GRADE 11 to 12 School Manga National High School Grade Level 9 (FOOD PROCESSING)

DAILY LESSON Teachers Herlyn F. Literatus Learning Area T.L.E.- Food( fish ) Processing
Teaching Dates and Time Sept. 25 – 29 , 2023 Quarter 1
LOG

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 demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
B. Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method independently the given method independently the given method independently the given method
of dispensing non-bulk ingredients. of dispensing non-bulk ingredients. of dispensing non-bulk ingredients. of dispensing non-bulk ingredients.

C. Learning Competency/Objectives Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients
Write the LC code for each. 1.prepare, clean, check and 1. prepare the raw 1.preparation of raw materials 1.identify appropriate equipment
sanitize equipment, tools, materials materials for salting, curing and smoking tools and utensils used in
and utensils for salting, curing and 2. sorting and grading of raw fermentation of fruits and vegetables.
smoking; materials
2. identify the equipment, tools and (TLE_AFFP9NB-IIIA-e-1)
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
A. References Competency-Based Learning Competency-Based Learning Competency-Based Learning Competency-Based Learning
Material Material Material Material
1. Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2. Learner’s Materials pages CBLM CBLM CBLM CBLM
3. Textbook pages
1
Jski.dv
 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.
The teacher introduce a new lesson As a recap, the teacher ask the As a prelude, teacher asks Teacher uses learners’ assignment
A. Reviewing previous lesson or about how to prepare the equipment, students what they’ve learned the students the following motive as part of the review of the previous
presenting the new lesson tools, and utensils. previous lesson questions: lesson process. Then ask the
1. What are the 1. How you are going to review question:
equipment, tools and sort out and grading the 1.How you are going to prepare
utensils that you are raw materials? equipment, tools, materials and
going to prepare and utensils for fermentation and
identify each? pickling?

The teacher discuss the lesson on The teacher ask the students do the The teacher discuss the lesson about Teacher identify appropriate
B. Establishing a purpose for the lesson how to: reporting and discuss the topic preparation of raw materials for equipment tools and utensils used
1. prepare, clean, check about on how to: salting, curing and smoking. in fermentation of fruits and
and sanitize equipment, 2. Prepare the raw vegetables.
tools, materials materials.
and utensils for salting, curing and 3. Sorting and grading of
smoking; raw materials.
2. identify the equipment, tools
and utensil that are being used.

The teacher present the pictures using The teacher give additional inputs Through Power Point Presentation, Teacher asks the students as their
C. Presenting examples/Instances of the Power Point Presentation of of what has been discuss by the the teacher ask questions to the oral recitation to give another
new lesson equipment, tools, and utensils. students through a Power Point students as their oral recitation on examples aside from the given
Presentation or a videos on how understanding about the examples in order for them to
to prepare the raw materials. preparation of meat and poultry for understand more about the
curing, eggs for salting and fish for lesson.
smoking.

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

2
Jski.dv
 poultry for curing, eggs for salting
and fish for smoking.
E. Discussing new concepts and Teacher explains the definition of the The teacher continues the The teacher explains further the Teacher elaborate the topic about
practicing new skills # 2 kitchen tools and utensils. discussion of about sorting and proper cleaning of fish. the basic equipment, tools and
grading raw material based on utensils used in fermenting fruits
qualities that needs to be and vegetables and its uses and
considered. function.

F. Developing mastery Teacher shows some pictures of Teacher provide/ draws questions Teacher having a follow-up Teacher provide a short review of the
(leads to Formative Assessment 3) equipment’s, tools and utensils for that would easily understand on questions just to assess their lesson and asking questions for
the students to easily identity. prepare, sort and grading the understanding about the lesson. them to interact and give their
materials. own opinion and understanding about
the lesson.
G. Finding practical application of Teacher emphasizes the Teacher highlights the Students’ knowledge and skills in The teacher emphasize the
concepts and skills in daily living significance of preparing the significance of a thorough preparing raw materials for importance of having a
equipment, tools and utensils in understanding of the concepts on salting, curing and smoking is very knowledge in preparing
order to have a systematic way of preparing the raw materials, sort essential in which the students Equipment, tools and utensils used
performing the activities. and grading the materials in order should be equipped in dealing raw in fermentation of fruits and
to have a knowledge on receiving material in food processing. vegetables and how they are going
and dealing fresh raw materials. to apply.

H. Making generalizations and Teacher makes the students engage The concepts that teacher implies Teacher deepens students’ Teacher deepens students’
abstractions about the lesson and internalized that the importance the students to be skillful enough in understanding of the concept of understanding of the concept which
of having an appropriate preparing, sorting and grading upon preparing raw materials for salting, relevance of preparing the equipment,
knowledge of preparing and the receiving the raw materials. curing and smoking such that this tools and utensils used in
identifying the equipment, tool and would enhance their idea on how fermentation of fruits and vegetables
utensils. to prepare and manage the raw in order for them to be efficient
materials for salting, curing and upon doing their activity.
smoking.
I. Evaluating learning Teacher ask the students through Teacher encourages the students Teacher encourages students to The teacher draws interesting
the pictures being presented in to give their opinions and give their interaction by questions for the students to
Power Point Presentation for them to understanding with the different answering the questions based on encourages to participate and answer
evaluate what have they learned about characteristics and qualifications the different steps and the questions as part of their oral
the lesson. of fresh raw materials that needs to procedure in preparing raw participation.
be reject or accept. materials for salting, curing and
smoking.

J. Additional activities for application Agreement: Agreement: Agreement: Agreement:

or remediation Teacher asks students to do a Teacher asks students to go online Teacher requires students to go online Teacher requires the students to go
research on how to prepare the and research about and research about online and research about

3
Jski.dv
 raw materials and do the preparation of raw materials for preparing equipment, food preservation tools
reporting by group. salting, curing and smoking. tools, materials and equipment and utensils for
utensils for processing food by sugar
fermentation and concentration.
pickling.
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
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 learners were
strategies worked well? Why dependent learners and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group
did these work? 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 and the current
encounter classroom physical set up which is flooded with plenty of chairs.
which my principal or
supervisor can help me
solve?
G. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast,
materials did I use/discover cause and effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which
I wish to share with other
teachers?
PREPARED BY:
HERLYN F> LITERATUS CHECKED BY:E
 GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY LESSON Teachers ERMA G. JALEM Learning Area T.L.E.
Teaching Dates and Time Quarter FOURTH
LOG

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 demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
D. Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method of independently the given method of independently the given method of independently the given method of
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
D. Learning Competency/Objectives Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients
Write the LC code for each. 1. answer questions 1.discuss the 1.perform salting a nd curing 1. labelling of product
comprehensively process of salting and 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 Learning Competency-Based Learning Competency-Based Learning
Material Material Material
5. Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
6. Learner’s Materials pages CBLM CBLM CBLM CBLM
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

6
Jski.dv
 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.
The teachers reviewing some of the The teacher introduce a new lesson The teachers organized the students to Teacher uses learners’
K. Reviewing previous lesson or topics that have been discussed about recognizing the importance get ready of their materials, assignment as part of the
presenting the new lesson for previous series meetings which of proper curing procedures and equipment, tools and utensils in review of the previous
covers about preparing to techniques accurately and performing the salting. lesson process. Then ask the
dispense ingredients. systematically. review question:
1. How you are going to label
a certain finished
product?
The teacher draw some questions The teacher discuss the topic The teacher facilitate the students during The teacher explain about :
L. Establishing a purpose for the for them to recall the lesson. about the process of salting and their performance activity. - labeling of product
lesson curing.

The teacher should also give The teacher presenting Presenting example during performing Teacher shows some
M. Presenting examples/Instances of the some hints/clues for them to examples using the Power Point the salting activity. examples with the used of
new lesson refresh their minds about the Presentation methods of salting and Power Point Presentation, for
previous lesson curing. the students to understand
the labeling packaged
processed food products.

The teacher give proper The teacher discuss about the The teacher would see to it that every Teacher discuss the topic
N. Discussing new concepts and instructions about the formative test. procedures of salting. students has a chance to perform the about the Labeling Law shall be
practicing new skills # 1 task. strictly enforced in which
containers of articles sold
should have the exact
Information.
O. Discussing new concepts and The teacher assures the students The teacher discuss more about the The teacher should set and organized the Teacher further explain the
practicing new skills # 2 for them to set their minds in the process of curing. working environment. topic condition of packaged
formative test. finished food products.
P. Developing mastery The teacher let the students be ready The teacher let the students The teachers should make sure that all Teacher provide a short
(leads to Formative Assessment 3) in the formative test. identify the different procedures in the students should follow the standard review of the lesson and
salting and curing for them to procedures in performing the activity. asking questions for them to
familiarize and be able to perform interact and give their own
the activity. opinion and understanding
about the lesson.
Q. Finding practical application of The teacher focus on the The teacher should encourage The teacher emphasize the
concepts and skills in daily living administering the formative test the students to know importance of understanding

7
Jski.dv
 based the topic being discussed. the process of salting and curing. about labeling the products
with exact informations given.

R. Making generalizations and The teacher should conduct a The teacher wants the Teacher deepens students’ Teacher highlights the
abstractions about the lesson summative test for the students to students to perform the salting understanding of the concept of significance of the
be assessed of what they’ve and curing by their own skills. selecting a right measuring/dispensing application of what the
learned. and weighing equipment according to student learned about
dispensing requirements for the labeling with following the
students to Labeling Law as mandated.
identify and figure out those equipment.

S. Evaluating learning Through Power Point Presentation, The teacher highlights the Teacher give feedback and ask some The teacher draws
the teacher give completion type of significance on how to perform question based on their performance. interesting questions for the
test. salting and curing activity. students to encourage to
That would be answered by the participate and answer the
students. questions as part of their
1. The process by which bacteria or oral participation.
other microorganisms are
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 application Agreement: Agreement: Agreement: Agreement:

or remediation Teacher asks students to go online Teacher asks students to brings Teacher requires students to go online Teacher requires the
and research about selection of tomorrow all the necessary and research about labeling the dispensed students to go online and
appropriate measuring/dispensing materials for salting activity. ingredients according to workplace research about how to make a
and procedures. production report.
weighing equipment according to
dispensing requirements.
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 80% in Note: To be determined upon the finalization of the results of the unit assessment
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

8
Jski.dv
 who scored below 80%
J. Did the remedial lessons work? Note: To be determined upon the finalization of the results of the unit assessment
No. of learners who have caught
up with the lesson
K. No. of learners who continue to Note: To be determined upon the finalization of the results of the unit assessment
require remediation
L. Which of my teaching strategies Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners and were not
worked well? Why did these work? confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
M. What difficulties did I encounter At the moment the learning environment is not ideal for 21st century learners considering the absence of interactive technology in teaching and the current classroom physical set up which is
which my principal or supervisor can flooded with plenty of chairs.
help me solve?
N. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect, and problem and
materials did I use/discover which I solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
wish to share with other
teachers?

PREPARED BY: CHECKED BY:

ERMA G. JALEM JOSEPHINE L. HANGAD

Teacher Head Teacher V

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

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 demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
C.Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method of independently the given method of independently the given method of independently the given method of
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
Learning Competency/Objectives Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients
Write the LC code for each. 1. discuss the importance of 1. Reporting by group the 1. discuss the importance of 1. define OHS
checking and inspecting the importance of personal hygiene PPE 2. discuss importance of
equipment in order the students have knowing it
a precautions during at risk and
hazard will occur (TLE_AFFP9NB-IIIA-e-1)

(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
12. Additional Materials from
10
Jski.dv
 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.
Teacher uses learners’ assignment As a recap, the teacher ask the As a prelude, teacher ask the Teacher uses learners’
E.Reviewing previous lesson or as part of the review of the previous students what they’ve learned the students about their assignments on assignment as part of the
presenting the new lesson lesson process. Then ask a review previous lesson. relation to PPE : review of the previous lesson
question: 1. What is the -How do you prevent cross- process. Then asks the review
-Why is it necessary to check and importance of checking and contamination and food borne question:
inspect the equipment? inspecting the equipment? illnesses? 1. What is the importance
2. Why is it important to of PPE
check and inspect the 2. What are those type of
equipment? PPE?
The teacher explain : The students do the The teacher discuss the new lesson The teacher define what is OHS.
U. Establishing a purpose for the lesson - the importance of checking and Reporting by group while the about the importance of PPE in every
inspecting the equipment in order the teacher is just facilitating them while workers in various work settings.
students have a precautions during the reporting is going on.
at risk and hazard will
occur.
The teacher shows some pictures The teacher should also give The teacher presenting examples with Teacher shows some examples with
V. Presenting examples/Instances of the through Power Point Presentation some hints/clues for them to the used of Power Point the used of Power Point
new lesson for the students can easily relate and refresh their minds about the Presentation with the different types Presentation, for the students to
understand. previous lesson of PPE which is vital to health and easily absorbed the lesson well.
safety on the job.

Teacher further discuss the The teacher do some feedbacks about The teacher explain the current list Teacher discuss the topic about the
W. Discussing new concepts and purpose of checking and the reporting as an additional of PPE recommended for use. goal of OHS to the students to
practicing new skills # 1 inspecting to specifies the information about the topic. foster a safe work environment.
circumstances where inspection is
required to ensure healthy and
safe conditions are maintained.
X. Discussing new concepts and The teacher highlighted the topics The teacher further explain about The teachers elaborate the ideas with Teacher further explain the
practicing new skills # 2 what should the inspection cover in those words where the students the ideal to have a selection and topic about the objective of
which this will depend on type of can’t understand. proper use of PPE. OHS in order to protect workers
work equipment, its use and the against the dangers of injury,
conditions to which it is exposed. sickness or death through safe
and healthful working conditions.

11
Jski.dv
Y. Developing mastery Teacher making a run-though of what The teacher draws some The teachers ask a catching Teacher provide a short review of
(leads to Formative Assessment 3) has been discuss so that the students questions and give a clues for the questions for the students to the lesson and asks questions
can interact of what they’ve learned. students to participate refresh of about the lesson. for them to interact
interacting their ideas. and give their own opinion and
understanding about the lesson.
Z. Finding practical application of Teacher implies the importance of The teacher focus on inculcating the The teacher should encourage the The teacher emphasize the
concepts and skills in daily living checking and inspecting the students to bear in their mind about students to be familiarize and be importance of having a
equipment in order to avoid the how to prevent cross acquainted with the different types of knowledge of OHS in every
hazard and risk during activity. contamination and foodborne PPE to avoid hazard and to working condition.
illness. have safety on the job.
AA. Making generalizations and Teacher should entails the The teacher emphasized the Teacher deepens students’ Teacher highlights the
abstractions about the lesson significance of checking and significance of having a personal understanding the concept of importance of OHS for assuring
inspecting the equipment for them hygiene to prevent cross wearing the PPE most especially at the conservation of valuable
to check the conditions of the contamination and foodborne work. manpower resources and
equipment whether in needs illnesses. prevention of loss or damage to
to be repair or considered as waste. lives and properties.

BB. Evaluating learning Through Power Point The teacher give a catching Teacher encourage the students to The teacher draws interesting
Presentation, the teacher point out questions that would re-fresh the give their interaction by answering questions for the students to
some questions that would students idea about the lesson. the questions based on the lesson. encourage and participate to
encourage the minds of the answer the questions as part of
students to assess of what their oral participation.
they’ve learned.
CC. Additional activities for application or Agreement: Agreement: Agreement: Agreement:
remediation Teacher asks students to go online Teacher asks students to go online Teacher requires students to go online Teacher announce to let the
and research about and research about PPE. and research about OHS. students study about all the
contamination and food safety issues lesson being tackled.
and do 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 earned 80% Note: To be determined upon the finalization of the results of the unit assessment
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 have
caught up with the
12
Jski.dv
 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 learners were dependent learners and were not
strategies worked well? Why confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
did these work?
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 and the current classroom physical set up which is
encounter which my flooded with plenty of chairs.
principal or supervisor can
help me solve?
G. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect, and problem and
materials did I use/discover solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with other
teachers?

PREPARED BY: CHECKED BY:

ERMA G. JALEM JOSEPHINE L. HANGAD

Teacher Head Teacher V

13
Jski.dv
 GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY LESSON Teachers ERMA G. JALEM Learning Area T.L.E.
Teaching Dates and Time Quarter
LOG

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 demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
C.Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method independently the given method independently the given method independently the given method
of dispensing non-bulk ingredients. of dispensing non-bulk ingredients. of dispensing non-bulk ingredients. of dispensing non-bulk ingredients.

Learning Competency/Objectives Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients
Write the LC code for each. 1. make a production report 1. discuss the importance 1.discuss the meaning of 5S. 1.answer questions
(TLE_AFFP9NB-IIIA-e-1) of maintenance in order to prolong comprehensively
the life span of an equipment. (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)
II.LEARNING RESOURCES
N. References From the internet source Competency-Based Learning Competency-Based Learning Competency-Based Learning
Material Material Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2.Learner’s Materials pages CBLM CBLM CBLM CBLM
3.Textbook pages
3.Additional Materials from
Learning Resource (LR)portal

14
Jski.dv
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.
The teacher ask the students as a The teacher introduce a new lesson The teacher introduce a new lesson about As a recap, the teacher ask
DD. Reviewing previous lesson or review: about maintaining a workplace the 5S. the students what they’ve
presenting the new less. - How to make a setting. learned the previous lesson:
production report? -related to measure and/or
weigh ingredients.
The teacher present a new lesson The teacher discuss the The teacher discuss the meaning of 5S. The teacher draw some
EE. Establishing a purpose for the lesson using the Power Point presentation topic about the importance of questions for them to recall the
on making a production report. maintenance in order to prolong the lesson.
life span of an equipment.

The teacher give another examples The teacher presenting Teacher shows another example for the The teacher should also
FF. Presenting examples/Instances of the in computing the production report. examples using the Power Point students to easily connect the lesson give some hints/clues for
new lesson Presentation for the students well. them to refresh their minds
easily distinguish the value of about the previous lesson
maintaining the equipment.
The teacher discuss about the The teacher discuss about the The teacher explain about safety in The teacher give proper
GG. Discussing new concepts and procedure for determining the advantage of maintaining the workplace setting. instructions about the
practicing new skills # 1 selling price of processed products. facilities. formative test.

HH. Discussing new concepts and The teacher further explain about The teacher elaborate the topic about The teacher further explain the general The teacher assures the
practicing new skills # 2 financial recording. the difference between maintenance safety precaution concerning people or students for them to set their
program and maintenance facilities although they may minds in the formative test.
schedule. vary depending on the trade which they
are in.
II. Developing mastery The teacher draws another The teacher having a run through of The teacher have an overview about the The teacher let the students be
(leads to Formative Assessment 3) examples on computing the the lesson for the students to discuss for the students not to forget ready in the formative test.
production report for the students to refresh about the lesson. the lesson.
practice solving.
JJ. Finding practical application of The teacher wants the students to The teacher should implies the The teacher wants the students to The teacher focus on the
concepts and skills in daily living learned to compute in order to students to apply what they’ve learned and appreciate the Japanese term administering the formative
ensure that the seller does not learned about of 5S in housekeeping system. test based the topic being
lose in the selling enterprise. maintenance. discussed.
KK. Making generalizations and The teacher encourage the students The teacher emphasized the Teacher deepens students to adopt and The teacher should conduct a
abstractions about the lesson to familiarize making importance of understanding practice the 5S in their daily lives. summative test for the
15
Jski.dv
 production reports and following the about maintenance for the students students to be assessed of
steps on how to to know how to maintain the what they’ve learned.
determine the selling price of the equipment.
processed product.
LL. Evaluating learning The teacher site another example The teacher ask a questions that Teacher site some situation that would The teacher let the students
for the students to master in making would make the students to interact lead to answering the 5S. perform a role play based on
production report. of what they’ve learned. what they’ve learned the
lesson as part of their
performance task.
MM.Additional activities for application or Agreement: Agreement: Agreement: Agreement:
remediation Teacher asks students to go online Teacher ask the students to go Teacher let the students to study about Teacher ask the students to go
and research about maintenance online and research about the 5S. the lesson on measure and /or weigh online and research
requirements according to ingredients. about :How to complete the
workplace. dispensing process?

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 earned 80% Note: To be determined upon the finalization of the results of the unit assessment
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 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 continue to Note: To be determined upon the finalization of the results of the unit assessment
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 learners were dependent learners and were not
strategies worked well? Why confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
did these work?
M. 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 and the current classroom physical set up which is
encounter which my flooded with plenty of chairs.
principal or supervisor can
help me solve?

16
Jski.dv
 N. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect, and problem and
materials did I use/discover solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.

which I wish to share with other

teachers?

PREPARED BY: CHECKED BY:

ERMA G. JALEM JOSEPHINE L. HANGAD

Teacher Head Teacher V

17
Jski.dv
 GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY LESSON Teachers ERMA G. JALEM Learning Area T.L.E.
Teaching Dates and Time Quarter FOURTH
LOG

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 demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
C .Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method of independently the given method of independently the given method of independently the given method of
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
.Learning Competency/Objectives Measure and/or weigh Measure and/or weigh ingredients Measure and/or weigh ingredients Measure and/or weigh ingredients
Write the LC code for each. ingredients 1.weigh/measure 1.label dispensed ingredients 1. select appropriate 1. confirm availability of
non-bulk ingredients and according to workplace procedure measuring/dispensing and weighing containers/bags and labels according to
additives according to (TLE-AFFP9NB-IIIf-j-2) equipment according to dispensing dispensing requirements.
production requirement requirements
(TLE-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 Learning Competency-Based Learning Competency-Based Learning Competency-Based Learning
Material Material Material Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2.Learner’s Materials pages CBLM CBLM CBLM CBLM
3.Textbook pages
3.Additional Materials from
18
Jski.dv
 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.
Teacher uses learners’ assignment As a recap, the teacher ask the As a prelude, teacher asks the Teacher uses learners’
Q. Reviewing previous lesson or as part of the review of the previous students what they’ve learned the students about selecting an assignment as part of the review
presenting the new lesson lesson process. Then asks the previous lesson appropriate measuring/dispensing and of the previous lesson process.
following review questions: 1.What have you learn about weighing equipment according to Then ask the review question:
1. How you are going to preparing and identifying the dispensing requirements. 1. How you are going to ensure the
prepare food equipment, tools, and utensils for availability of containers/bags
preservation tools dispensing and inspecting the raw and labels.
equipment and utensils materials?
for processing food by
sugar concentration?

The teacher discuss the lesson on The teacher draw some questions The teacher discuss the new lesson The teachers explain about :
R. Establishing a purpose for the how to: on labelling dispensed ingredients about selecting an appropriate 1. the importance of packaging
lesson - prepare food preservation tools according to workplace procedure measuring/dispensing and weighing 2. identify packaging materials
equipment and utensils for equipment according to dispensing for processed products;
processing food by sugar requirements. 3. identify different packaging
concentration. tools and equipment;
4. enumerate appropriate
packaging materials for specific
type of
processed products;
The teacher present the pictures The teacher should also give some The teacher presenting examples with Teacher shows some examples with
S. Presenting examples/Instances using Power Point Presentation of hints/clues on reading units of the used of Power Point the used of Power Point
of the new lesson equipment, tools, and utensils for measurements Presentation in order the students to Presentation, for the students to
processing food by sugar recognized the appropriate easily recognized the packaging
concentration. measuring/dispensing and materials.
weighing equipment according to
dispensing requirements.
Teacher further identify the The teacher presented units of The teacher explain more about those Teacher discuss the topic about the
T. Discussing new concepts and equipment, tools , apparatus and measures commonly used in the appropriate classifications of glass containers
practicing new skills # 1 utensil used in processing food by cookery. measuring/dispensing and weighing according to shape.
sugar concentration. equipment according to dispensing
requirements for the
students to identify and figure out

those equipment.
19
Jski.dv
H .Discussing new concepts and Teacher further explain their The teacher provides equivalents and The teachers elaborate to have a Teacher further explain the
practicing new skills # 2 functions and uses of the abbreviations of units and better understanding the uses and topic appropriate packaging
equipment, tools, apparatus and measurements applications of those equipment. materials for some processed
utensils and how it is applied. products.
I. Developing mastery Teacher shows some pictures of The teacher let the students practice The teachers ask catching questions Teacher provide a short review of
(leads to Formative Assessment 3) equipment’s, tools and utensils for proper labelling dispensed for the students to refresh of about the lesson and asking questions
the students to easily identity and ingredients. the lesson. for them to interact and give their
recognized its uses and own opinion and
functions. understanding about the lesson.
J .Finding practical application of Teacher implies the importance of The teacher allows the students label The teacher should create an a The teacher emphasize the
concepts and skills in daily living preparing the equipment, tools and properly dispensed ingredients unique teaching technique/strategy importance of having a
utensils in processing food by sugar according to workplace for the students to be interested on knowledge in ensuring the
concentration order to familiarized procedure. acquiring the knowledge of availability of containers/bags and
and apply what they have learned. selecting an appropriate labels in order to be ready on the
measuring/dispensing and weighing next activity.
equipment according to dispensing
requirements for the
students to identify and figure out
those equipment.

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

20
Jski.dv
 1. Preparing and identify selection of appropriate ensuring availability of checking of equipment
the equipment, tools, and utensils for measuring/dispensing and weighing containers/bags and labels. according to manufacturer’s
dispensing equipment according to specification.
2. inspecting the raw materials dispensing requirements.
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 earned 80% Note: To be determined upon the finalization of the results of the unit assessment
in the evaluation
V. 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%
W. Did the remedial lessons work? Note: To be determined upon the finalization of the results of the unit assessment
No. of learners who have caught
up with the
lesson
X. No. of learners who continue to Note: To be determined upon the finalization of the results of the unit assessment
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 learners were dependent learners and were not
strategies worked well? Why did confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
these work?
Z. 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 and the current classroom physical set up which is
encounter which my flooded with plenty of chairs.
principal or supervisor can help
me solve?
AA. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect, and problem and
materials did I use/discover solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with
other teachers?
PREPARED BY: CHECKED BY:

ERMA G. JALEM JOSEPHINE L. HANGAD

Teacher Head Teacher V

21
Jski.dv
 GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY LESSON Teachers ERMA G. JALEM Learning Area T.L.E.
Teaching Dates and Time Quarter
LOG

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 demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing non- bulk
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. ingredients.
C. Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method of independently the given method of independently the given method of independently the given method of
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk ingredients.
ingredients. ingredients. ingredients.
U. Learning Competency/Objectives Complete the dispensing Complete the dispensing Complete the dispensing Complete the dispensing process.
Write the LC code for each. process. process. process. 1. discuss a new lesson about the three
1.discuss difference between 1. discuss terminology that 1. discuss ways to keep and primary ways to approach equipment
cleaning and sanitizing would be used for sanitizing improve production facilities maintenance
stable efficient at the lowest cycle
(TLE-AFFP9NB-Iva-b-3) (TLE-AFFP9NB-Iva-b-3) 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.
Cleaning and sanitizing of Cleaning and sanitizing of dispensing Maintaining and storage of Maintaining and storage of dispensing
dispensing equipment equipment dispensing equipment equipment
X. LEARNING RESOURCES
A. References From the internet source. From the internet source Competency-Based Learning From the internet source
Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2.Learner’s Materials pages CBLM
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource www.foodsafetymagazine.com www.foodsafetymagazine.com http://www.foodmanufacturing.com/

22
Jski.dv
 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 students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
V.PROCEDURES conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher introduce a new lesson The teacher introduce a new lesson The teacher introducing a new As a recap, the teacher ask the
A. Reviewing previous lesson or about cleaning and sanitizing. about sanitizing process. lesson about the total productive students ask what they’ve learned the
presenting the new lesson maintenance. previous lesson:
-What is total productive maintenance?

The teacher solicits ideas from The teacher discuss the topic The teacher discuss the objective The teacher discuss a new lesson about
B. Establishing a purpose for the lesson students to discuss the difference about some terminology that would which to keep and improve the three primary ways to approach
between cleaning and sanitizing. be used for sanitizing. production facilities equipment maintenance.
stable efficient at the lowest
cycle cost.
The teacher asks students to site a The teacher presenting Teacher shows video clips on The teacher should also expound
C. Presenting examples/Instances of situation that would easily examples using the Power Point sanitary practices for the students her/his discussion about the emphasis
the new lesson identify the difference between Presentation for the students easily to understand the lesson well. of preventive, run-to- failure and
cleaning and sanitizing. recognized the process of predictive maintenance.
sanitization.
The teacher discuss about The teacher discuss about the The teacher explain about basic The teacher further explain that during
D. Discussing new concepts and cleaning and sanitizing those two methods of sanitization and policy maintenance control. evaluation this identify all procedures,
practicing new skills # 1 food contact surfaces. how it is being applied. including parts programs,
recordkeeping, and
workflows that support the maintenance
effort.
E. Discussing new concepts and The teacher further explain The teacher elaborate the topic The teacher further explain the basic The teacher elaborate the topic that
practicing new skills # 2 about: about the application of the two elements for actual maintenance emphasized the placed of work orders
-What are the common cleaning methods in a working area. control. for the repair or replacement of key
agents? items that can bring down a machine
which done in certain
industry.
F. Developing mastery The teacher draws another The teacher have a run through of The teacher have an overview The teacher having a run-though of what
(leads to Formative Assessment 3) examples on distinguishing the lesson for the students to about the discussion for the has been discuss, for the students to
between cleaning and sanitizing. refresh about the lesson. students not to forget the lesson. differentiate the three
primary ways to approach equipment
maintenance.

23
Jski.dv
G. Finding practical application of The teacher emphasized the The teacher implies the The teacher wants the students to The teacher wants to appreciate the
concepts and skills in daily living significance of valuing the students to apply what they’ve learned and appreciate the use of value of the three primary ways to
attitude of being cleaned and learned about sanitizing. maintenance control. approach equipment maintenance.
sanitized most especially in dealing
foods.

H. Making generalizations and The teacher encourage the students The teacher emphasized the Teacher deepens students to adhereThe teacher encourage the students to
abstractions about the lesson to understand between cleaning and importance of understanding about the application of maintenance familiarized the three primary ways
sanitizing in every sanitizing. control. to approach equipment
lives and in working setting. maintenance.
I. Evaluating learning The teacher give a situation and let The teacher let the students to answer Teacher draws situational question The teacher ask some related question
them have a role paly as part of the given question: that would trigger the minds of the that would challenge their minds to think
their performance. 1. Enumerate the methods students to think and remember the lesson.
of sanitizing. And how to manage the maintenance
explain. control.
J. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Teacher asks students to go online Teacher ask the students to go online Teacher asks students to go Teacher announce the students to study
and research about the process of and research about the total online and research about all the lesson for a next meeting quiz.
sanitation. productive maintenance. preventive 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 earned 80% Note: To be determined upon the finalization of the results of the unit assessment
in the evaluation
CC. 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%
DD. 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
EE. No. of learners who continue to Note: To be determined upon the finalization of the results of the unit assessment
require remediation
FF. Which of my teaching strategies Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners and were not confident
worked well? Why enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
did these work?
GG. What difficulties did I encounter At the moment the learning environment is not ideal for 21st century learners considering the absence of interactive technology in teaching and the current classroom physical set up which is
which my principal flooded with plenty of chairs.

24
Jski.dv
 or supervisor can help me solve?

HH. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect, and problem and
materials did I use/discover solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with other
teachers?

PREPARED BY: CHECKED BY:

ERMA G. JALEM JOSEPHINE L. HANGAD

Teacher Head Teacher V

25
Jski.dv
 GRADE 11 to 12 School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
DAILY LESSON Teachers ERMA G. JALEM Learning Area T.L.E.
Teaching Dates and Time Quarter
LOG

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 demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing non-
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. bulk ingredients.
C. Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method of independently the given method of independently the given method of independently the given method of
dispensing non-bulk dispensing non-bulk dispensing non-bulk dispensing non-bulk ingredients.
ingredients. ingredients. ingredients.
Learning Competency/Objectives Complete the dispensing Complete the dispensing Complete the dispensing Complete the dispensing process.
Write the LC code for each. process. process. process. 1. answer questions with
1. answer questions 1. discuss the definition of a 1.discuss each of the comprehension
comprehensively tagging-out “Seven Basic Steps for Lock-out (TLE-AFFP9NB-Iva-b-3)
(TLE-AFFP9NB-Iva-b-3) (TLE-AFFP9NB-Iva-b-3) Tag-out”
(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 unacceptable Maintaining and storage of Maintaining and storage of dispensing
equipment/utensil dispensing equipment equipment
II.LEARNING RESOURCES
A. References Competency-Based Learning Competency-Based Learning Competency-Based Learning From the internet source
Material Material Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2.Learner’s Materials pages CBLM CBLM CBLM
3.Textbook pages
4.Additional Materials from
Learning Resource (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.

26
Jski.dv
 The teacher allows the students to The teacher introduce a new The teacher continue the The teacher let the students to prepare
A. Reviewing previous lesson or review for the test lesson about tag-out system. discussion about the seven “Seven themselves in a formative test.
presenting the new lesson Basic Steps for Lock-out
Tag-out”
The teacher draw some questions The teacher discuss the The teacher discuss each of the . The teacher draw some questions for
B. Establishing a purpose for the lesson for them to recall the lesson. definition of a tagging-out. “Seven Basic Steps for Lock-out them to recall the lesson.
Tag-out”

The teacher gives clues/hints for The teacher site more example about Teacher shows another example The teacher should also give some
C. Presenting examples/Instances of thorough review of the lesson. tagging-out of equipment. for the students to understand the hints/clues for them to refresh their
the new lesson relevance of minds about the previous lesson.
“Seven Basic Steps for Lock-out
Tag-out”
The teacher gives proper The teacher discuss about purposes The teacher explain about the The teacher give proper instructions
D. Discussing new concepts and instructions about the formative of equipment tag-out purpose of the “Seven Basic about the formative test.
practicing new skills # 1 test. bill. Steps for Lock-out Tag-out”
E. Discussing new concepts and The teacher assures the students to The teacher further explain about the The teacher further explain the The teacher assures the students for
practicing new skills # 2 set their minds in the test. tag documents that needs to “Seven Basic Steps for Lock-out them to set their minds in the
complied. Tag-out” on the application in formative test.
work setting.
F. Developing mastery . The teacher let the students be ready The teacher draws another for The teacher have an overview The teacher let the students be ready in
(leads to Formative Assessment 3) in the test. the students to interact the about the discussion for the the formative test.
questions and answer portion. students not to forget the lesson.
G. Finding practical application of The teacher wants to inculcate the The teacher emphasized The teacher wants the students to The teacher focus on the
concepts and skills in daily living mind of the students to seriously the significance of valuing the learned and develop their selves administering the formative test based
focus on the test given. tagging-out system most of in practicing the “Seven Basic the topic being discussed.
especially preventing improper Steps for Lock-out
operation of equipment. Tag-out”
H. Making generalizations and The teacher highlights the The teacher encourage the students Teacher deepens students to The teacher should conduct a
abstractions about the lesson significance of having knowledge on to understand the purpose of emphasized the application of summative test for the students to be
the particular lesson. tagging-out the equipment to hazard “Seven Basic Steps for Lock-out assessed of what they’ve learned.
and risk. Tag-out” during in a work setting.
I. Evaluating learning Through Power Point Presentation, The teacher draws a questions and Teacher draws situational question Through Power Point Presentation, the
the teacher give a completion type of let the students to answer the that would trigger the minds of the teacher give a completion type of test.
test. Let the students answer the questions. students to think how to use and Let the students answer the test.
test apply the “Seven Basic Steps for 1. A system to warn or
Lock-out Tag- out” let you know whether something in
your workplace should either be
operated with extra care and alone.
2. It is part of seven

27
Jski.dv
 step of lock-out which notify all
those who need to know that a lock-
out tag-out procedure is taking place.

J. Additional activities for Agreement: Agreement: Agreement: Agreement:

application or remediation Teacher asks the students to go Teacher asks students to go online Teacher announce the students to Teacher asks the students to go online
online and research about and research about study their lesson for a and research about records
tagging-out. Seven Basic Steps for Lock-out formative test next meeting. are completed according to workplace
Tag-out procedures.
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 80% in the Note: To be determined upon the finalization of the results of the unit assessment
evaluation
B.No. of learners who require additional Note: To be determined upon the finalization of the results of the unit assessment
activities for remediation who scored
below 80%
C.Did the remedial lessons work? No. of Note: To be determined upon the finalization of the results of the unit assessment
learners who have caught up with the lesson

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

PREPARED BY: CHECKED BY:

ERMA G. JALEM JOSEPHINE L. HANGAD

Teacher Head Teacher V

28
Jski.dv
 29
Jski.dv