SP-012A-0

MULTIGRADE DAILY LESSON LOG

CAREER PATHWAYS IN TLE
GRADE 9-10
S.Y. 2018-2019
MULTIGRADE School Victorious Christian Montessori School Foundation Grade Level(s) Grade 9-Jonas & Malachi
DAILYLESSON LOG Incorporated. Grade 10-Matthew , Mark & Luke
Teacher Mr. Jun-Jun B. Fernandez Learning Area Career Pathways in TLE (CP-TLE)
Teaching Dates and FOR GRADE 9- Jonas and Micah Quarter Fourth
Time
GR. 9 JONAS
 January 7, 9, 14, 16, 2019
 Practicum: January 21, 23, 28 & 30
Monday &Wednesday
Time : 12:00-2:00

GR. 9 MICAH
 January 7, 9, 14, 16, 2019
 Practicum: January 21, 23, 28 & 30
 Monday &Wednesday
Time : 7:20-9:20

FOR GRADE 10-Matthew , Mark and Luke

GR. 10 MATTHEW
 January 7, 9, 14, 16, 2019
 Practicum: January 21, 23, 28 & 30
Monday & Wednesday
Time : 7:20-9:20

GR. 10 MARK
 January 8, 10, 15 . 17 , 2019
 Practicum: January 22, 24, 29, 31, 2019
Tuesday & Thursday
 Time : 12:20-2:20

GR. 10 LUKE

 January 11, & 18, 2019

 Practicum: January 25, 2018
Friday
Time: 7:00-9:00
Ds

Grade: 9 Grade: 10
Learning Area : Career Pathways in TLE (CP-TLE) Learning Area : Career Pathways in TLE (CP-TLE)
Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learner demonstrates understanding of basic concepts and The Learner demonstrates understanding of basic concepts and
A. Content Standards principles in developing fundamental skills in Drinks, Juices, and principles in developing fundamental skills in Bartending.
Coffee Processing.
The learner will be able to acquire skills and provides/produces The learner is able to acquire skills in Bartending especially in
quality basic services/products for family members/peers/possible beverages.
clients that determine his/her line of interest for choosing a career
B. Performance Standards path. And, to perform also the different methods of processing
beverages, Juices, and coffee based on the procedures discussed in
the lesson. (Career Pathways in TLE textbook).

C. Learning Competencies The learner is expected to have gained the following competencies: The learner is expected to have gained the following competencies:
/ Objectives  Prepare drinks, juices and coffee products.  Use bar tools and equipment
 Apply the principles of processing drinks, juices, and coffee.  Identify the different glasswares used in bartending.
 Recognize the characteristics of quality processed drinks,  Select and care for bar tools according to use or function.
juices, and coffee.
 Conserve nutritive value.
 Use appropriate tools, utensils, supplies, and processing
equipment.

CHAPTER 4 DRINKS, JUICES, AND COFFEE PROCESSING CHAPTER 3 BARTENDING

II. CONTENT Lesson 1 Production of processed beverages, Juices, and coffee Lesson 1 Bartender Tools and Equipment
 The Learners will be able to know:
The Learners will be able to know:
 Types of Beverages
 Nutritional Value of Beverages  Bar tools and equipment
 Tools, Utensils, and supplies used in the production  Glassware
 Safety and sanitation a. Major types of glassware
b. Different glassware used in bartending
Lesson 2 Methods of Processing Beverages, Juices and Coffee c. Handling glassware
d. Considerations in selecting glasses
The Learners will be able to know:
 Methods of Processing Fruit Juice
 Filling, Bottling, and Packaging
 Filling and Bottling
 Packaging
 Quality Control
 Labeling
 Coffee
 Types of Coffe
 Coffee Processing Methods
 How to make Turkish coffee
 Coffee Latte
 Espresso Coffee
 Irish Coffee

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Manual page 18 Teacher’s Manual pp 24-25
pages
2. Learner’s Materials LM pp.86-110 LM pp. 130-140
pages
Career Pathways in TLE by Xandra Mae E. Caballero,pp.86-110 Career Pathways in TLE by Xandra Mae E. Caballero, pp. 130-140
3. Textbooks pages
4. Additional Materials from  Saint Bernadette Publishing House Corporation, Joana C.  Internet-Yahoo-Google-YouTube
Learning Resource Peralta.
(LR) portal  Internet-Yahoo-Google-YouTube
 TLE textbooks
 B. Other Learning  Internet, Magazine, Pamphlet, newspaper, Other TLE  Internet, Magazine, Pamphlet, newspaper, Other TLE textbook
Resources textbooks and TESDA module and TESDA module
 Internet-Yahoo-Google-YouTube  Internet-Yahoo-Google-YouTube

IV. PROCEDURES
A. Reviewing previous For the recap of the past lesson/topic, asking questions-Oral
lesson or presenting questioning For the recap of the past lesson/topic, asking questions-Oral questioning
the new lesson For presenting the new lesson, the students will be having a; For presenting the new lesson, the students will be having a;
 Picture visualization and asking question in lieu with the Video Presentation of the different types of bartending tools and
topic/lesson equipment
 Video presentation regarding drinks, juices, and coffee Picture presentation of the different types of bartending tools and
processing equipment
 Asking WH questions. (Formulation of sets of questions Video Presentation of different types and style of glasswares
regarding trending or newest innovation of methods on how to
process drinks, juices and coffee.

B. Establishing a  Use TM’s background information for initial discussion

purpose for  In processing drinks, juices and coffee, the students will be able to  Use TM’s background information for initial discussion.
the lesson apply those steps in putting up a business in the near future.  Application at hotels, restaurant and home.
Demonstration –Students will set table based on the types of table
C. Presenting  In the coffee, juices and drinksstall: The students will be able to know setting
the importance of it in food and beverages industry. -Demonstrate how to fold table napkin
examples/
. -Skirt a dining table based on the specific occasion
instances of the
-Demonstrate the procedure in waiting at the table
new lesson
 To evaluate the outcome of the lesson, ask the students to
D. Discussing new answer Techno quiz on p.p. 128-129 and do the developmental
concepts and skills
practicing new 1. make a portfolio of the different types of bartending tools and
skills #1 equipment
2. bring to class different pictures or actual bartending tools and
equipment
Classify them according to their purposes
 Discussion  Discussion and demonstration
E. Discussing new
concepts and
practicing new Memorization of tools and materials that are needed in processing beverages,
skills #2 juices and coffee.

Developmental skills:

 Make a survey on the nearby eateries, food stalls and the like about
the processed drinks, juices, and coffee products they are serving.
Prepare a survey questionnaire-checklist which will focus on:
 Types of processed drinks, juices, and coffee
products
 Presentation of processed drinks, juices, and
coffee products
 Ingredients used such as indigenous ingredients
available in the municipality/ city.
Developmental skill

 Divide the class into 7 groups. Each group will demonstrate the
procedure in processing drinks, juices, and coffee products.
a. Group 1: Mango Puree
b. Group 2: Calamansi Juice Concentrate
c. Group 3: Orange drinks
d. Group 4: Guyabano Juice
e. Group 5: Ginger Tea or Salabat
f. Group 6: Sago and gulaman drinks
g. Group 7: Espresso Coffee, Irish Coffee

Exhibit processed drinks, jices, and coffee products through Bazaars and food
fairs.
F. Developing
mastery  Providequestions for the activity.
(Leads to  Discussing the data  Provide questions for the activity.
Formative  Give more follow up question  Discussing the data
Assessment 3)  Give more follow up question
 Ponder on guide questions of the activity sheet.
 Short quiz
 Essay
 G. Finding practical
applications of In buying fruits and vegetables, they will be able to follow , observe and They will be able to apply in special location those learning and steps on
concepts and skills apply the learning that they have learned in choosing the desirable how to skirt table, and napkin folding demonstration
in daily living characteristics of fruits and vegetables in processing drinks, juices,
beverages and coffee processing
H. Making  The teacher will summarize the topic presented.
generalizations  We should follow the steps on how to skirt the table and the
and abstractions  Beverages is a kind of liquid which is specifically prepared for human different types of table napkin for us to have a well-presented
about the lesson consumption. There are many types of drinks. They can be divided into dining room.
various groups such as plain water, alcohol, non-alcoholic drinks, soft
drinks (carbonated drinks), fruits or vegetable juices and hot drinks. In
addition to fulfilling the basic needs, drinks form part of the culture
society.
 Juice is a kind of liquid that is naturally contained in fruits or vegetable
tissue. It is prepared by mechanically squeezing or macerating fruits or
vegetable flesh without the application of heat or solvent. For example,
orange juice is the liquid extract of the fruit of the orange tree. Juice
may be prepared in the home fresh fruit and vegetable using a variety
of hand or electric juicers. Juice is one of the most popular drinks to go
with breakfast in the morning and snack in the afternoon.
I. Evaluating learning
 Give the prepared evaluation/criteria.  Give the prepared evaluation/criteria.

a. Group 1: Mango Puree

Criteria Perfect Actual Score
b. Group 2: Calamansi Juice Concentrate
Score
c. Group 3: Orange drinks Following the steps 30 %
d. Group 4: Guyabano Juice Proper use of tools and materials 40 %
e. Group 5: Ginger Tea or Salabat Time target 20 %
f. Group 6: Sago and gulaman drinks
Combination of wine /garnishing 10%
TOTAL 100 %
Characteristic Points
 Maturity of Product 30
Young and tender; prime stage of maturity; free of
bruises, blemishes, and dark spots.

Pack 20
Jars filled to appropriate headspace*; all space
filled but not crowded; liquid covers product, is
clear, and free of unnatural cloudiness; good
proportion of liquid to solids; no sediment in bottom
of jars and no foreign material such as stems,
leaves, shucks, etc.
Uniformity 20
Pieces uniform in size and shape; even color
throughout; color characteristic of product; free of
blemishes, bruises, and insect damage.
Texture 20
Vegetables should hold their shape & not appear
overcooked; no split beans or peas.

Container 10
Standard pint or quart canning jar**;clear glass;
clean; appropriate lid with seal; lid and ring free of
rust; screwband clean and easily removed;
appropriate headspace.
TOTAL POINTS 100

*For vegetables, product and liquid should be filled

to within 1-inch of the top of the jar. Starchy
vegetables, like corn, shelled beans, and peas need
1¼-inches since they expand more during heating.
**Cream-style corn should only be canned in pints;
mushrooms and peppers in ½-pints or pints

COFFEE LATTE, ESPRESSO COFFEE & IRISH COFFEE

MECHANICS/CRITERIA

While performing their PT, it is important to asses them in the following

criteria below.
 TASTE SCORE
Good flavor balance and combination 40 %
Texture should be well combined with flavor 20 %

PRESENTATION
Applying chocolate/suited bread garnishing, 25 %
moderately sized portions including cups and
saucers/glassware used

SANITATION AND HYGIENE STANDARD

APPLICATION
Maintain net working area during preparation 5%
Observe professional attire, grooming, and 5%
hygiene
Apply food safety and sanitation principles in 5%
cooking and plating

TOTAL 100 %
J. Additional
activities for  Students will re-demonstrate again on how to prepare cocktails
application or Students will re-demonstrate again the actual performance in about the
remediation said developmental skills.
 Continuation of the topics/lessons  Continuation of the topics/lessons
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your Reflect on your teaching and assess yourself as a teacher. Think about
students’ progress this week. What works? What else needs to be done to help your students’ progress this week. What works? What else needs to be
the students learn? done to help the students learn?
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of my
teaching strategies
worked well? Why did
these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Submitted to: Noted by: Approved by:

Dir. Jun-Jun B. Fernandez Dir. Jun-Jun B. Fernandez Dir. Jonathan David M. FloresRev. Dr. Mely S. Mojica
9 & 10 TLE Teacher JHSCoordinator VP for Academic Affairs School Principal