School: LUZONG NATIONAL HIGH SCHOOL Grade Level: 11 TVL
GRADES 1 to 12 Teacher: IVORY KATE T. PUBLICO Learning Area: COOKERY NCII
DAILY LESSON Teaching 7:30-9:30 (11-TVL-A);
PLAN Dates and 9:45-10:45 (11-TVL-B); Quarter: FIRST/Week 8
Times: 9:45-10:45 (11-TVL-ALS) Monday
I. OBJECTIVES SESSION 1
A. Content Standards The learner demonstrates an understanding the knowledge, skills and attitudes required in preparing salads and salad
dressings.
B. Performance Standards The learner independently prepares salad and dressing.
C. Learning Competencies LO1: Perform mise en place
Identify the different types of salads based according to place in the meal.
Prepare sample salads that reflect their classification (e.g., fruit salad for dessert, green salad for appetizer).
Demonstrate creativity and cultural sensitivity in selecting ingredients for different salad types.
(Write the LC code for each) TLE_HECK9- 12SD-IIa-7
II. CONTENT (Subject CLASSIFICATION OF SALAD ACCORDING TO PLACE IN THE MEAL
Matter)
III. LEARNING PROCESS
A. References
1. Teacher’s Guide Pages
2. Curriculum Guide K-12 Basic Education Curriculum, JHS TLE and SHS TVL Home Economics-Cookery NCII p.16
3. Learner’s Materials Pages Technical Vocational Livelihood Home Economics COOKERY Manual Module 1 of 2, p. 94-95
4. Textbook Pages
5. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources Power point presentation, Laptop, Television, Whiteboard and Whiteboard Marker, Kitchen Tools & Equipment, Worksheets and
Rubrics.
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Review Previous Lessons Prayer and checking of attendance.
The teacher will conduct a brief review about the previous lessons.
Possible Question:
1. Can you give me the different classification of salads according
to ingredients used?
2. How does Green salads differ from Vegetable salads?
3. Can a Fruit Salad be a composed salad too?
B. Establishing purpose for the (5-minute Reading). The teacher let the students read the short
Lesson (Motivation) passage and afterwards the students will answer questions to test
their comprehension.
“Adding salad to a meal brings a vibrant boost of
nutrition, flavor, and texture that enhances the entire
dining experience. Salads are rich in fiber, vitamins, and
antioxidants, helping improve digestion, support immune
function, and promote heart health. Their crisp freshness
acts as a palate cleanser, balancing heavier components
of the meal with lightness and color. Whether served as
an appetizer, side, or even dessert, salads offer flexibility
and encourage mindful eating—often spotlighting local
and seasonal ingredients that celebrate culture and
sustainability. Integrating them into meals is not just
about health—it’s about harmony.”
To test the comprehension of the students, the teacher will ask the
following questions:
1. What are three nutrients commonly found in salads?
2. Why might salads be considered a good palate cleanser?
3. How do salads promote mindful eating according to the
passage? Possible answers:
1. Three nutrients commonly found in salads are
fiber, vitamins, and antioxidants.
2. Salads are considered good palate cleansers
because of their crisp freshness, which helps
balance heavier meal components with lightness
and color.
3. Salads promote mindful eating by offering
flexibility, encouraging people to focus on local
and seasonal ingredients, and celebrating culture
and sustainability.
C. Presenting examples/ According to the passage that you’ve read, in what ways can
instances of the new lessons salads be served during a meal?
(show pics, videos, ppt) The students will answer:
According to the passage that we read, salads can be
served as an appetizer, a side dish, or even as a dessert.
That’s Right.
D. Discussing new concepts Once all salads are classified, the teacher facilitates a brief
and practicing new skills #1. discussion to explain the correct answers and highlight how each
(Pre-Discussion Activity) salad supports the meal’s flow.
(The students will actively listen to the discussion)
E. Discussing new concepts (The teacher will explain the various classifications of salads and present (The students will participate actively on the discussion)
and practicing new skills #2. visual examples for each type. Through guided observation, students will
(Discussion Activity) analyze the ingredients in each salad to understand how specific
components determine its classification within a meal.)
CLASSIFICATION OF SALADS ACCORDING TO PLACE IN THE
MEAL
1. Appetizer Salad-are light and crisp, often with tangy
dressings.
(The teacher will engage students through guided questioning to facilitate
an interactive discussion.)
“When we refer to an appetizer, at which point during the meal is it
typically served?”
“Appetizers are being served before the meal, ma’am”
"That’s right, class!
"Exactly. Appetizers come first to help stimulate the appetite. Now,
who can tell me what makes appetizer dishes different from the
rest? What’s their portion size like?"
"They're small—just enough to make you crave for
more!"
"Perfect! Just a small bite to awaken the taste buds. Now let’s
connect that to salads. If I say 'appetizer salad,' what kind of salad
do you picture? What would its size and ingredients look like?"
"Spot on! Appetizer salads—sometimes called petite salads—use "Maybe something light, like leafy greens with
the same components as other salads, but they’re served in much vinaigrette?"
smaller portions. Why do you think we keep them small?"
"Exactly! We're setting the stage, not stealing the show. So next "So they don't fill us up before the main course?"
time you plan a meal, think of how a petite salad can play the
perfect opening act."
“"Now, class, I’ll show you some example dishes of appetizer
salads. Let’s look closely and spot the ingredients that make each
one perfect as an appetizer. Ready?”
Ceasar Salad “Yes, ma’am”
Bites
“What are the ingredients encompasses this salad?”
"What do you notice about the size and ingredients here?"
“Cherry tomatoes, mozzarella, basil”
"Exactly! The tomatoes and cheese are light and flavorful, perfect "They’re small and fresh—just a few bites!"
for waking up the taste buds."
“Another example is the Shrimp Salad Appetizers made up
with shrimp, avocado, herbs
"Now, what makes this one a good appetizer?"
"It’s protein-rich but not heavy. And it looks fancy!"
"Right again! The shrimp adds elegance, and the portion is just
enough to tease the palate."
"These appetizer salads are designed to be quick, flavorful
starters."
2. Accompaniment Salads served alongside the main
course as a side dish.
(The teacher will engage students through guided questioning to facilitate
an interactive discussion.)
“Why do you think accompaniment salads are served with the
main course?" Possible answers from the students:
“Because they help balance the meal. If the main dish is
“That’s right! What else do you think the reasons class?” rich or oily, the salad makes it feel lighter.”
“I think it’s to add freshness and color to the plate. It
“Great! Salads also became an accompaniment or served to makes the meal look more appetizing.”
complement the entrée or main dish without overpowering its
flavors”
“Examples of dressing for accompaniments salads are: Lemon-
garlic vinaigrette,Coconut-vinegar vinaigrette, Citrus vinaigrette
and Creamy Coleslaw dressing.
“Here some examples of Accompaniment salads:
1. SpringSalad-a combination of cucumber, onion
and tomato with vinaigrette dressing.
2. Coleslaw Salad recipe-shredded cabbage and
carrots tossed in tangy dressing such as: mayo
and lemon or the vinegar-based slaw, olive oil
and mayo, and sesame oil, rice vinegar and
soysauce.
3. MAIN COURSE SALAD-are hearty, satisfying salads
designed to be the star of the meal—not just a side dish.
“Main course salads aren’t just leafy sidekicks. They’re the
superhero meal—loaded with proteins, veggies, grains, and
enough flavor to stand on their own. Can anyone guess why
they’re becoming more popular?”
“That’s a good point. They balance nutrition ant taste.” “Because they’re healthier.”
“Main course salads often include proteins like chicken, seafood,
or legumes, plus grains and robust greens to serve as a full meal.”
“Here are some typical examples of Main Course Salads:
1. Grilled Chicken
Salads- Marinated chicken, fresh greens,
veggies, ranch or vinaigrette
2. Cobb Salads- is an American dish that consists
of lettuce topped with bacon, chicken, boiled
eggs, tomatoes, and other ingredients arranged
in neat rows.
4. SIDE DISH SALADS-smaller than a main-course salad
but served with the entrée, these lightly dressed salads add texture
and freshness without overwhelming the plate.
“We’re diving into the lighter side of the plate—side dish salads.
Who can tell me how these differ from the star-of-the-show main
course salads?
“That’s right! They’re the supporting cast—served alongside the They’re smaller, right? Not the main part of the meal?
entrée to add freshness and texture. Think of them like the crisp
applause that follows the performance. Can anyone name
examples?”
“Yes! Coleslaw, garden salad, cucumber relish—all fantastic
examples. They’re lightly dressed so they complement the main Potato salad? Or that cabbage one… coleslaw?
dish without stealing the spotlight. For instance, what would pair
well with grilled liempo?”
“That would be delicious—and refreshing against the fatty richness Maybe tomato and onion salad with calamansi?
of liempo. Great suggestion. What do you think makes a good side
salad?”
“Beautifully said. The goal is contrast and harmony.”
Something crunchy and sour… it balances oily or rich
“Here are the other examples of side dish salads: food.
1. Corn Salad- is a vibrant, refreshing dish made with
sweet corn kernels as the star ingredient. It pairs beautifully
with grilled meats, and seafood.
5.SEPARATE COURSE SALAD - presented between heavier
courses to cleanse or refresh the palate, these delicate salads.
“A Separate Course Salad is served between courses or as a
distinct course on its own, often used to cleanse the palate or
highlight a special ingredient. It's common in formal dining
settings.”
“Exactly! These salads aren't just about nutrition — they're meant
to stimulate appetite, offer contrast, and sometimes even tell a “Ohh, like the ones with fancy plating and small
cultural story.” portions?”
“Excellent question. A classic example is an arugula and citrus
salad with shaved parmesan and vinaigrette. It’s light, refreshing, “What would be an example of this kind of salad?”
and often served before the main course to prepare the palate.”
“I love that idea! Think about using pako (fern), kamatis, and
balayong dressing made with vinegar and sugar cane reduction. It
could celebrate heritage while staying true to the concept of a “Could we make a Filipino version”
separate course.”
“Absolutely! Intermezzo salads can function as palate cleansers
too. Just keep the flavors bright, portions small, and presentation
refined.” “Would that salad work as an intermezzo?”
“In addition, side courses salads often use simple greens and
bright, cleansing dressings (citrus, herb-infused vinaigrettes) to
bridge flavors.
6. DESSERT SALADS-salad as a sweet finale served at the
end of the meal.
“Who among you have tried dessert salads before?”
Exactly. Dessert salads often include sweet ingredients like fruits,
whipped cream, yogurt, or even marshmallows. They're served at
the end of the meal, like a dessert. Are you talking about those salads with fruits and cream?
Great example. Dessert salads can be indulgent or light, Wait, so they’re not healthy salads?
depending on the ingredients. They balance flavor, texture, and Some are! Like buko salad, right? It has coconut and fruit
presentation, often with vibrant colors and creamy dressings. cocktail but still feels refreshing.
Absolutely! Gelatin cubes, nata de coco, or sago add a playful
texture. It’s all about creativity. Let’s name a few popular types—
who has one? Can gelatin be part of a dessert salad?
Ambrosia salad! My aunt makes it with pineapple,
marshmallows, and cream.
I love how you’re connecting these to family favorites. Imagine Mango sago salad — especially cold, it's perfect in
designing a salad for a heritage-themed banquet. What ingredients summer.
would you highlight?
I’d use kaong, ube, and fresh mangoes, with a hint of
Exactly the kind of creativity I’m hoping for! pandan.
“So, I hope by next meeting, each of you will present a concepts of We could even serve it in coconut shells for a native vibe!
your salads, it could be international or local based”
F. Developing Mastery (Leads “Now, class, I want you to go in to your respective group and form (The students will actively participate on their group
to Formative Assessment) a circle. We will be having an activity called: “Salad Journey activity)
(activity after the lesson) Through the Menu”
“The guidelines of this activity are as follows:
1. From the six (6) classifications that we discussed, choose
one classification of salads.
2. Each group answers:
- What does your salad type mean?
- When is it served during a meal?
- What ingredients usually go in?
3. Each group:
- Comes up with a name for their salad
-Lists ingredients
- Says why it fits their salad classification
4. Groups explain their salad to the class:
What it is?
Why they chose the ingredients?
How it fits it place in the menu?”
G. Finding Practical Applications Apply salad classification knowledge to everyday cooking, meal planning, and special occasions.
of concepts and skills in daily
living (application)
H. Generalization and “What are the classifications of salads that we discussed earlier?”
Abstractions of the Lessons “We discussed classifications of salads according to
place in the menu such as: Appetizer salads,
Accompaniment Salads, Side dish Salads, Main Course
Salads, Separate course salad and dessert salads.”
“Very well said. Seems that you understand our lesson well, bring
out a ¼ sheet of paper”
I. Evaluating Learning IDENTIFICATION: Identify in which classification of salads do these salads belong.
(assessment/test) 1. A mixed green salad with cherry tomatoes served alongside grilled pork chops.
2. A hearty bowl of spinach, bacon, boiled egg, and warm bacon vinaigrette eaten as lunch.
3. A small arugula and citrus segment salad presented between a clear broth soup and roast chicken.
4. A chilled fruit medley of mango, pineapple, and coconut cream served after a festive dinner.
5. A shredded cabbage and carrot slaw that accompanies fish tacos.
6. A composed salad of seared tuna, mixed greens, avocado, and rice noodles as a stand-alone entrée.
7. A beet and goat cheese salad offered to cleanse the palate before a rich beef short rib.
8. A creamy banana-macaroon salad sprinkled with toasted panko served at the end of a buffet.
9. A simple cucumber-red onion-vinegar salad placed beside a heavy pasta dish.
10. A warm lentil and roasted vegetable salad served as the main protein source for dinner.
11. A fennel-orange-olive salad presented after soup and before the main fish course.
12. A sweet cherry gelatin and whipped cream salad on a dessert cart.
13. A tomato-mozzarella basil salad offered next to bruschetta at the start of a meal.
14. A quinoa, roasted beet, and walnut salad eaten as your primary midday meal.
15. A sweet cream-cheese-laden strawberry salad topped with cookie crumbs after a family feast.
ANSWERS:
1. Side Dish Salad
2. Main Course Salad
3. Separate Course Salad
4. Dessert Salad
5. Side Dish Salad
6. Main Course Salad
7. Separate Course Salad
8. Dessert Salad
9. Side Dish Salad
10. Main Course Salad
11. Separate Course Salad
12. Dessert Salad
13. Side Dish Salad
14. Main Course Salad
15. Dessert Salad
J. Additional activities for Look for examples of salad in the following classification of salads according to place in the menu. Write it in your lecture notes.
application or remediation
(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:
IVORY KATE T. PUBLICO
SHS Teacher I
APPROVED:
GLADYS A. ACOBA, Ed.D
School Principal IV
