School: Emilio Jacinto National High School Grade Level: 10

GRADES 1 to 12 Teacher: Ms. Kim Russel J. Agpaoa Learning Area: Cookery

DAILY LESSON LOG
Teaching Dates and Time: September 11-15 2023 Quarter: 1-WEEK 1

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR

A. Content Standards The learners demonstrate an understanding in preparing egg dishes. Act

B. Performance Standards The learners independently prepare and cook egg dishes.

C. Learning Competencies LESSON 1: PREPARE EGG DISHES

LO1: Perform Mise En Place

1.1 Identify an egg’s components and its nutritive value.
1.2 Identify and prepare ingredients according to standards recipes.

D. Sub tasking (if needed) At the end of this session, the At the end of this session, the At the end of this session, the learners At the end of this session, the
learners are able to; learners are able to; are able to; learners are able to;
a. Familiarize on the topic for a. Classify the kitchen tools, a. Determine the parts of an a. Recognize the good and bad
this quarter. utensils and equipment needed in egg; quality of an egg;
b. Determines each student's egg preparation; and b. Explain the role of each part b. Determine the proper egg
knowledge of and b. Explain how does tools, utensils of an egg. grading.
proficiency in the subject and equipment in egg
matter. preparation helps people in their
daily lives.

Write the LC code for each TLE_HECK9-12ED-Ia-1

II. CONTENT Orientation Kitchen Tools, Utensils and Physical Structure and - Nutritive Value of Egg -
(Subject Matter) Values of the month Equipment Needed in Egg Composition of Egg - Egg Quality
(September) Preparation
- Egg Grading
Egg Overview
Pre-Test - Egg size

III. Learning Resources

A. References N/A
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Technical-Vocational Track Home Economics- Cookery page 17
2.Learner’s Materials Pages Cookery 9-10 Most Essential Learning Competencies page 418
3.Textbook Pages Cookery 10 Quarter 1-Module 1 Learning Module Cookery 10 Cookery 10 Quarter 1-Module 1
SLM DepEd SOCCKSARGEN Page 54 SLM DepEd SOCCKSARGEN pages 8-10
page 7
4. Additional Materials from N/A
Learning Resources (LR) Portal)
B. Other Learning Resources Pencil and Pen Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
IV.PROCEDURES
A. Review Previous Lessons `Conduct a recap of the previous discussion.

B. Establishing purpose for the Guess What?! Good or Bad?

Lesson (Motivation)
EggCercise!

C. Presenting examples /instances N/A Power point Presentation  Power point Presentation  Power point Presentation
of the new lessons (show pics,  Real egg
videos, ppt)
D. Discussing new concepts and The teacher will give a short The teacher will give an introduction to the topic.
practicing new skills #1. (Pre- orientation about what to expect
Discussion Activity) in this lesson and quarter.
Provide quotes for the values of
the month (Helpful) ask someone
to explain the quotes on their own
understanding.
E. Discussing new concepts & Kitchen Tools Physical Structure and Nutritive Value of Egg
practicing and concern to new PRE-TEST Composition of Egg
skills #2 (Provide a printed copy) 1. Colander – a perforated bowl of Egg is indeed one of
varying sizes made of stainless We normally distinguish nature‘s complete food. It
Egg Overview steel, aluminum or plastic. 3parts of an egg, the shell, the contains high quality protein
egg white, and the egg yolk, but with all the essential amino
2. Offset spatula –It is used for
In cookery, egg refers to a closer scrutiny reveals more acids, all of the vitamins except
poultry or fowl products. The turning and lifting eggs, pan vitamin C, and many minerals.
detailed components of an egg.
versatility of eggs is evident in its cakes, and meats on griddles, Egg products are particularly
presence in numerous food items. grills, sheet pans, and the likes. good for fortifying food low in
Eggs may be eaten cooked in its 3. Pastry Brush – a small protein quality. Except for
shell, fried or poached or may be implement used to brush the mother‘s milk, eggs provide the
combined with other ingredients surface of unbaked pastries or best protein naturally available.
to produce another dish. In Egg protein is often used as a
cookies with egg white, egg yolk
baking, egg acts both as an reference standard for
emulsifier and leavener. or glaze. biological values of their
4. Rubber scraper –It is used to proteins.
Eggs are produced scrape off all the contents of
commercially in farms with a few bowls and pans from the sides 1. Shell. The egg‘s outer Egg quality
hundred laying chickens, or in and fold in beaten eggs in batter covering, the shell, accounts
large laying complexes with or whipped cream. Egg quality has two general
for about 9 to 12 % of its
thousands of layers. Small and components: shell quality
5. Sieve – type mesh supported by total weight depending on
micro-sized backyard poultry (exterior quality) and interior
either in small poultry cages or as a round metal frame used for egg size. egg quality. Interior egg quality
free range chicken are also sifting dry ingredients like 2. Air cell. This is the empty has direct bearing on the
producing eggs. Egg is indeed a starch and flour. space between the white and functional properties of eggs
convenient food for any meal in 6. Wire whip or Whisk –It is used shell at the large end of the while shell quality has direct
and out of the house. for blending, mixing, whipping egg which is barely existent in influence on microbiological
eggs or batter, and for blending newly laid egg. quality.
gravies, sauces, and soups. 3. Albumen/Egg white.
Egg Grading
Albumen, also called egg
Kitchen Utensils Grading is a form of
white, accounts for most of quality control used to classify
1. Egg Poacher – A miniature an egg‘s liquid weight, eggs for exterior and interior
Bain Marie with an upper dish about 67%. quality. In the Philippines, the
containing indentations each 4. Chalaza. This is the ropey grade designations are A, B, C,
sized to hold an egg or contains strands of egg white at both and D.
separate device for poaching. sides of the egg, which
2. Omelet Pan –used exclusively Egg Size
anchor the yolk in place in
for omelets and never washed Several factors influence
the center of the thick white. the size of the egg: breed, age
after used but cleaned with 5. Germinal Disc. This is the of hen, weight, feed and
absorbent paper. entrance of the latebra, the environmental factors. Native
3. Non- stick pan- A cookware channel leading to the center chickens have much smaller
is a common application, of the yolk. eggs than commercial breeds.
where the non-stick coating 6. Membranes. There are two Some commercial breeds have
allows food to brown without bigger eggs than others. Of the
kinds of membranes, one
sticking to the pan. same breed, new layers tend to
just under the shell and the have smaller eggs compared to
4. Sauce pan- deep cooking pan other covering the yolk. older hens. Pullets that are
with a handle used primarily for These are the shell significantly underweight at
cooking sauce. membrane and the vitelline sexual maturity will also
5. Mixing bowl - used for mixing membrane. Just inside the produce small eggs. Better fed
ingredients. shell are two shell hens lay larger eggs than
underfed ones. The
membranes, inner and outer.
Kitchen Equipment environmental factors that lead
1. Oven - a chamber or 7. Yolk. the yellow to yellow- to smaller eggs are heat, stress
compartment used for cooking, orange portion makes up and overcrowding.
baking, heating, or drying. about33% of the liquid
2. Electric mixer -A hand-held weight of the egg. The egg sizes are Jumbo,
Extra Large, Large, Medium,
mixer which usually comes with
Small and Peewee. Medium,
various attachments including a Large, and Extra Large are the
whisk attachment for whisking sizes commonly available.
cream, batters and egg whites,
and sugar.
 3. Refrigerator - a kitchen appliance
where you store food at a cool
temperature.

F. Developing Mastery (Leads to Checking of answer sheet of pre- Raise It Up! Identify the Parts! EGG or EX
Formative Assessment) (activity test. Materials: Small board, chalk and
after the lesson) eraser
Directions: Group the class into four,
classify the following pictures being
shown if they are Tools, Utensils or
Equipment. Write their answers on
the board and raise it after. The
fastest group with the correct answer
will earn the highest points.
G. Finding Practical Applications How does poultry contribute to How does tools, utensils and How was the experienced working in Why it is important to
of concepts and skills in daily living the economy? equipment in egg preparation helps a group? understand the nutritional value
(application) people in their daily lives? of egg?

H. Making Generalizations & The teacher will summarize the topic and ask the learners questions that related to the topic.
Abstractions about the lessons
I. Evaluating Learning Identification Matching Type
(assessment/test) Directions: Identify the following
terms. Write your answer in ¼ sheet Direction: Match Column A
of paper. with Column B. Choose the
________1. A chamber or letter of the correct and write
The teacher will assess the result compartment used for cooking, your answer in your TLE
of pre-test baking, heating, or drying. notebook.
________2. A cookware is a
common application, where the
non-stick coating.
_______3. A kitchen appliance
where you store food at a cool
temperature. Note: The scores are depending on
________4. It is used for turning and the answer of each representative.
lifting eggs, pan cakes, and meats on
griddles, grills, sheet pans, and the
likes. Answers
________5. A small implement used 1. C
to brush the surface of unbaked
 pastries or cookies with egg white, 2. E
egg yolk or glaze. 3. A
4. D
Answers
5. B
1. Oven
2. Non-stick pan
3. Refrigerator
4. Offset Spatula
5. Pastry Brush

J. Additional activities for Search! Bring it On! Search! Portfolio Making

application or remediation
(assignment/homework) Directions: Give five (5) of the Directions: Group the learners into Directions: Search for the Nutritive Directions: Make a Portfolio/
following; five members and bring the following Value of an Egg. Write your answer Compilation of pictures with
a. Tools next meeting: in your TLE Notebook. illustration showing the
b. Utensils qualities of a fresh egg in terms
c. Equipment one egg, bowl, toothpick of egg size and grading. Your
output will be rated using the
used in egg preparation. Write scoring rubric. To be submitted
your answers in your TLE next week.
Notebook.
V.REMARKS
VI. Reflection

A.No. of learners who earned 80% in

the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by:

Noted by:

Ms. Kim Russel J. Agpaoa Ms. Jessa Ajera

DR. AMMAR N. TORREVILLAS

Teacher I TLE Coordinator

Principal II

School: Grade Level: 10

 GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 2

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR

A. Content Standards The learners demonstrate an understanding in preparing egg dishes.
REM

B. Performance Standards The learners independently prepare and cook egg dishes.

C. Learning Competencies LO2: PREPARE AND COOK EGG DISHES

2.1 Identify the market forms of eggs.
2.2 Explain the uses of eggs in culinary arts.
2.3 Cook egg dishes in accordance with prescribed recipes.
D. Sub tasking (if needed) At the end of this session, the learners At the end of this session, the learners are able to;
are able to; a. Enumerate the uses of egg in culinary, and
a. Enumerate the market forms of b. Explain the importance of egg in culinary.
meat.
b. Explain what will happen to the
egg when overcooked?

Write the LC code for each TLE_HECK9-12ED-Ib-d-2

II. CONTENT Market Forms of Egg Reasons Why we Eat Egg -
(Subject Matter)
Uses of Eggs in Culinary

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
2.Learner’s Materials Pages Cookery 10 Quarter 1-Module 2 SLM DepEd SOCCKSARGEN pages 9-12

3.Textbook Pages N/A

4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Youtube.com
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for Describe It! Let’s Observe!
the Lesson (Motivation)

Directions: Observe each pictures/ video, and tell something about it.

C. Presenting examples Power point presentation.

/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts Market Forms of Egg Uses of Eggs in Culinary
& practicing and concern to Egg is cooked in many ways. It can be the main protein dish; it can be a main or accessory ingredient in dishes
new skills #2 There are three market forms of eggs from appetizers to desserts. It can be cooked by dry heat, moist heat, with or without oil, as simply or as
namely: fresh, dried (whole, egg elaborately as one‘s inclination for the moment. Indeed it can be eaten anywhere.
whites/egg yolks), and frozen (whole,
egg whites/egg yolks). 1. Cooked and served ―as is
 in the shell – soft cooked ( 5 minutes simmering) or hard cooked (15 minutes simmering)
1. Fresh Eggs or shell eggs may be  poached – cooked in simmering water; addition of salt and vinegar hastens coagulation
purchased individually, by dozen or  fried – keep low to moderate temperature
in trays of 36 pieces.  scrambled – addition of sugar delays coagulation; addition of liquids and acids decreases coagulation
2. Frozen Eggs – are made of high point
quality fresh eggs. They come in  omelet
2. Eggs as emulsifier- Lecithin and lysolecithin are responsible for the remarkable ability of egg yolk to act as
the form of whole eggs with extra
an emulsifying agent.
yolks and whites. Frozen eggs are
pasteurized and must be thawed 3. As binding, thickening agent, and gelling agents
before use.  Eggs are useful as binding, thickening and gelling agents because they contain proteins that are easily
3. Dried Eggs – are seldom used. denatured by heat.
Their whites are used for preparing  Using whole eggs requires lower coagulation temperatures resulting in a stiffer gel.
meringue. Dried eggs are used  Softer gel is produced with the addition of scalded milk and acid.
primarily as ingredients in food  In cooking custards, Bain Marie, double boiler or steamer is used to avoid boiling which can produce a
industry. They are not commonly porous custard.
 Soft custards are produced by constant stirring
sold directly to consumers.
4. As foam
Effect of Heat on Eggs
 When egg is beaten albumen is denatured, air is incorporated as white is stretched into thin films
  With continued beating, the air cells are subdivided and volume is increased
1. Coagulation of proteins: white at 60-  Protein network dries up and stabilizes the gas or air foams
65 0C, yolk at 65-700C.
Beyond this temperature, over 5. As coloring and flavoring agent
coagulation occurs and water is  Addition of eggs makes the food more color yellow.
squeezed out causing shrinkage
resulting in a tough product.

2. Formation of greenish discoloration

at the interface of the yolk and white
when egg is overcooked

 Due to the reaction between the

iron in the yolk and the hydrogen
sulfide liberated from the sulfur
containing ferrous sulfide.
 Reaction is favored by high
cooking temperature
 Prolonged cooking
 Reaction is prevented by immediate
cooling of the egg (e.g. immersing
in cold water) after cooking

F. Developing Mastery
(Leads to Formative
Assessment) (activity after
the lesson)

G. Finding Practical What will happen to the egg if when What is the importance and uses of eggs in culinary?
Applications of concepts and overcooked?
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that related to the topic.
& Abstractions about the
lessons
II. Evaluating Directions: Enumerate the following. Directions: Enumerate the following terms. Write your answers in ¼ sheet of paper.
Learning (assessment/test)
 Write your answer in ¼ sheet of paper. 1-5 Uses of egg in culinary.
1-3 Market forms of egg 6-10- Cooked and serve as is of egg.
4-5 Effects of heat in in egg
Answers
Answers 1. Cooked and serve
1. Fresh 2. Eggs as emulsifier
2. Frozen 3. As binding, thickening agent, and gelling agents
3. Dried 4. As foam
5. As coloring and flavoring agent
4. Coagulation of proteins
6. In a shell
5. Formation of greenish 7. Poached
discoloration at the interface 8. Fried
of the yolk and white when 9. Scrambled
egg is overcooked 10. Omelet
J. Additional activities for Directions: Search for the Uses of Egg Directions: Bring the following next meeting
application or remediation in Culinary. Write it in your TLE  one egg
(assignment/homework) Notebook.  tall glass, bowl or small basin
 water

V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who
requires additional acts.for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
 me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

Noted by:

Teacher I Head Teacher I,JHS

Principal II

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR

A. Content Standards The learners demonstrate an understanding in preparing egg dishes.
REM

B. Performance Standards The learners independently prepare and cook egg dishes.

C. Learning Competencies LO2: PREPARE AND COOK EGG DISHES

2.1 Identify the market forms of eggs.
2.2 Explain the uses of eggs in culinary arts.
2.3 Cook Egg Dishes in accordance with prescribed recipes.

D. Sub tasking (if needed) At the end of this lesson, the learners are At the end of this lesson, the learners At the end of this lesson, the learners At the end of the session,
able to; are able to; are able to; students should be able to attain
 a. Test the freshness of egg, and a. Perform some uses of eggs, a. Determine the factors to be at least 80% mastery from the
b. Identify the different ways of and consider in foam formation graded recitation/activity.
cooking egg. b. Apply their experience in culinary.
real-life.

Write the LC code for each TLE_HECK9-12ED-Ib-d-2

II. CONTENT Tips for Successful Egg Cookery Performance Task Stages in Foam Formation Long Quiz -
(Subject Matter)
Different Ways to Cook Eggs Cook Variety of Egg Dishes Factors to be considered in Foam
Formation

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
2.Learner’s Materials Pages `SLM DepEd SOCCKSARGEN pages 13-20
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion. Not Applicable (NA)
B. Establishing purpose for Directions: Go to TLE Room and
the Lesson (Motivation) prepare the tools and ingredients for HAVE A SHORT REVIEW
performance task.

C. Presenting examples Power point presentation.

/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts Tips for Successful Egg Cookery Different Ways to Cook Eggs Stages in foam formation
& practicing and concern to LONG QUIZ NUMBER 1
new skills #2 1. Use fresh eggs. Directions: Show what you have 1. Frothy – large air bubbles
2. Cook eggs at low to medium learned by preparing and cooking that flow easily
heat. eggs in the given egg dishes. The 2. Soft Foam – air cells are
egg dish that you will perform will
3. Use eggs that are clean and smaller and more numerous;
be come from draw lots. You will be
without cracks. rated based on the overall evaluation. foam becomes whiter; soft
4. Avoid over cooking eggs with Each group will bring 1 egg for each peaks are formed when
shells because it makes the recipe given or activity. beater is lifted.
egg white hard. 3. Stiff Foam – peaks hold their
5. Peel hard-boiled eggs shape; when bowl is tipped,
immediately after required it holds, moist and glossy
time under cold running 4. Dry- moistness and
water. glossiness disappear; specks
of egg white are seen
Different Ways to Cook Eggs
Factors to be considered in
Cooking egg in a shell foam formation (leavening
agent)
Hard cooked eggs:
 Place the eggs in a pot. 1. Beating time and temperature
 Fill the pot with enough water beating – as the time of beating
to cover the eggs. increase, both volume and
 Bring to boil and immediately stability of the foam increases
lower the heat to a simmer initially; resulting in bigger
depending on the size of the volume and finer texture.
egg. 2. Beating Force – resulting in
bigger volume and fine
Coddled egg: texture.
Put cold egg into already 3. Freshness of Egg –produce
simmering water and simmer to
 30 seconds. bigger volume of foam.
4. Adding sugar – increase the
Soft- cooked eggs: stability of foams but delays
 Put cold eggs into already foams formation reduce
simmering water and simmer for volume.
3-4 minutes. 5. Addition of soda – increase
stability and volume.
Medium-cooked eggs:
 Put cold eggs into already 6. Lessen of adding salt –
simmering water and simmer lowers quality of the foam.
for 5=7 minutes. 7. Type of Egg – duck eggs do
not foam well because they
Cooking eggs out of shell lack ovomucin.
8. Dilution of Egg White by
Poached egg Water – produces bigger
 This are prepared by slipping volume but lesser foam.
shelled eggs into barely simmering
water and gently cooking until the Applications of Foam in
eggs holds its shape. The fresher Cookery
the egg, the more centered the
*as leavening
yolk.
*as meringue
*structural and textural agent
Fried eggs
 This is call for perfectly fresh eggs,
the correct heat level, and
appropriate amount of cooking fat
and deft hand. Maybe served
sunny side up, basted, over easy,
over medium, over hard.

Scrambled egg
 T his can be made in two
ways. The eggs can be stirred
over low heat for a soft delicate
curd and creamy texture or stirred
less frequently as they cook for
 larger curd and fir texture.
 Do not over cooked scrambled
egg or hold too long. Overcooked
egg are tough and watery and will
turn green in steam table.
 It should be soft and moist. A
good scrambled egg must not be
tough nor burned but completely
coagulated.

Omelets
 The rolled or French-style
omelets start out like scrambled
eggs, but when the eggs start to
set, they are rolled over.
 The American omelet is folded
in half.
 Omelets maybe filled with
cheese, sautéed vegetables or
potato, meats and smoked fish
among other things. And are
open added just before an
omelet are rolled or folded.

 Baked eggs - these are quick and

easy to prepare. These are prepared
by breaking the egg in a greased
heated custard cup sprinkle with salt
and pepper and bake 15-20 minutes
or until the egg white is set.

F. Developing Mastery Directions: Name what type of cooking It Showtime! Directions: Give the three
(Leads to Formative eggs is in the picture. Directions: Each group will applications of foam in Cookery
Assessment) (activity after demonstrate how they cook their CHECKING OF PAPERS
the lesson) eggs.
1. As leavening
 2. As meringue
3. Structural and textural agent

Answers:
1. Poached Egg
2. Scrambled
3. Omelet
4. Fried Egg
5. Omelet

G. Finding Practical What is your favorite egg dish and why? How are you going to apply your What are the factors RECORDING OF SCORE
Applications of concepts and today’s experience in your daily life? affecting foam stability?
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that related to the topic.
& Abstractions about the
lessons
III. Evaluating Identification Rubric DETERMINE IF THE CLASS
Learning (assessment/test) _________1. This are prepared by GOT 80% IN THE
slipping shelled eggs into barely EVALUATION. PREPARE
simmering water and gently cooking FOR REMEDIAL IF IT’S
until the eggs holds its shape. BELOW 80%.
_________2. This is where you put cold Directions: Write TRUE if the
eggs into already simmering water and statement is correct and FALSE if it’s
simmer for 3-4 minutes. not.
_________3. Maybe served sunny side 1. Duck eggs do not foam well
up, basted, over easy, over medium, over because they lack ovomucin.
hard. 2. Reducing sugar, increase the
_________4. These are prepared by stability of foams but delays
breaking the egg in a greased heated foams formation reduce
custard cup sprinkle with salt and pepper volume.
and bake 15-20 minutes or until the egg 3. Beating of egg resulting in bigger
white is set. volume and fine texture.
_________5. This maybe filled with 4. Freshness of egg produce bigger
cheese, sautéed vegetables or potato, volume of foam.
meats and smoked fish among other 5. Dilution of egg white by water
things. produces bigger volume but
lesser foam.
Answers:
 1. POACHED EGG ANSWERS:
2. SOFT-COOKED EGG 1. TRUE
3. FRIED EGG 2. FALSE
4. BAKED EGG 3. TRUE
5. OMELET 4. TRUE
5. TRUE

J. Additional activities for Groupings Journal Writing Directions: Prepare for long quiz
application or remediation Directions: Group the class with 10 Direction: On your TLE Notebook, number 1.
(assignment/homework) members. Your group will demonstrate write the following.
one way of cooking egg next meeting.

Activity Name: Journal

Writing_________
In this lesson I learned
that__________________________
_____________________________

I realized
that__________________________
_____________________________

V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who
requires additional acts.for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
 did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

Noted by:

Teacher II Head Teacher I,JHS

Principal II

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 3-4

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR

A. Content Standards The learners demonstrate an understanding in preparing egg dishes.
REM

B. Performance Standards The learners independently prepare and cook egg dishes.

C. Learning Competencies LO 3. PRESENT EGG DISHES LO4: EVALUATE THE FINISH

III.1Select suitable plates according to standards, PRODUCT
III.2Present egg dishes hygienically and attractively using suitable garnishing and side dishes sequentially within 4.1 Rate the finished products using
the required time frame rubrics.

D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the learners At the end of this lesson, students At the end of this lesson, students
are able to; are able to; should be able to; should be able to;
a. enumerate the eight ways to a. Familiarize in different
 present like a chef; and types of plates; and a. Enumerate the types of garnishes; a. Evaluate finish product; and
b. Explain why is color b. Explain how is it possible to and b. Create their own rubric.
important in presenting make a very simple egg dish b. Explain how important is
your dish. very appealing to your eyes. garnishing in plating food.

Write the LC code for each TLE_HECK9-12ED-Ie-3 TLE_HECK9-12ED-Ie-4

II. CONTENT Eight Simple Ways to Present Like Different Techniques in Presenting Types of Garnishes Evaluate the Finish Product -
(Subject Matter) A Chef Egg Dishes Attractively Video Watching

Types of Dinner Plates and Its Uses

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 17
2.Learner’s Materials Pages Cookery 10 Quarter 1-Module 3 SLM DepEd SOCCKSARGEN pages 10-12

3.Textbook Pages N/A

4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for https://www.slideshare.net/ https://youtube.com/watch?
the Lesson (Motivation) jessabarrion/different-techniques-in- v=lgFM4qFhDvE Rate It!
presenting-egg-dishes-attractively-2
Directions: Look at the pictures on
the screen. Try to rate then between
3-1. Three (3) is the highest and (1)
is the lowest. Explain how you rate
it.

C. Presenting examples Power point presentation.

/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts EIGHT SIMPLE WAYS TO Different Techniques in Presenting Types of Garnishes Evaluate the Finished Product
& practicing and concern to PRESENT LIKE A CHEF Egg Dishes Attractively
new skills #2 1. Herbs and Leaves- The most After learning all the ways and
1. SET THE TABLE PROPERLY. common herbs and leaves used means in preparing egg dishes, you
1. Scrambled egg and bun on a
A presentable table always make for culinary in the Philippines are now ready to rate the finished
food preparation more enticing. plate with cereal products using rubrics.
2. Boiled eggs on white plate with is spring onions, celery,
Ensure the proper arrangement of
cutlery, glasses and other tableware. garnish moringa (malunngay) and bitter A rubric is an assessment tool
2. CHOOSE YOUR PLATES 3. Scrambled egg with herbs gourd (ampalaya) leaves. Lots that clearly indicates achievement
WISELY. Plates have different size 4. Fried egg with bacon and of choices are available as long criteria across all the components of
and uses. Choose the right plate for toasted bread as it serves its purpose. any kind of student work, from
each dish. 5. Egg in a sandwich written to oral to visual.
2. Roots and Greens-You can
3. READ THE CLOCK! Consider 6. Scrambled egg in Manhattan
plate use radish, onions and other
the placement of dish from the root crops as your garnish.
7. Hard-boiled egg in different
diner’s point of view, Greens such as lettuce is also
sizes and shapes
carbohydrates like rice, pasta and 8. Devilled eggs widely used as garnish.
others are preferably placed at “11 9. Salad eggs 3. Edible Flowers- You can also
o’clock” and proteins at “6 10. Stir-fried eggs use edible flowers such as dill
o’clock” This would also bring 11. Poached egg
flowers, marigold, rose petals,
room for vegetables that may 12. Baked eggs
13. Soft-boiled eggs blue nasturtiums and santan
consume half of the plate and flower. Kalabasa flower is also
14. Hard-boiled Easter egg
starch at about one forth. 15. Fried egg topping a very well known edible
4. A LITTLE BIT OF HEIGHT, A 16. Baked eggs in potato bowl flower.
cup of rice or mashed potato can 4. Fruits and Vegetables- Peas,
depict a height on the dish, to add carrots, lemons, avocados,
more height you can lean a steak or bananas and other fruits and
barbecued meat on the rice and vegetables are also popular
place vegetables on the side. garnishes.
5. BE ODD. When placing small or Types of Dinner Plates and its Uses 5. Purees- Fruit puree such as
bite sizes of dish, it would look avocado and mangoes can be
good in the eyes if you place odd 1. Dinner Plate This type of plate used to add color on your dish.
number of pieces than having them is both used in lunch and dinner. You can choose any puree of
 in even numbers The size of this plate is around your desire
6. PLAY WITH COLOR AND 11 to 12 inches across. 6. Sauces and Syrups The most
TEXTURE. We cannot deny that 2. Dessert Plate This plate is used and readily available
color will catch our attention served with desserts and can also sauce is tomato paste or sauce.
immediately, green leaves or be used for snacks and Some readily available sauces
herbs can catch our attention, appetizers. It is usually 18 cm in are barbecue sauce and teriyaki
same with sliced red tomatoes or diameter. sauce. For desserts and sweats
as simple as a colored napkin. 3. Bread And Butter Plate This you can use chocolate syrups or
7. PLAY WITH HEIGHT. A plate is used to serve bread and honey.
mound of rice with vegetables on butter and sometimes called
its base will give emphasis on the quarter plate or side plate. The
height of the rice and will easily size of this plate is 15cm in Apart from garnish, side dish is
also essential in presenting a dish.
catch our attention. diameter. A side dish is literally a dish placed
8. GARNISH 4. Soup Plate/Bowl For watery on the side of main dish, it will serve
APPROPRIATELY. You can food or soups, we use soup as an additional small amount of food
choose any garnish of your desire plate/bowl. Soup plate/bowls in that will complement the main dish.
to your dish, as long as it will formal dinners are shorter in Some common side dishes are salad,
complement the dish. Just height that ordinary soup vegetables or rice. There will be
unlimited choices for your side dish
remember not to over do it as this plate/bowl. The top of it has an
of your desire.
would damage or affect the arch like a bowl.
overall taste of the dish itself 5. Salad Bowl This plate is usually
to serve salad. They are
commonly round in shape and
size range from 20-22cm.
6. Appetizer Plate This plate is
bigger that BnB plate. It has
different sizes that starts from 17
cm depending upon the need.
F. Developing Mastery Coloring is Fun Directions: You are going to rate a
(Leads to Formative cooking activity “ How to make a
Assessment) (activity after Direction: Listed below are names of Perfect Omelette”. How are you
the lesson) colors, try to think of a food that may going to rate it using your own
be solid or liquid in form that is rubric.
exactly or as close as the color listed
below. You can also add some if you
want.
G. Finding Practical Why is color important in presenting Is it possible to make a very simple How important is garnishing in Watch the link of the video “How
Applications of concepts and your dish? egg dish very appealing to your eyes? plating food? to Make a Perfect Omelette” and
skills in daily living How? rate the performance in the video
(application) using your own rubric that you
created:

https://youtube.com/watch?
v=E2nHfbzHDmY
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that related to the topic.
& Abstractions about the
lessons
IV. Evaluating Enumerations Directions: Give 10 Egg Dish that
Learning (assessment/test) Directions: Enumerate the following you know. Presenting your own rubric.
terms
1. 6.
1- 8 ways of Presenting Egg 2. 7.
like a Chef 3. 8.
4. 9.
9-10 Give two egg dishes 5. 10.

Answers may vary.

J. Additional activities for Directions: Prepare for next topic. Directions: Search for different types Directions: Search for the Tips how Directions: Search the difference
application or remediation of garnishes. Bring at least one to handle egg. Write your answers in of cereals and starch. Write your
(assignment/homework) together with paring knife, chopping your TLE Notebook. answers in your TLE Notebook.
board and plate.
V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
 B. No. of learners who
requires additional acts.for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

Noted by:

Teacher II Head Teacher I,JHS

Principal II
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 5

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR

A. Content Standards The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.
REM

B. Performance Standards The learners independently prepare and cook cereals and starch dishes.

C. Learning Competencies PREPARE CEREALS AND STARCH DISHES

LO1: PERFROM MISE EN PLACE

1.1 Identify the ingredients in preparing various types of starch and cereal dishes
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the learners are able to; At the end of this lesson, the learners are able to;
are able to;
 a. Differentiate cereals and a. Familiarize in the different sources of starch; a. Familiarize in the functional properties of
starch; and b. Classify the starch; and starches;
b. Explain the importance of tools c. Give the daily uses of starch. b. Explain what is/ are the functions of starch in
and equipment needed in cookery.
preparing cereals and starch.

Write the LC code for each TLE_HECK9-12CD-If-5

II. CONTENT  Sources of Starch  Functional Properties of Starches -
(Subject Matter)  Overview  Classification of starch
 Tools and Equipment  Nutritional Significance of Noodles and Pasta or
 Starch Properties and Reactions
Alimentary Paste
Needed in Cereals and
Starch Preparation

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
2.Learner’s Materials Pages Cookery 10 Quarter 1-Module 5 SLM DepEd SOCCKSARGEN pages 6-14
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for Directions: Complete the name of Video Watching Directions: Give one function of starch!
the Lesson (Motivation) the particular tools and equipment.
https://youtube.com/watch?v=UaF8vKEg0ro
C. Presenting examples Power point presentation.
/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts Overview Sources of Starch Functional Properties of Starches
& practicing and concern to Cereals are usually starchy pods
new skills #2 or grains. Cereal grains are the most The parts of plants that store most starch are seeds, 1. Thickeners in gravies, sauces and p udding. It
important group of food crops in the roots, and tubers. absorbs water and become a gel when cooked.
world named after the Roman Thus, the most common sources of food starch are: 2. Colloidal stabilizers- Starch increases stability and
goddess of harvest, Ceres. Rice,  cereal grains, including corn, wheat, rice, grain, thickness by helping foods remain in in an emulsion
wheat and corn are the three most sorghum, and oats;
cultivated cereals in the world. and retain physical characteristics.
 legumes; and 3. Moisture retainer- Starch retains moisture in
Starch on the other hand, exists
in nature as the main component of  roots or tubers, including potato, sweet potato, cake fillings and candies.
cereals and tubers. In manufactured arrowroot, and the tropical cassava plant (marketed as 4. Gel forming agents- Starch acts as gelling
and processed foods, it plays an tapioca) agents in pudding, pie filling and kakanin.
obvious role in achieving the desired 5. Binders- Starch serves as binder to maintain food
viscosity in such products as Common Source of Manufactured Food Starch
texture and shape.
cornstarch pudding, sauces, pie  corn
fillings, and gravies. 6. Package- Starch is a good source of
 potato
biodegradable material for food packaging.
 tapioca (cassava)
Tools and Equipment Needed in 7. Flavor carriers– its ability to trap oils and fats,
Cereals and Starch Preparation which absorb flavoring substances more efficiently.
1. Mixing bowl – used when
Starches are named after its plant sources
preparing cake mixture, salads, Starches – are added to processed meats (luncheon
 corn starch from corn
creams, and sauces. meats, hot dogs, sausages, etc.) as a filler, binder,
 rice starch from rice moisture, retainer, and fat substitute.
2. Sifter – used for separating
 tapioca from cassava
coarse particles of flour, sugar,
Cereal. Cereal is any grain that is used for food. Grains
baking powder, and powdered Classification of Starch especially whole grain are not just empty calories.
ingredients to retain finer  Native or Natural Starch refers to the starches as These are very valuable and can contribute a great deal
textures. originally derived from its plant source. to our health. You should include at least four servings
3. Wire whip – used for beating  Modified Starches are starches that have been altered from this food group each day.
egg whites, egg yolk, creams physically or chemically, to modify one or more of its
and mayonnaise. Cereal-processed food:
key chemicals and/or physical property.
 A whole grain cereal is a grain product that has
4. Wooden spoon – used for  Purified starch may be separated from grains and
retained the specific nutrients of the whole,
mixing creams, butter, and for tubers by a process called wet milling. This procedure unprocessed grain and contains natural
tossing salads. employs various techniques of grinding, screening, and proportions of bran, germ and endosperm.
5. Slotted spoon – used to centrifuging to separate the starch from fiber, oil, and
separate solid particles from  Enriched cereals are excellent sources of
protein.
soup. thiamine, niacin, riboflavin, and iron.
6. Blending fork – used for testing Starch Properties and Reactions  A restored cereal is one made from either the
the tenderness of meat. entire grain or portions of one or more grains to
7. Rubber scraper – used for 1. Gelatinization. The sum of changes that occur in the which there have been added sufficient amounts
scraping off mixtures of butter, first stages of heating starch granules in a moist of thiamine, niacin, and iron to attain the
sugar, and egg from the sides of environment which includes swelling of granules as accepted whole grain levels of these three
the mixing bowl. water is absorbed and disruption of the organized nutrients found in the original grain from which
8. Strainer – used for separating granule structure. the cereal is prepared.
liquids from fine or solid food 2. Viscosity. The resistance to flow; increase in thickness
particles, such as coco cream or consistency. When the newly gelatinized starch is Cereals provide the body with:
from coconut and tamarind stirred, more swollen granules break and more starch  Carbohydrates
extract. molecules spill causing increase in viscosity or  Protein
9. Tongs – used for handling hot thickness.  Fat
foods.  Vitamins
10. Measuring Cups – used for Different Sweeteners Added to Starch Gel Preparation  Minerals
measuring dry and liquid  honey  Water
ingredients  molasses  Cellulose or roughage
11. Measuring spoon – used for  panutsa or granulated sugar
measuring dry and liquid 3. Retrogradation-is the process in which starch
ingredients which require a molecules, particularly the amylose fraction, re- Nutritional Significance of Noodles and Pasta or
associate or bond together in an ordered structure after Alimentary Paste
little amount
12. Sauce pan and pots – used disruption by gelatinization; ultimately a crystalline
Nutritive value:
for cooking meat and fish order appears. Water
dishes with gravy and sauce. 4. Syneresis. Oozing of liquid from gel when cut and Protein
13. Rice cooker – used for cooking allowed to stand (e.g. jelly or baked custard). The Fat
rice and other foods. oozing of liquid from a rigid gel; sometimes called Carbon
14. Pressure cooker – used for weeping. Calcium
Phosphorous
tenderizing or cooking meat,
This reaction occurs in all kinds of gels: Iron
chicken, and other grains or Thiamin
 puddings
legumes, such as mongo and Riboflavin
 jellies
white beans in lesser time. Niacin
 custards
15. Double boiler – used for
preparing sauces which easily  gelatin
get scorched when cooked  agar
directly on the stove. 5. Dextrinization. It is the process of forming dextrin.
16. Steamer – used for cooking food Dextrins – are partially hydrolyzed starches that are
by steaming. prepared by dry roasting. In home kitchens,
17. Colander - a perforated bowl of dextrinization is achieved by toasting flour for
 varying sizes made of stainless polvoron, rice flour for kare- kare sauce, and bread
steel, aluminum or plastic, used slices for breakfast.
to drain, wash, or cook
ingredients from liquid 6. Hydrolysis- Starches undergo hydrolysis during
18. Canister - a plastic or metal cooking or processing and during storage of food
container with a lid that is used where a chemical reaction in which a molecular
for keeping dry products linkage is broken and a molecule of water is utilized.
19. Channel knife – a small hand
tool used generally in
decorative works such as
making garnishes.

F. Developing Mastery Tool or Equipment Group Work Tell Me!

(Leads to Formative Directions: Group the class into 5 Directions: Divide the class into five. Think about the Directions: Identify the following pictures what types
Assessment) (activity after and tell whether the following are products that made out of starch properties and reactions. of functional properties of starch its belong.
the lesson) tools or equipment. Give two of each. Write your answers in ½ crosswise.

G. Finding Practical Why tools and equipment are What are the daily uses of starch? What is/ are the functions of starch in cookery?
Applications of concepts and important in every Mise En Place?
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the
lessons
V. Evaluating Name It! Enumeration List Down
Learning (assessment/test) Directions: Name the tools Directions: Enumerate the following terms.
needed in starch and cereal Directions: List down the Nutritional Significance of
Noodles and Pasta or Alimentary Paste
preparations. 1-3 Most Common Sources of Food Starch
4-6 Most Common Sources of Manufactured Starch Answers:
Answers: 7-9 Classification of starch 1. Water
1. MIXING BOWL 2. Protein
2. SLOTTED SPOON Answers: 3. Fat
3. WIRE WHISK 1. Cereals 4. Carbon
4. STRAINER 2. Legumes 5. Calcium
5. TONGS 3. Roots or tubers 6. Phosphorous
6. MEAURING SPOON 4. Corn 7. Iron
 7. STEAMER 5. Potato 8. Thiamin
8. RICE COOKER 6. Tapioca 9. Riboflavin
9. COLANDER 7. Native starch 10. Niacin
10. SIFTER 8. Modified starch
9. Purified starch

J. Additional activities for Directions: Search the sources of Directions: Search for the Starch composition and Directions: Prepare for the next topic.
application or remediation starch. Write your answers in your Structure. Write your answers in your TLE Notebook.
(assignment/homework) TLE Notebook.

V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who
requires additional acts.for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
Prepared by: Checked by:
Noted by:

Teacher I Head Teacher I,JHS

Principal II
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 6

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR

A. Content Standards The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.
REM

B. Performance Standards The learners independently prepare and cook cereals and starch dishes.

C. Learning Competencies LO2: PREPARE STARCHES AND CEREAL DISHES

2.1. Cook various types of starch and cereal dishes.

2.2 Prepare sauces and accompaniments of selected starch and cereal products.
2.3 Follow safety and hygienic practices while working in the kitchen

D. Sub tasking (if needed) At the end of this lesson, the learners are able to; At the end of this lesson, the learners are At the end of the session,
a. Familiarize in the different factors affecting starch paste viscosity able to; students should be able to attain
and starch gel strength; and a. Enumerate the common problems of at least 80% mastery from the
b. Explain why do we need to consider the factors affecting starch starch cookery; long quiz.
paste viscosity and starch gel strength? b. Distinguish the principles in cooking
cereals; and
. c. Explain why do we need to consider the
common problems in starch cookery.

Write the LC code for each TLE_HECK9-12CD-Ig-i-6

II. CONTENT Factors Affecting Starch Paste Viscosity and Starch Gel Strength  Common Problems in Starch Cookery -
(Subject Matter)  Principles in Cooking Cereals

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
2.Learner’s Materials Pages Cookery 10 Quarter 1-Module 6 SLM DepEd SOCCKSARGEN pages 6-14
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Resources https://www.youtube.com/watch?v=Q-qiDnNRs98&t=10s
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for LONG QUIZ # 2
the Lesson (Motivation)

.
C. Presenting examples Power point Presentation or Video Presentation
/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction to the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts & Factors Affecting Starch Paste Viscosity and Starch Gel Strength Common Problems in Starch
practicing and concern to new Cookery LONG QUIZ #2
skills #2 1. Stress or other factor. Stirring Amount and Type. This is a
gelatinized cornstarch dispersion that is likely to break; the granules 1. Thinning of Gel. This problem is
broke apart due to stirring. usually encountered when using acid
2. Kind and Amount of Starch. Certain type of starch will influence or acid ingredients such as lemon or
the characteristics of the starch paste viscosity and gel strength. vinegar.
Generally speaking, with "native starches" the greater the amount of
amylopectin the more viscous the starch paste, whereas, the greater 2. Weak Gel. Weak gel results if
the amount of amylase, the firmer the gel is (greater the gel there is too much liquid in relation to
strength). the starch
3. Heating rate. The faster starch-water dispersion is heated; the
thicker it will be at the identical endpoint temperature. 3. Skin Formation. Skin formation is
4. Endpoint Temperature due to loss of water from the starch
 Each type of starch has a specific endpoint temperature at and protein molecules near the surface
which it will undergo optimum gelatinization. of the mixture. To reduce this
 Incompletely gelatinized starch will not attain optimum starch problem, cover container of the
paste viscosity or gel strength. starch gel with a waterproof cover.
 Over gelatinization results in decreased starch paste viscosity
4. Scorching. This can be avoided by
and gel strength because the swollen granules fragmented with temperature control and constant
stirring and/or imploded due to the extensive loss of amylase stirring so the starch granules do not
 from the granule.
settle at the bottom of the cooking
5. Cooling and storage conditions
pan.
 If cooled too fast, the amylase will not have time to form the
vital micelles necessary for the three dimensional structure. 5. 5. Raw Starch Flavor. This is due
 If cooled too slowly, the amylase fractions will have a chance to to ungelatinized starch.
align too much and become too close together and the liquid
portion will not be trapped in the micelles. In both instances6.
there will be weeping and syneresis (the contraction of a gel Principles in Cooking Cereals
accompanied by the separating out of liquid.).
In cooking all cereal products, the
6. Ingredients added (acid, enzyme, sugar, fat and emulsifiers following points should be observed:
a. Addition of acid or enzyme can also cause dextrinization (the process 1. Use a double boiler.
of forming dextrins). 2. Observe carefully the correct
 Dextrin – a pale powder obtained from starch, used mainly as an proportions of cereal, water and
adhesive.
salt.
 In making kalamansi pudding or pie, if the juice is added early in
3. Cook at boiling temperature (212°
the gelatinization process, dextrinization of the starch will occur
resulting in decreased viscosity and gel strength. F.).
 Sugar will delay or inhibit gelatinization of starch. 4. Watch the time by the clock,
 Starch pudding with excess sugar will be less viscous or form and always cook the full time
less firm gel. prescribed, preferably longer.
 A cake may collapse as the structural contribution of starch is 5. Serve attractively.
delayed or inhibited. 6. Improper cooking and poor serving
 Decreased starch paste viscosity and gel strength because the sugar are largely responsible for
added to water won‘t be available for gelatinization. The kind of
unpopularity of cereal foods.
sugar used also affect viscosity.
 Fat and surfactants, will serve to ―waterproof‖ the starch granules
so that water will not penetrate as readily during the gelatinization
process.

F. Developing Mastery (Leads Directions: Enumerate the following.

to Formative Assessment) • Common Problems in Starch
(activity after the lesson) Cookery CHECKING OF PAPERS
• Principles in Cooking Cereals

G. Finding Practical Why do we need to consider the factors affecting starch paste viscosity Why do we need to consider the common RECORDING OF SCORE
Applications of concepts and and starch gel strength? problems in starch cookery?
skills in daily living
(application)
H. Making Generalizations & The teacher will summarize the topic through asking the learners related to the topic.
Abstractions about the lessons
VI. Evaluating Learning Identification Starch or Cereal DETERMINE IF THE CLASS
(assessment/test) _________1. This is a pale powder obtained from starch, used mainly _________1. Raw starch flavor. GOT 80% IN THE
as an adhesive. _________2. Weak gel. EVALUATION. PREPARE
_________3. Using a double boiler. FOR REMEDIAL IF IT’S
_________2. This is a gelatinized cornstarch dispersion that is likely to
_________4. Thinning of gel BELOW 80%.
break; the granules broke apart due to stirring. _________5. Serve attractively
_________3. The faster starch-water dispersion is heated; the thicker it _________6. Serve attractively
will be at the identical endpoint temperature. _________7. Skin formation
_________4. This is when a certain type of starch will influence the _________8. Scorching
characteristics of the starch paste viscosity and gel strength. _________9. Watch time by the clock
_________5. If cooled too fast, the amylase will not have time to form _________10. Cook at 212 Degree
Fahrenheit
the vital micelles necessary for the three-dimensional structure.

Answers: Answers:
1. Dextrin STARCH 1. Raw starch flavor.
2. Stress or other factors STARCH 2. Weak gel.
3. Heating Rate CEREAL 3. Using a double boiler.
4. Amount of starch STARCH 4. Thinning of gel
CEREAL 5. Serve attractively
5. Cooling and storage condition
CEREAL 6. Improper cooking
STARCH 7. Skin formation
STARCH 8. Scorching
CEREAL 9.Watch time by the clock
CEREAL 10.Cook at 212 Degree Fahrenheit

J. Additional activities for Directions: Search the common problems in starch cookery. Write your Directions: Prepare for long quiz number 2.
application or remediation answer in your TLE Notebook.
(assignment/homework)
V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who requires
additional acts.for remediation
who scored below 80%.
 C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

Noted by:

Teacher II Head Teacher I,JHS

Principal II

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 7

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR

A. Content Standards The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.
REM

B. Performance Standards The learners independently prepare and cook cereals and starch dishes.

C. Learning Competencies LO2: PREPARE STARCHES AND CEREAL DISHES LO3: PRESENT STARCH
 AND CEREAL DISHES
2.1. Cook various types of starch and cereal dishes.
2.2 Prepare sauces and accompaniments of selected starch and cereal products. 3.1 Present starch and cereal
2.3 Follow safety and hygienic practices while working in the kitchen. dishes with suitable garnishing
and plating.

D. Sub tasking (if needed) At the end of this lesson, the learners are able to; At the end of this lesson, the learners At the end of this lesson, the
a. Engage the students in cooking pasta properly; are able to; students are able to;
b. Familiarize in the basic principles in preparing pasta; and
a. Follow the guidelines on proper a. Determine the techniques in
c. Explain why we need to follow the proper way of cooking pasta.
and safe handling of food; and preparing pasta before
b. Explain why we need to follow plating;and
the guidelines on proper and safe b. Explain the principles of FIFO.
handling of food.

Write the LC code for each TLE_HECK9-12CD-Ig-i-7 TLE_HECK9-12CD-Ig-i-8

II. CONTENT  Cooking Pasta  Guidelines On Proper and Safe Present and Store Starch and -
(Subject Matter)  Basic Principles in Preparing Pasta Handling Of Food Cereal Dishes
 Suggestions for Holding Pasta
Techniques in Preparing Pasta
before Plating

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
2.Learner’s Materials Pages Cookery 10 Quarter 1-Module 6 SLM DepEd SOCCKSARGEN pages 6-14
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion
B. Establishing purpose for `Video Watching
the Lesson (Motivation)

C. Presenting examples -Preparing Power point Presentation or

/instances of the new lessons - Video Presentation
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction about the topic.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts Cooking Pasta Guidelines on Proper and Safe Present and Store Starch and
& practicing and concern to Pasta should be cooked al dente, or ―to the tooth‖ . This Handling of Food Cereal Dishes
new skills #2 means the cooking should be stopped when the pasta still feels
firm to the bite, not soft and mushy. The pleasure of cooking Food handlers Proper storage of food is very
pasta is its texture, and this is lost if it is overcooked. To test for  Undergo training on food safety and crucial in keeping food safe
doneness, break pasta into small piece and taste it. As soon as obtain medical certificates from the because the manner and
pasta is al dente, cooking must be stopped at once. Half a minute local/provincial/city/municipal health temperature of storage will affect
extra is enough to overcook it. office. the food‘s susceptibility to
Cooking times differ for every shape and size of pasta. Timing also  Observe proper hand washing bacterial growth, other
depends on the kind of flour used, and the moisture content. technique contaminants, and infestation.
Fresh egg pasta, if it has not been allowed to dry, takes only 1 to 1 ½  Wear complete cooking outfit and Storing food will not improve its
minutes to cook after the water has returned to a boil. use disposable gloves for direct food quality, it will only delay the rate
Italian practice is to toss the pasta with the sauce the minute it is contact. of deterioration, and thus, the
drained, the sauce immediately coats all surfaces of the pasta, and the  Observe personal hygiene at all proper period of storage should
cheese, melts in the heat of the boiling hot noodles. times. also be observed.
 Avoid handling food if you are sick.
Basic Principles in Preparing Pasta FIFO (First In, First Out) in
Pasta Shapes Kitchen facilities storing food is very important.
There are hundreds of shapes and sizes of pasta with each shape  Use separate equipment and utensils Though it is a long-time method
used for different preparations based on how the sauce will cling, the for handling raw foods in store-keeping where the first
texture desired, or how the product will be used. For example:  Sanitize all surfaces and equipment food stored should be the first
Pasta shapes with holes or ridges, such as wagon wheels or rotini, used for food preparation. food to be out from the storage it
are perfect for chunkier sauces. is high time to make it a habit or
 Clean thoroughly the cutting-boards
Thin, delicate pastas, such as angel hair or vermicelli, are better put into practice. Write the expiry
and work areas after each use.
served with light, thin sauces. date, date received and date of
 Protect the kitchen areas and food
Thicker pasta shapes, such as fettuccine, work well with heavier storage to the food package and
from insects, pests and other
sauces. regularly check the expiration
animals.
Very small pasta shapes, like alphabet shapes and acini di date.
 Maintain the highest standards of
pepe, are good for soups. sanitation in the kitchen at all times
 Repair immediately broken but still Techniques in Preparing Pasta
Flavored pasta is available in a variety of shapes in both the dried serviceable kitchen tools, utensils before Plating
and fresh forms. Vegetable ingredients are added to pasta to provide and equipment to be ready for next
both color and flavor. An example of flavored pasta is spinach use. 1. Pasta is best if cooked and
noodles that are green. Follow the package directions for cooking  Sanitize completely all kitchen served immediately. Try to cook
flavored pastas. utensils especially cups, saucers, pasta upon order.
flatware after each use. 2. If pasta is to be served
Pasta Gets Bigger and Heavier when Cooked  Provide for adequate space, proper immediately, just drain and do not
Generally, pasta doubles or triples in weight when it is ventilation and window screens in rinse in cold water.
cooked. Likewise, the volume increases 2 to 2 ½ times during the area.
cooking.  Provide garbage receptacle for 3. If pasta is to be used cold in
proper waste disposal. salad, it is ready to be
Follow the Recipe incorporated in the recipe as soon
The general rule for cooking pasta in boiling water is for 1 Food Preparation and Cooking as it has cooled.
pound of pasta, use 1 gallon of water, 1 teaspoon of salt, and 1  Check expiry dates of food
teaspoon of oil. For 100 servings of spaghetti, 6 gallons of water, commodities bought and those in 4. If pasta is to be held, toss
2 tablespoons of salt, and 2 tablespoons of oil are needed to cook stock gently with a small amount of oil
6 pounds of dried spaghetti.  Use iodized salt as a must in salt- to keep it from sticking.
When pasta is to be used as an ingredient in a recipe that will seasoned preparations.
be cooked more, like macaroni and cheese, it should be slightly  Cover the food properly. 5. Measure portions into mounds
undercooked. This means reducing the cooking time by about 2 on trays. Cover with plastic film
 Practice segregation of materials.
minutes. Pasta that is not cooked enough is tough and chewy. and refrigerate until service time.
 Store food properly.
Pasta that is overcooked is soft and pasty. When overcooked pasta
is combined with a sauce, it often breaks apart. Handle pasta the 6. To serve, place the desired
Safe temperature
right way after it is cooked. Like most foods, pasta is best when it number of portions in a china cap
is cooked and served right away. However, it is sometimes  Do not leave cooked food at room and immerse in simmering water
necessary to cook it ahead and hold it until time for service. temperature for more than two to reheat. Drain, plate, and add
hours. sauce.
Suggestions for Holding Pasta  Refrigerate promptly all cooked
and perishable food preferably
below 50C within four hours.
F. Developing Mastery Directions: Group the class into five. Directions: Thumbs TRUE OR FALSE
(Leads to Formative Each group will be given a board and Up if the statement is
Assessment) (activity after chalk. They will write True if the guidelines on proper Direction: Tell whether the
the lesson) statement is correct and False if it’s NOT. and safe handling of statement is True and False if it’s
The group with fastest and correct answer food and Thumbs not.
will earn the highest points. (5points Down if it’s not.
each).

G. Finding Practical Why do we need to follow the proper way of cooking pasta? Why is it important to follow the What is the importance of
Applications of concepts and guidelines on proper and safe handling of applying FIFO in serving food?
skills in daily living food?
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the
lessons
VII. Evaluating Fill in the Blanks Directions: Write A if the guideline in Directions: Make a slogan
Learning (assessment/test) Directions: Fill in the Blanks. Read each statement below and fill in the for food handlers, B for Kitchen showing the importance of proper
blank/s with the correct answer. Facilities, C for Food Preparation and storing of food. Your output will
Cooking, D if it is for Safe be rated using the scoring rubric
1. Pasta shapes with holes or ridges, such as wagon wheels or rotini are Temperature. that provided by your teacher.
perfect for sauces.
2. Very small pasta shapes, like alphabet shapes and acini di pepe, are good ____1. Cover the food properly.
for ______. ____2. Provide garbage receptacle for
3. An Italian phrase that means “ to the tooth “ called . proper waste disposal.
4. The volume of pasta increases times during cooking. ____3. Observe personal hygiene at all
5. Following_ the will lead you to cook pasta correctly. times.
____4. Do not leave the cook food in
 Answers: room temperature for more than two
1. Chunkier hours.
2. Soups ____5. Avoid handling food if you are
3. Al-dente sick.
_____6. Always check the expiration
4. Two-three
date of goods.
5. Package _____7. Clean the cutting boards
thoroughly.
_____8. Refrigerate promptly all cooked
and perishable food preferably below
50C within four hours
_____9. Provide for adequate space,
proper ventilation and window screens in
the area.
_____10.Observe proper hand washing
technique

Answers:
1. C
2. B
3. A
4. D
5. A
6. C
7. B
8. D
9. B
10. A

J. Additional activities for Directions: Bring materials for slogan Directions: Explain the principles
application or remediation Directions: Have an advance reading in your next topic “Guidelines on making next meeting. of FIFO. Write your answer in
(assignment/homework) Proper and Safe Handling of Food” your TLE notebook.

V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who
requires additional acts.for
remediation who scored below
 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

Noted by:

Teacher II Head Teacher I,JHS

Principal II

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 8
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FR
A. Content Standards The learners demonstrate an understanding in preparing and cooking of cereals and starch dishes.
REM

B. Performance Standards The learners independently prepare and cook cereals and starch dishes.

C. Learning Competencies LO4: STORING STARCH AND CEREAL DISHES

4.1 Store starch and cereal at appropriate temperature
4.2 Maintain optimum freshness and quality of starch and cereal dishes according to the standard.
4.3 Store starch and cereal according to standard operating procedures.

D. Sub tasking (if needed) At the end of this lesson, the learners are expected to; At the end of this lesson, the learners At the end of this lesson, the
a. Familiarize in proper storage of pasta. are expected to apply the procedure in 80% of the learners are
b. Explain the importance of proper storage of pasta. making homemade pasta. expected to answer the
questions correctly.

Write the LC code for each TLE_HECK9-12CD-Ij-8

II. CONTENT How to Store Pasta Noodles Homemade Pasta LONG QUIZ #3 -
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track Home Economics- Cookery page 18
2.Learner’s Materials Pages Cookery 10 Quarter 1-Module 6 SLM DepEd SOCCKSARGEN pages 6-13
3.Textbook Pages N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, TLE ROOM Visuals from Laptop and TV,
Resources speaker pictures, actual tools, chalk,
eraser, masking tape, speaker
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous
discussion.
B. Establishing purpose for Video Watching
the Lesson (Motivation)
C. Presenting examples TV, LAPTOP TLE ROOM TEST QUESTIONNAIRES
/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts Conduct a recap of the previous discussion
and practicing new skills #1.
(Pre-Discussion Activity)

E. Discussing new concepts How to Store Pasta Noodles Performance Task LONG QUIZ #3
& practicing and concern to 1. Dry Pasta
new skills #2  Remove the pasta from the store packaging if the noodles come in a Homemade Pasta
box or other non-airtight container.
 Place the noodles in a sealable plastic bag or other container that closes Directions: Based on the video that
tightly. For long noodles, such as spaghetti, use a tall plastic storage you’ve watched last meeting, apply the
container. procedures in making homemade pasta.
 Seal the bag or screw the lid on tightly. Store the pasta in a cool, dry You’re group can make different pasta
place. Dry pasta stores indefinitely, but should be used within two shapes.
years to prevent loss of flavor. Store dried egg noodles for up to six
months.
Dried pasta need not to be refrigerated. It can be stored on the shelf in an Your performance will be rated using
airtight container in a dry area that is not exposed to extreme temperature. Some the rubric below.
manufacturers will stamp their packages with a "best if used by" date, which
indicates that the flavor, color and nutritional value may be affected if used
beyond that date.

2. Cooked Pasta
 Pour the noodles into a colander. Allow as much moisture as possible
to drain. Noodles left in standing water become overly soft and mushy.
 Sprinkle 1 tsp. salad oil over the noodles. Toss the pasta so the noodles
are evenly coated in the oil. Salad oil prevents the pasta from sticking
together.
 Place the pasta in a tight-sealed container. Store in the refrigerator for
three to five days.
 Cooked pasta can be stored unsauced in an airtight container and
refrigerated for 4 or 5 days. The sauce should be refrigerated separate
from the pasta and can be stored for 6 or 7 days. This prevents the
pasta from soaking up too much flavor and oil from the sauce, which
causes the taste of the pasta to be drowned out. If the pasta is stored
together with the sauce, it should be eaten within 1 or 2 days to limit
the amount of sauce that is absorbed. If cooked pasta is not going to be
 used within the suggested time period, it should be frozen and then it
can be stored for approximately 3 months. Frozen cooked pasta should
be thawed in the refrigerator and not on the kitchen counter.

3. Fresh Pasta.
 Fresh pasta should ideally be used on the same day as manufactured.
This is not always possible, but if it is used within the next two days it
will give adequate results. After this it tends to crack through excess
drying. It must be stored, keep it well-covered in the fridge, to
minimize the risk of this happening. Frozen filled pastas will keep for
up to three months if held at -18oC or lower.
 Fresh pasta can be stored in the refrigerator for 2 or 3 days. If the pasta
will not be used within that time, it can be frozen and stored in the
freezer for 2 to 3 months.
 Homemade pasta can be stored in the refrigerator for 1 or 2 days or
frozen for 2 to 3 months.
 Homemade pasta can also be allowed to dry thoroughly and then
placed in a plastic bag or airtight container. The length of time it will
take to dry will vary depending on the type of pasta and its size, shape
and thickness.
 If dried completely, the pasta can then be stored in a cool dry place for
a couple of months.
 If you are going to use the pasta on the same day as it is made, you can
allow it to dry on a clean towel for a couple of hours before you cook it
unless it is stuffed pasta.
 Stuffed pasta, such as ravioli, should be cooked within half an hour,
otherwise it will begin to discolor and become damp.
 If it is not going to be cooked immediately it should be placed on a
lightly floured towel that is placed on a baking sheet, sprinkled lightly
with flour, and then placed in the freezer. Once they are frozen they
can be stored in a freezer proof bag or wrap and then place it in the
freezer for 8 or 9 months.
4. Frozen pasta-does not have to be thawed before it is cooked. Just place
the frozen pasta into boiling water and reheat it. It will need to cook a
little longer than unfrozen pasta.

Tips & Warnings

• Store pasta sauce separate from the noodles, otherwise the noodles will
 become mushy.

• You can freeze cooked pasta but it may be too soft once thawed. Use
frozen pasta in baked dishes so the softer texture is not noticeable.
F. Developing Mastery Directions: The group will present their output.
(Leads to Formative 1. Watch a video showing how to make a homemade pasta.
Assessment) (activity after 2. Review procedures and prepare for actual preparation. CHECKING OF PAPERS
the lesson) 3. Go to your designated group and talk about your performance task next
meeting.

G. Finding Practical Why do we need to follow the proper storage in each type of pasta? What is the benefit of having an actual RECORDING OF SCORE
Applications of concepts and performance in your life?
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that related to the topic.
& Abstractions about the
lessons
VIII. Evaluating IDENTIFICATION DETERMINE IF THE CLASS
Learning (assessment/test) Directions: Identify following statement of How to store pasta noodles. Write GOT 80% IN THE
DP for Dry Pasta, CP for Cooked Pasta, FP if it is Fresh Pasta and FN for EVALUATION.
Frozen Pasta.

_____1. Seal the bag or screw the lid on tightly. Store the pasta in a cool, PREPARE FOR REMEDIAL IF
dry place. IT’S BELOW 80%.
_____2. Pasta should ideally be used on the same day as manufactured.
This is not always possible, but if it is used within the next two days it
will give adequate results.
_____3. Does not have to be thawed before it is cooked. Just place the
frozen pasta into boiling water and reheat it.
_____4. Cooked pasta can be stored unsauced in an airtight container
and refrigerated for 4 or 5 days.
_____5. Place the noodles in a sealable plastic bag or other container
that closes tightly. For long noodles, such as spaghetti, use a tall plastic
storage container.

Answers:
 1. DP
2. FP
3. FN
4. CP
5. DP

J. Additional activities for Direction: Prepare for performance task. “Homemade Pasta” Directions: Prepare for Long quiz CONGRATULATIONS!
application or remediation number 3
(assignment/homework)

V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who
requires additional acts.for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
Prepared by: Checked by:
Noted by:

Teacher I Head Teacher I,JHS

Principal II