School: Grade Level: 7

GRADES 1 to 12
Teacher: Learning Area: TLE- Food Processing
DAILY LESSON LOG
Teaching Dates and Time: Feb. 5-9, 2024/ 10:00-11:00 Quarter: 3rd QUARTER/Week 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of uses and maintenance of food (fish) processing tools, equipment, instruments and utensils in food (fish)
processing.

B. Performance Standards: The learner uses and maintain appropriate food (fish) processing tools, equipment, instruments and utensils and reports accordingly upon discovery
of defect/s.
C. Learning Competencies/Objectives: Select tools, equipment, Use tools, equipment instruments Use tools, equipment instruments Use tools, equipment Learning
Write the LC Code for each utensils and instruments and utensils by following the and utensils by following the instruments and utensils by Camp Friday
(HOLIDAY)
TLE_AFFP9-12UT- 0a-1 standard procedures standard procedures following the standard
TLE_AFFP9-12 UT-0b-2 TLE_AFFP9-12 UT-0b-2 procedures
TLE_AFFP9-12 UT-0b-2

II. CONTENT Follow procedures in Interpret a food processing Apply standard procedures in Apply standard procedures
reporting procedure using tools, equipment, in
defective tools, instruments, and utensils using tools, equipment,
equipment, instruments, and utensils
utensils and instruments
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Learning Module-Food Processing 7/8

1. Teacher’s Guide Pages K to 12 -MELCS, P. 462

2. Learner’s Materials Pages K to 12 Basic Education Curriculum Technology and Livelihood Education Learning Module-Food Processing 7/8

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
IV. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Transition to the new Begin the class by revisiting Begin by revisiting the Introduce the new lesson,
Presenting the New Lesson
lesson by discussing the previous lesson on previous lesson on basic emphasizing the
the importance of basic food safety and safety measures in using importance of following
reporting defects hygiene. tools and equipment. standard procedures to
promptly to ensure ensure safety and
safety and efficiency in efficiency when using
various settings. various tools, equipment,
instruments, and utensils.

B. Establishing a Purpose for the  Learn the step- Emphasize the significance To equip students with the To equip students with
Lesson
by-step of understanding food knowledge and skills to use the knowledge and skills
procedures for processing to students' tools and equipment to use tools and
reporting future roles as consumers properly, minimizing the risk equipment properly,
defects. and potential of accidents and ensuring minimizing the risk of
 Emphasize the entrepreneurs in the food optimal performance. accidents and ensuring
role of reporting industry. optimal performance.
in maintaining a
safe working
environment.

C. Presenting Examples/Instances of Discuss the potential · Show visual aids or Display visuals or videos Discuss the potential risks
the Lesson
consequences of not videos showcasing different tools, and benefits associated
reporting defects. demonstrating equipment, instruments, and with each item.
· various food utensils commonly used in
processing various fields (e.g.,
techniques such as woodworking tools, kitchen
canning, freezing, utensils, scientific
and dehydration. instruments).
 · Discuss real-life ·
examples of
processed foods and
their impact on daily
life.
·
D. Discussing New Concepts and Introduce the step- · Break down the Introduce the standard Conduct a hands-on
Practicing New Skills #1
by-step procedures concept of food procedures for handling and demonstration with a
for reporting defects, processing into its using tools, equipment, selected tool, guiding
including: main techniques. instruments, and utensils. students through the
 Providing · Engage students in a correct usage and safety
detailed hands-on activity, measures.
information like a simple
about the defect. demonstration of
 Following any food preservation
specific using one of the
reporting forms techniques
or protocols. discussed.
·
E. Discussing New Concepts and Discuss the challenges · Introduce the Provide scenarios where Facilitate a class
Practicing New Skills #2
they might face and concept of additives students must identify the discussion on the
strategies for effective and preservatives appropriate tool or importance of
communication during used in food equipment for a given task. maintaining and storing
the reporting process. processing. tools properly.
· Conduct a group
activity where
students analyze
food labels to
identify additives
and understand
their purpose.
·

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
F. Developing Mastery Evaluate the flowcharts · Provide worksheets or Organize a practical Use a checklist to
(Leads to Formative Assessment
3)
for accuracy and quizzes to assess assessment where students evaluate students'
completeness. students' rotate through different performance and provide
understanding of stations, applying the immediate feedback.
food processing standard procedures with
techniques and the various tools and
role of additives. equipment.
· Facilitate a class
discussion to address
any questions or
concerns.
·
G. Finding Practical Applications of Have students share · Discuss how food Discuss real-life examples Encourage students to
Concepts and Skills in Daily
Living
personal experiences or processing where following standard share their experiences or
examples of reporting contributes to procedures is crucial, such as observations.
defects in their lives. convenience in using kitchen utensils, ·
modern life. household tools, or personal
· Encourage students gadgets.
to reflect on how their
daily food choices
involve processed
foods.
·

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
V. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
H. Making Generalizations and Encourage students to Guide students in Engage students in a Encourage them to think
Abstractions about the Lesson
elaborate on the impact summarizing the key reflective discussion about critically about the
of timely reporting on the concepts learned and the broader implications of consequences of
 overall functionality of encourage them to think using tools and equipment neglecting standard
tools and equipment. critically about the safely in different aspects of procedures.
implications of food life.
processing on health and
society.
·
I. Evaluating Learning Assess students' · Use a rubric to Assign a written or practical Provide individualized
understanding through a assess the students' test assessing students' feedback to guide
short quiz or written understanding and understanding of standard improvement.
reflections on the application of food procedures for specific tools ·
importance of reporting processing concepts. or equipment.
defects and the · Provide constructive
procedures involved. feedback to guide
improvement.
·
Provide additional Assign a project where Arrange a visit to a workshop Offer additional practice
J. Additional Activities for
Application or Remediation
resources or activities for students research and or kitchen to observe opportunities for
students who may need present a case study on a professionals applying students who need extra
extra support in specific processed food standard procedures in their reinforcement, with a
understanding the item. work. focus on specific tools or
reporting procedures. · equipment.
·

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for
remediation

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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

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