plays a role in  A sour smell may be a sign no tunnels
refrigerated cookies. Each developing structure or of over-fermentation or Biscuits: flaky layers, tender and
kind uses different shaping incorporating ingredients spoilage. golden
and mixing techniques. The quality of the final product 
 Mixing techniques such as (texture, rise, crumb, shape) These characteristics are achieved IV. Application
the creaming, cutting in, depends on using the correct through correct mixing, kneading, Design your own simple bakery
folding, cut and fold, mixing technique and handling the proofing, shaping, and baking product recipe.
beating, stirring, whipping right type of dough. techniques. Instructions:
and sifting. These Understanding these helps bakers Students create their own version of
techniques affect the evaluate and improve the quality of a cookie, muffin, or biscuit by:
IV. Application their bread.
 tenderness, texture, and Title: "Plan My Mixing!" IV. Application 1. Choosing a mixing method
volume of the final Mode: Individual written task Each student is given a photo of a 2. Listing basic ingredients
product. Objective: To let students apply bread sample. Some showing a 3. Writing brief steps
 Muffins are simple cup their knowledge of mixing well-made bread, others showing 4. Describing how the product
breads leavened and are techniques by creating a basic visible defects (cracks, pale crust, should look/taste
considered a member of product plan dense crumb, etc.). 5. Naming their product
the quick bread family. Instructions: Students will analyze the bread
 Biscuits are small flaky Each student will choose one based on these aspects:
quick breads. bakery product (bread, cookie,  Size and shape
muffin, or biscuit) and complete the  Crust appearance
IV. Application following:  Crumb
Each student will complete a short- 1. Name of product:  Aroma
written task where they will plan 2. Type of dough or batter They will answer a few reflection
how to make one baked product by used: questions to apply what they
identifying: 3. Correct mixing technique: learned.
1. The product they want to 4. Why this technique is Reflection Questions:
make (choose one: bread, appropriate: 1. What step in the bread-
cookie, muffin, or biscuit) 5. Two characteristics of a making process might
2. The kind of dough or well-made version of this have caused the problem
batter used product. (if any)?
3. The correct mixing method 2. What would you do
4. Three characteristics of a differently to achieve a
well-made version of that well-made bread?
product
5. A brief explanation of why
it is important to use the
correct method

ASSESSMENT Short Quiz: Short Quiz: Directions: Identify the bread Directions: Identify the correct
1.What type of dough is used to Directions: Identify the mixing characteristic being described. mixing method used for each baked
make sweet rolls? technique being described. 1. This refers to the inside product.
2. Which method mixes all the 1.Combination of two motions part of the bread that is 1. Muffin
ingredients at once? cutting vertically through the soft, elastic, and creamy 2. Butter
3. Name two characteristics of a mixture and turning over and over white with a silken sheen. 3. Loaf bread
well-made muffin. by gliding the spoon or rubber 2. A sign of proper 4. Biscuits
4. What mixing technique involves scraper across the bottom of the fermentation and Matching (1 point each)
cutting solid fat into the flour? mixing bowl at each turn. kneading; the bread is light
5.Identify what kind of cookie this 2.Mixing fat and flour with the use but large in volume.
is: it is rolled out and shaped using of a pastry blender or two knives in 3. The part of the bread that
a cutter. a scissor-like manner. should be thin, golden
5. What makes a well-made bread 3.It could be done with the aid od brown, and evenly colored.
different from poorly made bread? special gadgets like wire whips, egg 4. A sweet and nutty scent,
6. Why is it important to use the beaters, or electric food mixers or not sour, is a sign of
correct mixing technique for a with a fork. 5. A defect caused by
 baked product? 4.It is a process of separating improper shaping or
7. What will happen if you overmix course particles in the ingredients. proofing, seen as surface
muffin batter? 5. Rubbing one or two ingredients damage.
8. Among all the bakery products in a bowl with the help of a wooden Directions: Answer briefly and
we discussed, which one would you spoon or electric mixer to make a clearly.
like to try making, and why? soft fluffy mixture. 1. Describe two
Performance Based: characteristics of a well-
Divide the students into four groups made bread.
and assign them for each bakery 2. What might cause a bread
product that they will prepare. to have cracks and bulges?
Group 1- Bread, Group 2- Cookies, 3. How can you tell if the Directions: Match the product to its
Group 3- Muffin, Group 4- bread was kneaded desired characteristic.
Biscuits. properly? Part C – Short Answer (3–5 points
each)
Directions: Answer briefly.
1. What will happen if cookie
dough is overmixed using
the creaming method?
2. Give one reason why
muffins can end up with
tunnels and peaked tops.
3. How does the cutting-in
method help create the
texture of a biscuit?

Remarks: N = ___ X = ___ N = ___ X = ___ % of Mastery: ___ N = ___ X = ___ % of Mastery: ___ N = ___ X = ___ % of Mastery: ___ N = ___ X = ___ % of Mastery: ___
% of Mastery ___
No. of learners within “Mastery
Level”
No. of learners needing
“Remediation/Reinforcement”
A reflection for the teacher: On the The hands-on and visual elements helped reinforce their understanding, but I realized that some students needed more concrete examples or real-life analogies to fully
teaching learning episodes (RRE) grasp the concepts. I also noticed that the pacing of the discussion during abstraction could be improved.