School: RAWIS ES Grade Level: VI

GRADES 1 to 12 Teacher: ROSANNA HERRERA Learning Area: TLE-HE

DAILY LESSON LOG Teaching Dates and AUGUST 4-8, 2025 (WEEK 8)
Time: Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
I. OBJECTIVES
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
TLE6HE-Oh-12 3.3.1. selects food to be preserved/processed based on 3.3.2 observes safety rules in food
C. Learning Competencies / Objectives 3.3 preserves food applying principles availability of raw materials, market demands, and preservation/processing
Write the LC code for each and skills in food trends in the community
preservation/processing
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
II. CONTENT week or two.
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there
III. LEARNING RESOURCES
is a mix of concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning MISOSA-VI Pagimbak at Preserbatiba
Resource (LR)portal (not accessible)
Preservation of Fruits and
B. Other Learning Resources Vegetables (1977)
Bureau of Plant Industry
IV. PROCEDURES
A. Reviewing previous lesson or Recap of previous lesson. Recap of what happened Recap of the previous Recap of the previous lesson.
presenting the new lesson Last week, the class prepared for the the previous day. lesson.
presentation of processed/preserved Mention the names of the The teacher mentions that
products. Today, the class will present group who completed their The teacher again yesterday, they discussed
by group. presentation. congratulates the class for a the several factors that need
As mentioned, the presentation will The presentation of the rest job well done. The teacher to be considered in the
contain the following: of the groups willl continue underscores the importance selection of food items to be
 Recipe of the preserved/processed (Groups 5-8). of food preservation. processed:
food
  Raw materials
 Tools / instruments used in the  Market Demands
activity.  Trends in the Community.

 Equipment used in the activity The class also has learned

that if the three factors were
 Steps in preserving/processing of considered this would be a
food good source of income for
the learners.
 Name and role of each member of
the group

.
The teacher suggested the inclusion of
a workplan, cost estimates, photo
documentation. This is optional.

.
Tell the class that on one hand Can you identify the Today’s lesson will be on
through the activity, each learner will processed/preserved food observing safety rules in
gain insights from each group. On items that were presented food preservation /
the other hand, the members of the during the last two days? processing.
group continue to learn from each
B. Establishing a purpose for the other through collaborating and The possible answers are The teacher asks the class:
lesson working with one another. fish, meat, fruits, vegetables “What did they do to observe
etc. safety rules in food
processing while working on
How about the rest of the their project?”
ingredients that were
used?
C. Presenting examples/ instances of The teacher requests the class to give Ask the class if it is easy for Based on the response of
the new lesson each of their group a name. them to come up with the the learners, provide a segue
needed food items for their to the following:
The following are the 8 groups who project. If the answer is
will present either yes or no, request the  Did you use caps or head
learners to explain why.
 Group 1 - Drying bands?
Group 2 - Salting Is there a demand for the  Did you wash your hands
Group 3 - Freezing food items? Why or why properly before and
Group 4 –Processing not? after working?
Group 5 – Drying  Did you refrain from
Group 6 – Salting What preserved food items talking while working?
Group 7 - Freezing do you think are in demand?  Did you wash the tools
Group 8 – Processing and equipment properly?
 Did you properly wash
In your respective
Order of presentation will be agreed the ingredients before
community, what are the
by the class. they were used?
food trends?

The teacher explains that

The teacher presents the mechanics there are several factors The teacher will call The
of the presentation: that need, to be considered learners to answer the teacher
in the selection of food question. will play a
Each group will present for a items to be processed: video on
maximum of 8 minutes. If the answer of the learner the safe
 Raw materials is yes, ask him/her to explain preparati
D. Discussing new concepts and  Market Demands why? on of
After every presentation, clarifications
practicing new skills #1  Trends in the Community. processed
may be raised by the rest of the group
and/or
(3 minutes)
The teacher will provide the preserved
definition and give examples food.
as well.

E.Discussing new concepts and practicing Actual group presentation Mention that food Food for human The
new skills#2 Groups 1 -4 preservation/food consumption should be teacher
processing can be a source produced under conditions will ask
of additional income, if the of cleanliness and hygienic the
above factors are decency. No consumer learners
considered. would knowingly wish to to
consume food prepared in comment
unhygienic environment. on the
video.

What
 part in
the video
is the
most
significan
t to the
learner?

Does the
video
manifest
safety
and
sanitation
in food
preserva
tion/food
processin
g?

How?
F. Developing mastery The teacher explains that in At your
(Leads to Formative Assessment 3) our country, there are own
provinces which have level,
abundance of food items. how will
The teacher gives examples: you
General Santos City in ensure
Mindanao – tuna safety
and
Guimaras in the Visayas – sanitation
mangoes in food
preserva
tion/food
Pangasinan in Luzon –
processin
milkfish
g?

Cebu in the Visayas - Rabbit

fish with white dots
(danggit)

Ask the learners how the

above food items can be
preserved/processed.
 G. Finding practical applications of Engage the learners in the Cleanliness and sanitation
concepts and skills in daily living discussion by asking them, “ not only includes
when you go to the province maintenance of clean and
during summer, what foods well-sanitized surfaces of all
are abundant in their areas? equipment, but also proper
disposal of wastes.
What are done by their
relatives/friends in order to
preserve them?
H. Making generalizations and Mention that food Think of other ways to Undersco
abstractions about the lesson preservation/food ensure that processed foods re the
processing can be a source are prepared observing the importa
of additional income, if the principles of sanitation and nce of
above factors are safety. sanitatio
considered. n and
safety in
food
processi
ng / food
preserva
tion.
I. Evaluating learning True or
False
1. The
tools
and
equip
ment
store
d in
the
cabin
et
need
not
be
wash
ed
after
 storag
e for
a long
time.
2. The
harve
sted
fruits
and
veget
ables
in
your
own
backy
ard
are
clean;
hence
, they
need
not
be
wash
ed.
3. The
weari
ng of
hairn
et
durin
g
cooki
ng of
food
to be
sold
is
optio
nal
becau
se of
the
climat
 e in
the
Philip
pines.
4. Safety
and
sanita
tion
in
food
includ
es
prope
r
waste
dispo
sal.
5. The
use of
plasti
c
kitche
n
gloves
is
advisa
ble in
the
prepa
ration
of
food.

J. Additional activities for application or Completion of presentation. Think of food items which Bring photos or drawing of
remediation the learner wants to measures to ensure safety
The teacher thanks the preserve and possibly and sanitation in food
members of the class for the provide a source of income processing/preservation.
effort they have exerted. for them.

The teacher mentions that

he/she was impressed with
all of the presentation. (if
applicable)
 Remember that if a group
was not able to deliver well,
it may reflect on the
guidance provided by the
teacher during the
preparation.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION 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.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D.No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G.What innovation or localized materials
did I use/discover which I wish to share
with other teachers?