Grade Level Grade 12
SCHOOL PERFECTO O. SAGARINO SR NHS
AIZA D. PELLETERO Learning
TEACHER
Area COOKERY
DAILY LESSON PlAN JULY 7-11,2025
DATE & 10;00 AM- 12;00 AM
TIME Quarter 1
1:00 PM- 3:00 PM
Learners demonstrate understanding of preparing and cooking cereals and starch dishes.
Content Standard
Learners independently prepare and cook cereals and starch dishes per standards.
Performance Standard
LO 1: Perform mise en place
1.1 Prepare tools, equipment, and ingredients (TLE_HECK9-12CD-If-5)
A. Learning
Competencies/ 1.2 Determine sources and kinds of starch and cereals
Objectives
1.3 Identify ingredients in preparing starch/cereal dishes
II. CONTENT PREPARE CEREAL & STARCH DISHES
1. Mise en place
2. Nutritional components of cereals and starch
3. Food sources and types
4. Tools, equipment, ingredients
5. Properties and reactions of starch
At the end of the session, learners should be able to:
1. Enumerate kinds of starch and their nutritional value
2. Describe three properties/reactions of starch
3. Prepare and recommend a starch recipe
III. LEARNING
RESOURCES
A. References
1. Teacher’s
(as indicated in DepEd’s Annex 2B.6 template)
Guide
Cookery pp. 82–89
2. Learner’s
Materials
3. Textbook
(generally noted as available but not explicitly numbered in the example)
pages
4. Additional e.g., “CBLM II Food Trades”
Materials from
Learning
Resource (LR)
portal
B. Other Learning Presentation slides (e.g., properties of starch)
Resources
Visual aids: samples of cereals/starches, food charts
Realia: raw cereals (rice, corn), processed starch products (flour, noodles)
Hands-on materials for recipe activitiesPresentation slides (e.g.,
demonstrating starch properties and gelatinization)
Visual aids and realia: samples of cereals (rice, wheat, corn) and starch-
based foods (noodles, flour)
Cooking tools & equipment: bowls, measuring cups, pots, heat sources
Hands-on recipe materials: ingredients for practical dishes (e.g., porridge,
noodles)
IV. PROCEDURES
Ask learners to enumerate starch sources and manufactured starch-based foods
A. Review previous
lesson or
presenting the
new lesson
Define starch ("a polysaccharide of glucose units") and explain its relevance in cookery and
B. Establishing a
nutrition
purpose for
the lesson
C. Presenting Show common starch sources (e.g., rice, wheat) and highlight amylose vs amylopectin as
examples/ examples
instances of the
new lesson
Explore nutritional value and composition of cereals/starch; compare
calorie and nutrient content.
D. Discussing new
concepts and Group activity: analyze provided cereal/starch sample and link its
practicing new nutritional profile.
skills #1
Delve into properties and reactions of starch (gelatinization, retrogradation).
E. Discussing new
concepts and Demonstration: cook a small starch mixture (e.g., corn starch slurry) to show
practicing new thickening.
skills #2
G. Students prepare a simple cereal/starch dish (e.g., porridge or noodles).
F. Developing
mastery (leads to H. Teacher uses a rubric assessing mise en place, technique, taste, and
formative presentation.
assessment 3)
I. Finding practical Encourage students to suggest how to include nutritious cereal/starch meals at home (e.g., rice
applications of porridge, pasta with veggies).
concepts and skills
in daily living
J. Making K. Ask learners to state three key properties of starch in one sentence each,
generalizations promoting conceptual understanding.
and abstractions
about the lesson
L. Evaluating M. Observe and note practical dish outcomes and performance.
Learning
N. Short quiz or oral questioning on cereal types, starch properties, and
nutritional value.
P. For struggling learners: hands-on review of mise en place or a simplified
cooking task.
O. Additional
activities or
Q. Optional: research and present on a cereal-based dish from local cuisine.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% of
the evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers
Prepared By: Checked By:
AIZA D. PELLETERO ROSELYN A. NALDOZA
Teacher I School Head
