Cookery-9-DLL- First-Q

Bachelor of Technology Livelihood Education (Isabela State

University)

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 School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON Teaching Dates and Time: Quarter: 1-WEEK 1
LOG

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in maintaining kitchen tools, equipment and work premises. REMEDIAL
DAY
B. Performance Standards The learners independently maintain clean kitchen tools, equipment and premises.

C. Learning Competencies LESSON 1: CLEANING AND SANITIZING KITCHEN TOOLS AND EQUIPMENT

LO1: Clean , Sanitize, And Store Kitchen Tools And Equipment

1.1 Identify the chemicals to be utilized in cleaning and sanitizing kitchen tools and equipment.
1.2 Prepare cleaning agents in accordance with manufacturer’s instructions.
1.3 Clean and sanitize kitchen tools in accordance with prescribed standards.
1.4 Store cleaned kitchen tools and equipment safely in the designated space.
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 are able to;
learners are able to; learners are able to; a. Apply the correct sequence in washing dishes by hands.
a. Familiarize on the topic for a. identify the chemical to be b. Clean kitchen tools and equipment in accordance with
this quarter. utilized in cleaning and prescribed standard,
b. Determines each student's sanitizing kitchen tools and c. Familiarize in the different storage area for each
equipment.
knowledge of and kitchen tools and equipment.
b. practice safety measures in
proficiency in the subject using chemicals for
matter. cleaning and
c. independently read the
manufacturer’s instructions
in each label.
Write the LC code for each TLE_HECK9-12KP-Ia-1
II. CONTENT Pre-Test Types of Cleaning Agents Cleaning of Kitchen Tools and Equipment Proper -
(Subject Matter) Overview of the lesson Dishwashing by Hands
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
8
2.Learner’s Materials Pages Cookery 9-10 Most Essential Learning Competencies page 414
Cookery 9 Quarter 1-Module 1 SLM DepEd-Manila pages 1-33
3.Textbook Pages N/A
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

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A. Review Previous Lessons `Conduct a recap of the previous discussion.
B. Establishing purpose for the N/A
Lesson (Motivation)

C. Presenting examples /instances N/A Power point Presentation • Power point Presentation
of the new lessons (show pics,
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.
E. Discussing new concepts & Types of Cleaning Agents Cleaning of Kitchen Tools and Equipment Proper
practicing and concern to new PRE-TEST Dishwashing by Hands
skills #2 (Provide a printed copy) 1. Detergents. These are
cleaning agents, solvents or Step 1: Scrape/Pre-wash- Put the dishes on the sink. Scrape off
Cleaning and Sanitizing any substance used to clean the leftover food and large food particles from the dishes and
and break up dirt, soil and throw them into the trash can for garbage disposal, leaving
Cleaning is the process behind some residue for dishwashing.
grease on surfaces of
of removing all visible dirt Step 2: Wash- By using cleaning implement such as sponges,
which include food, soil , tableware, kitchen surfaces, brushes steel wool and dishwashing detergent. Wash dishes in
chemical residues and and equipment, fabrics, order; glassware, flatware, plates, bowls, pots and pan.
allergens. clothes, wood , plastic and Step 3: Rinse using running water. Wash dishes in order;
metals Example: soap, soap glassware, flatware, plates, bowls, pots and pan.
The right cleaning agent powders, cleaners, liquid Step 4: Sanitize
must be selected because detergents. Step 5: Air-Dry
not all cleaning agents can
2. Solvent Cleaners are
be used on food- contact Cleaning of Kitchen Tools and Equipment
surfaces. commonly referred to as
degreasers . These products Stoves
A food-contact surface is the are alkaline based and are • Before cleaning the stove, make sure that it is
surface of equipment or formulated to remove grease cool, to avoid burn while cleaning. Using abrasive,
utensil that food normally on surfaces of tools and clean it thoroughly, and wash the surface of the stove.
comes into contact.) You can use emery paper if it is necessary.
equipment, where grease has
• Remove all bars and rack of the stove, then
burned on. Examples of immersed it in hot water with detergent. Scrub the top
Sanitizing is done to
reduce the number of degreasers are vinegar, lemon of the stove using non- abrasive brush to remove food
microorganisms to safe level. juice, cornstarch , borax , from around the burners, knobs , and dials.
It is usually performed after baking soda and castile soap. • Wipe clean with damp cloth.
cleaning. Sanitizing i s done 3.Abrasives are fine plastic mesh • Tackle stubborn dirt with scraper
using heat, radiation, or pads, nylon coated, sponges, fine • Wipe dry with a fresh clean cloth.
chemicals brass wool, rotten –stone and • Rinse the sponge well between wipes. Use cleaner with a
whiting to rub and scrub the heavy scrub pad or use a good degreaser product to remove

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 dirt. However these materials must any residue left.
be handled with care to prevent • Refer to the manual for directions in cleaning inner
scratching certain types of materials stove parts
like plastic or stainless steel. Storerooms and Cupboards
4. Acid Cleaners are used
occasionally to remove mineral Cupboards can get grease and dirt.
• Clean it by removing everything from the cupboard.
deposits and other soils on kitchen
• Dry the surfaces with a microfiber cloth. Sort out the
floors , as well as rust on the sink things removed and discard or disposed items no longer
areas and soils.Ex. phosphoric needed
acid, nitric acid ,muriatic acid
Acid is the most powerful type ofSuggested Storage Area for the Following Kitchen Tools
cleaning agent because it is poisonou sand
and corrosive . It should be used with Equipment
caution and handled correctly to avoi d• Glassware- Store glassware in a cupboard to prevent dust
accident. from coming in.

Here is the list of approved • Flatware- If you have organizer trays, use ready –made
Chemical Sanitizers utensils holders and stack them on top of one another. If
1. Chlorine, as a bleaching you only have vertical storage containers, store silverware
agent, is used in industry upright.
and in household cleaning
• Plates and Saucers- Everyday dishes should be put on a
products. It is water soluble.
lower shelves or easy to reach places. You can store it on an
It is used to disinfect water
open shelve to make it easier to grab. Plates and saucers
and part of the sanitation for special occasion should be placed on a higher shelves
process for industrial waste. or cabinet for storing purposes.
2. Iodine is an over-the-counter
type of chemical sanitizer that is • Kitchen equipment- Frequently used equipment may be
used to disinfect skin and treat placed at the cleaned surface of lower shelves in your
infection. cabinets. Less used equipment may be placed at the upper
3. Quaternary Ammonium is part of the cabinet. Before storing kitchen equipment, clean and
used as disinfectant disinfect storage areas and shelves first to ensure a safe location
chemicals to disinfect
sprays and wipes for the
purpose of killing germs. It
is antibacterial type
chemical sanitizer.

How to Read the Label of a

Cleaning Agent
Following the instructions
of manufacturer is essential to
achieve quality and effective

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 disinfectant.

F. Developing Mastery (Leads to Describe It!

Formative Assessment) (activity Directions: Can you describe a
after the lesson) clean and sanitized kitchen? Write
your idea inside the box.

G. Finding Practical Applications Is it possible to clean the Why is it important to read carefully Why do we need to follow the proper sequence in washing dishes?
of concepts and skills in daily living
kitchen tools and equipment the manufacturer’s label?
(application)
without sanitizing it? Why or
Why not?
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 Let’s check your papers! Identification
(assessment/test) Determine if the class got 80% in Directions: Identify the following
the evaluation. terms.
1.These are cleaning agents,
solvents or any substance used to
clean and break up dirt, soil and
grease on surfaces of tableware,
kitchen surfaces, and equipment,
fabrics, clothes, wood , plastic and
metals.
2. These products are alkaline
based and are formulated to remove
grease on surfaces of tools and
equipment, where grease has burned
on.
3. These are fine plastic mesh
pads, nylon coated, sponges, fine
brass wool, rotten stone and whiting
to rub and scrub the heavy dirt.
4. These are used occasionally
to remove mineral deposits and other
soils on kitchen floors , as well as
rust on the sink areas and soils.
5. Solvent Cleaners are
commonly referred to as
.

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 Answers
1. Detergents
2. Solvent cleaners
3. Abrasives
4. Acid Cleaners
5. Degreasers

J. Additional activities for Directions: Search for the Search! Home-work!

application or Different Types of Cleaning Directions: Search raw Directions: Video yourself doing the kitchen activity at home.
remediation Agents, their descriptions and ingredients in preparing You can choose between the following;
(assignment/homework) examples for each type. cleaning agents. Write your a. Washing dishes
answer in your TLE Notebook. b. Cleaning the cupboard
c. Sanitizing tools and equipment
Send your video to your TLE teacher’s messenger.
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:

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 Teacher II Head Teacher I,JHS Principal II

School: Grade Level: 9

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 FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in maintaining kitchen tools, equipment and work premises. REMEDIAL
DAY
B. Performance Standards The learners independently maintain clean kitchen tools, equipment and premises.
C. Learning Competencies LO2: Clean and sanitize kitchen premises
2.1 Recognize kitchen premises to be cleaned and sanitized
2.2 Clean the kitchen area hygienically in accordance with the food safety and occupational health regulations
2.3 Clean surfaces without damaging property and adversely affecting the health
2.4 Use cleaning agents in sanitizing kitchen premises safely
2.5 Follow cleaning schedule based on enterprise procedures
2.6 Follow safety and first aid procedures.
D. Sub tasking (if needed) At the end of this session, the learners are able to; At the end of this session, the At the end of this session, the
a. Familiarize kitchen premises to be cleaned and sanitized learners are able to; learners are able to;
b. Distinguished the kitchen area hygienically in accordance with the a. identify the daily, weekly a. enumerate the safety and
food safety and occupational health regulations, and and monthly task for first aid procedures.
c. Explain the importance of hygiene in the kitchen. cleaning schedule b. follow safety and first aid
b. follow schedule of
procedures at home.
cleaning based on
enterprise procedures and c. realize the significance of
c. value the importance of following safety and first
having a daily, weekly aid procedures in the
and monthly schedule in kitchen.
keeping home clean and
sanitized.
Write the LC code for each TLE_HECK9-12KP-Ib-2
II. CONTENT ✓ Areas in the Kitchen that Need to be Cleaned and Sanitized Schedule of Cleaning the Safety and First Aid Procedures
(Subject Matter) ✓ Cleaning the Kitchen Area Hygienically Kitchen based on
Enterprise Procedures

III. Learning Resources

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A. References
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
8
2.Learner’s Materials Pages Cookery 9-10 Most Essential Learning Competencies page 414
Cookery 9 Quarter 1-Module 2 SLM DepEd-Manila pages 1-33
3.Textbook Pages
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning N/A
Resources
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for Word Hunt! Identify it! Think About This!
the Lesson (Motivation) Directions: Read the
Directions: Find the word/s in the list of letters inside each box. The following cleaning activities,
words can be in any direction: backward, forward, up, down or and identify the when it must
diagonal. be done. Write D for daily W
for weekly and M for monthly.
1.Clean the walls.
2. Clean and sanitize
all work counters after use.
3.Remove and clean
drain covers.
4. Polish all stainless-
steel surfaces.
5. Clean and store
properly the dishes, pots, pans
and utensils after each meal
and snack.

Answers:
1. W
2. D
3. M
4. W
5. D
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)

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E. Discussing new concepts Areas in the Kitchen that Need to be Cleaned Introduction Safety and First Aid
& practicing and concern to Procedures
new skills #2 1. Floor – is the bottom surface of a room or vehicle. It may be stone, A well-planned
bamboo, wood, vinyl, tile or other materials that can support the cleaning schedule allows you The kitchen is a place
expected load. to finish work systematically. where you can express your
2. Sink is a bowl-shaped plumbing fixture used for washing hands, It gives you the feeling of culinary creativity.
dishwashing and other purposes. It also known by other names satisfaction, when you get It's also a place where you
including sinker, washbowl, hand basin and wash basin. things done. You become can be seriously hurt, if
3. Kitchen stove is simply called a stove or a cooker. It is a kitchen more organized in performing you're not careful. There are
appliance designed for cooking food. It relies on the application of your daily task. Hence, you various ways by which you
direct heat for the cooking process. save time, energy and can prevent accidents at
4. Garbage area is an area where you dispose of your garbage bin or resources when you plan task home. There is also first aid
trash. It can be placed outside your kitchen, or it can also be built-in at home. Safety and health treatment for a particular
garbage. security are also your accident that you can
5. Storage area- is an area where you put all the utensils, tools, priority, when you prepare practice at home, when
equipment, kitchen appliances and cookware. and follow schedule. In case someone meets an accident.
6. Wall – is a structure that defines an area, carries a load; provides you have unexpected visitors,
security, shelter, or soundproofing. It can be a brick wall, stone you are always ready to
wall, wood wall or bamboo. accommodate them, because
7. Pantry- is an area for food storage. It is a space of good supply, your house is well
such as canned goods, beverage, sometimes dishes and other food maintained, clean and
supplies. sanitized.

Cleaning the Kitchen Area Hygienically Schedule of Cleaning the

Kitchen based on
The kitchen is one of the most popular rooms in a house, so it's Enterprise Procedures
important to keep this room clean and safe for friends and family. The
best way to keep your kitchen clean is to make a habit of cleaning up as
you work, and taking care of a few chores each day so that messes don't
pile up.
Hygiene - Hygiene in the kitchen includes washing vegetables and fruits
to remove harmful bacteria and germs from the surface of the foods. If
you usually obtain bargain food from the “a truck back” or regularly eat
at establishments that are not licensed, you could be courting trouble.

Kitchen hygiene - is the maintenance of high standards of cleanliness

and sanitation in the kitchen to prevent food contamination. It is
important to have hygiene in the kitchen so that it will prevent illnesses
and food poisoning due to food contamination.
Good personal hygiene must be observed at all times. Apart from
that, having good kitchen hygiene can greatly minimize the possibility of
pest infestations brought about by moisture and food particles.

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 STEPS IN CLEANING THE KITCHEN

1. Put all of the dirty dishes in the dishwasher. Fill the sink with hot
soapy water and put the dishes that must be washed by hand.
2. Wipe off countertops and tables with hot soapy water.
3. Sweep the floor and shake throw rugs if needed.
4. Wash the dishes that have been soaked.
5. Wipe down the faucets and dry with a towel.
6. Put out a clean dishcloth and towel.
7. Take out the trash.

Tips for Good Kitchen Hygiene

1. Wash your hands.
2. Proper food storage.
3. Clean up and down.
4. Clean the kitchen sink.
5. Clear off countertops.
Cleaning your kitchen’s working premises regularly is important to
keep it look at its best and make it free from germs and bacteria that
usually accumulate in the kitchen area during food preparation. Surfaces
around the kitchen such as walls, floors, shelves and other surfaces must
always be cleaned and sanitized using the proper materials to reduce
environmental problems.

Work surface is a flat surface usually in the kitchen. It should be

easy to clean or disinfect. The surface should be smooth, washable and
made of non-toxic materials. Kitchen surfaces provide an area to prepare
food, keep essentials close to hand and can also be used to create a
bespoke design feature in a space.

F. Developing Mastery Name and Fix! Cleaning Schedule Role Play

(Leads to Formative Directions: Look at the different parts of the kitchen in the picture.
Assessment) (activity after Arrange the jumbled letters on the right side that correspond to the items Directions: Make your daily, Directions: Form a group with 5-
the lesson) shown in the picture. Write your answer on space provided for each weekly and monthly schedule 6 members. Each group will act
number. for cleaning. the different accidents in the
kitchen and they will show how to
treat it in a short role play. They
will the scene via draw lot and
they will act it in prompt to.

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G. Finding Practical Why it should be need to hygienically aware in the kitchen? Is schedule for cleaning Why is it important to have a
Applications of concepts and important? Why? basic knowledge about first aid?
skills in daily living
(application)
H. Making Generalizations
& Abstractions about the The teacher will summarize the topic and ask the learners questions that related to the topic.
lessons
II. Evaluating Do the Sequence! Multiple Choice Rubric
Learning (assessment/test)
Directions: Arrange the following steps in cleaning the kitchen. Write what number Directions: Read and Directions: The role play will
it should be first. analyze the given statements. rated based on the rubric.
Classify the given tasks be
1. Wash the dishes that have been soaked. whether it is for daily,
2. Take out the trash. weekly or monthly task.
3. Put all of the dirty dishes in the dishwasher. Write the letter of the correct
4. Wipe off countertops and tables with hot soapy water. answer on the space provided
5. Sweep the floor and shake throw rugs if needed. for each number.
6. Wipe down the faucets and dry with a towel.
7. Put out a clean dishcloth and towel. a. Daily
b. Weekly
Answers: c. Monthly
1. 4 1. Clean and store all
2. 7 dishes, pots, pans and
3. 1 utensils after each meal and
4. 2 snack.
5. 3 2. Remove and clean
6. 5 drain covers.
7. 6 3. Wash dish cloths
4. Clean and sanitize all
work counters after use.
5. Clean pantries, shelves
and food canisters
6. Remove and clean

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 drain covers.
7. Clean tray, window and
surrounding area after each
use.
8. Clean all freezers and
refrigerators, interior and
exterior
9. Sweep floors after
meals and mop
10. Remove and clean
drain covers.

Answers:
1. A 6. C
2. C 7. A
3. A 8. B
4. A 9. A
5. B 10. C
J. Additional activities for Directions: Search what are the cleaning agents in sanitizing kitchen Directions: Answer the following Directions: Prepare for you First
application or premises safely. Write your answer in your TLE Notebook. questions. Write your answers on Long Quiz
remediation your TLE Notebook.
(assignment/homework)
1. Is schedule for cleaning
important? Why?
2. What are the importance
of having a daily, weekly
and monthly schedule for
cleaning at home?

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

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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: 9

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 FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
REMEDIAL
DAY
B. Performance Standards The learners independently prepare appetizers.

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C. Learning Competencies Quiz LESSON 2: PREPARE APPETIZERS

LO1: Perform Mise En Place

1.1 Identify tools and equipment needed in the preparation of appetizers.
1.2 Classify appetizers according to ingredients.
1.3 Identify Ingredients according to the given recipe.
D. Sub tasking (if needed) At the end of the session, students At the end of this lesson, the learners are able to; At the end of this lesson, the
should be able to attain at least a. Define Mise’ En Place learners are able to;
80% mastery from the graded b. Identify the different tools, and equipment needed in preparing appetizers. a. Familiarized on the history of
recitation/activity. c. Value the importance of choosing the correct tools and equipment in appetizer; and
preparing appetizers. b. Value the importance of
knowing the history
of
appetizer.
Write the LC code for each TLE_HECK9-12PA-Ic-3
II. CONTENT Long Quiz #1 ✓ Mise ‘ En Place ✓ History of Appetizer
(Subject Matter) ✓ Kitchen Tools and Equipment Used in Preparing Appetizer

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
9
2.Learner’s Materials Pages COOKERY MELCS page 415
`ADM COOKERY 9 Q1.WK3-M3/ DepEd Iligan City pages 5-31
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 HAVE A SHORT REVIEW NAME THAT THING! Video Watching!
the Lesson (Motivation) Directions: Name the following tools and equipment that will show on the screen.

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 Mise ‘ En Place History of Appetizer

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& practicing and concern to LONG QUIZ NUMBER 1
new skills #2 Mise’ En Place is a French term which means “set in place” that is you have Appetizers were originally
everything ready to cook and in its place. You should be able to identify and introduced by the Athenians as a
prepare all the needed tools and equipment as well as all the ingredients to make buffet in the early third century
the preparation and cooking easily. B.C. They would serve sea
urchins, cockles, sturgeon, and
Kitchen Tools and Equipment Used in Preparing Appetizer garlic. However, they were
Kitchen Tools unpopular to start as these tiny
meals weren't followed up with a
1. Ball Cutter – sharp edged scoop for cutting out balls of fruits and main course, leaving everyone
vegetables. hungry and wanting more. It
2. Rubber spatula – used to scrape off contents of bowls. wasn't until the nineteenth century
3. Channel knife – small hand tool in making garnishes. that appetizers truly caught on, as
meals evolved into more of a
4. Spatula – used for manipulating foods like spreading.
structured ordeal.
5. Wire Whip – used for mixing thinner liquids. Aperitifs came about by the
6. Zester – used to remove zest or citrus peels in thin strips. Romans and were classified as a
7. French knife – for chopping, slicing and dicing. liquid appetizer that typically
8. Paring knife – used for trimming and paring fruits and vegetables contained alcohol. In addition to
9. Butter curler – used for making butter curls. inciting hunger like food
10. Cutting board – board for cutting fruits and vegetables. appetizers, the purpose for
aperitifs were also meant to help
11. Kitchen shear – cutting device for ingredients like scissors.
with the imminent digestion
12. Potato Masher – designed to press potato and cooked vegetables. process. These drinks would be
13. Mixing Spoons- They refer to an item used for mixing ingredients. shared from a single glass and
14. Colander-a kitchen utensil used to strain foods such as pasta or to rinse passed around the table to all
vegetables members of the eating party.
15. Tong- a type of tool used to grip and lift objects instead of holding them Aperitifs are still utilized today,
directly with hands. typically with the company of
Measuring Tools food appetizers.
The word itself, "appetizer,"
1 Measuring Cups for Dry Ingredients- A measuring cup is used for measuring
starting being used in the
dry ingredients such as flour, sugar, oats etc. a It is made up of plastic or metal
Americas and England in
and sets usually include 1 cup, 1/2 cup, 1/3 cup and 1/4 cup. When using a dry the1860s, though it's only reason
measuring cup, the capacity is measured to the level top of the cup. for existence was to have a word
2 Measuring Cups for Liquid Ingredients- This is used for measuring liquid with more of a local flavor than
ingredients such as water, fruit juice,milk and oil "hors d'oeuvres." For a time,
3 Measuring Spoon- They are used for measuring dry and liquid ingredients in appetizers would be served
small quantity. between the main course and
dessert as a refresher, but by the
4 Weighing Scale- device used to measure the weight of ingredients and other
twentieth century they had taken
food. their place as a precursor to the
Kitchen Equipment main course.
1. Kitchen Stove, often called simply a stove or a cooker, is a kitchen appliance On the other hand, it is said

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 designed for the purpose of cooking food. that appetizers are the dishes that
2. Oven- It is a thermally insulated item used for heating, baking, or drying food. can truly be considered Filipino
3. Refrigerator- It is colloquially called as “fridge”, a large, cold storage because we are best known for
equipment, which helps us reduce the rate of food spoilage. using our hands to eat the small
finger foods that come with the
first course. Appetizers can
include anything from fish to
meat, nuts and chips. They are
often served before dinner or at
large family lunches.

F. Developing Mastery Directions: Tell whether the pictures that being show is
(Leads to Formative TOOL or EQUIPMENT.
Assessment) (activity after CHECKING OF Directions: Arrange the
the lesson) PAPERS following event based in the
history of appetizer. Write
number one (1) if it happens first
and so on.
G. Finding Practical RECORDING OF SCORE Why is it important to choose the correct tools and equipment in preparing Why is it important to
Applications of concepts and appetizers? familiarized in the history of
skills in daily living appetizers?
(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 DETERMINE IF THE CLASS MULTIPLE CHOICE MULTIPLE CHOICE
Learning (assessment/test) GOT 80% IN THE Directions: Read the questions carefully. Choose the letter of the correct answer Directions: Choose the best
EVALUATION. PREPARE FOR and write it on the space provided before the number. Write your answer in ¼ sheet answer for the following
REMEDIAL IF IT’S BELOW of paper. questions. Write your answers in
80%. ¼ sheet of paper.
1. Mikayla wants to prepare a mashed, sweet potato for her daughter. Which
of the following tools should she use?
A. Grater C. French Knife
B. Spatula D. Potato masher
2. Yannah needs to reheat the leftover food last night. Which equipment is
she going to use?
A. Bread toaster C. Microwave oven
B. Baking oven D. Steam oven
3. It refers to a French culinary term which means “to set in place” or “to put
everything in the right place”.
A. Au Gratin C. Nouvelle Cuisine
B. Mise-en-place D. Mise-en-vast
4. Aldrin organizes a thanksgiving party for his daughter’s graduation. He
notices that there are a lot of left over food on the table. Which is the best storing

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 equipment to use?
A. Chiller C. Freezer
B. Crisper D. Refrigerator
5. This is an essential tool which is made up of a wooden or plastic board used
as a surface for cutting, slicing and chopping fruits ,vegetables and meat .
A. Chopping Board C. Kitchen shears
B. Colander D. Knife

Answers
1. D
2. C
3. B
4. D
5. A

J. Additional activities for Directions: Prepare for your next Directions: Go to your own kitchen at home. Name the tools and equipment Directions: Search for the
application or lesson. available in your kitchen and classify them. Write your answer in your TLE Classifications of Appetizers.
remediation Notebook. Write your answers in your TLE
(assignment/homework) 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?

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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: 9

GRADES 1 to 12 Teacher: Learning Area: Cookery

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 DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 4

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
REMEDIAL
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies LESSON 2: PREPARE APPETIZERS

LO1: Perform Mise En Place

1.1 Classify appetizers according to ingredients.
1.2 Identify Ingredients according to the given recipe.
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, students should be able to;
are able to;
a. Classify appetizers a. Enumerate the types of garnishes; and
according to ingredients;
b. Explain how important is garnishing in plating food.
and
b. Value the importance of
knowing the different
classification of appetizers
in preparation of a meal.
Write the LC code for each TLE_HECK9-12PA-Ic-3
II. CONTENT Classification of Appetizer Lists of Ingredients According to the Given Recipe -
(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 9
2.Learner’s Materials Pages COOKERY MELCS page 415
`ADM COOKERY 9 Q1.WK3-M3/ DepEd Iligan City pages 5-31
Quarter 1–Module3– New Normal Home Economics Cookery Grade 9-SDO MANILA
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

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B. Establishing purpose for
the Lesson (Motivation) Directions: Find the missing words.

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 Classification of Appetizer Lists of Ingredients According to the Given Recipe
& practicing and concern to
new skills #2 Appetizer is a small serving or The following are examples of appetizers including the materials/ingredients on how to prepare them.
portions of highly seasoned food that
is meant to be eaten before the meal Canapés – bite-size open faced sandwiches consist of tiny portions of food presented on bases of bread, toast, or
or before the entree. It is a word pastry easily handled and eaten.
which literally means "something to
whet the appetite" or "something to Canapés Consists of Three Parts
appetize." Because of their attractive 1. Base – holds the spread and garnish. Crackers and toasts are firmer and give a pleasing texture and crispness to
appearance, aroma and appealing the canapé.
flavor, it helps to induce and stimulate Suggestions for canapés bases are:
one’s appetite. A good appetizer,
• Bread cutouts
whether hot or cold should be light
and served in small quantities. Fresh • Toast cutouts
vegetables, salads, fruits, meat or even • Crackers
fish can be made into appetizers. • Melba cutouts
• Tiny unsweetened pastry shells cups
1. Cocktails • Tortilla chips
✓ These are made of seafood or fruit • Tiny biscuits
usually served chilled with • Polenta cutouts
flavorful sauce. This cocktail • Miniature pancake
consists of bite size pieces of
seafood, meat and fruit. Cocktails 2. Spread - placed on top of the base so the garnish sticks to it without falling off.
are typically served cold at the
beginning of a meal as appetizer. Three types of spreads
✓ Shrimp served chilled with a a. Flavored butter – made from softened butters with flavorings.
flavorful sauce is an example of a b. Flavored Cream Cheese-made from flavored butters, except cream cheese substituted for the butter. Mixture of
cocktail. cream and butter can be used.
c. Meat or Fish salad spreads – made from finely chopped meat or fish that are spreadable. Seasons should be
2. Hors D’ Oeuvres (pronounce as checked carefully to make the spread more stimulating to the appetite.

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 “OR Derv”). It is a combination
of canapés, olives, stuffed celery, 3. Garnish – any food item or combination of items placed on top of the spread which usually gives color, design,
pickled radishes, and fish. It is and texture or flavor accent to the canapé.
served on individual plate when
Food items used to decorate canapés
guests are seated. Sometimes this
a. Vegetables, pickles and relishes
is simply placed on a platter and
▪ Radish slices
passed around. Hors d’oeuvres
▪ Pickled onions
are served cold or hot. ▪ Tomatoes
3. Canapé-These are made out of ▪ Olives
thin slices of bread in different ▪ Chutney
▪ Parsley
shapes. The bread may be
▪ Pickles
toasted, sautéed in butter or
▪ Asparagus tips
dipped in a well-seasoned
▪ Capers
mixture of egg, cheese, fish, or ▪ Cucumber slices
meat then deep-fat fried. It is a ▪ Pimiento
finger food usually consisting of b. Fish
three parts: • Smoked oysters
a) base - which holds the spread • Smoked Salmon
• Shrimp
and garnish
• Caviar
(b) spread - is placed on top of • Tuna flakes
the base so the garnish sticks to it • Sardines
without falling off • Lobster chunks or slices
(c) topping and garnish - are c. Meats
made from finely chopped meat • Meat salami
or fish that are spreadable. They
• Roast beef
could be served hot or cold.
• Chicken or turkey
The larger canapés are termed as a. cheese
“ZAKUSKIS” after the Chef Guidelines for Assembling Canapés
named Zakuski.
1. Good mise en place is essentials.
4. Relishes/Crudités- These are In making canapés especially for large functions, all bases, spreads and garnishes must be prepared ahead of
pickled item which are raw, crisp time so that final assembly may go quickly and smoothly.
vegetables such as julienne 2. Assemble as close as possible to serving time.
carrots or celery sticks. Bases quickly become soggy, and spreads and garnishes dry out easily. After placing them in a tray,
cover them lightly with plastic and held for a short time under refrigeration. Safe food handling and storage
Relishes are generally placed
must be observed.
before the guest in a slightly, 3. Select harmonious flavor combinations in spreads and garnish such as:
deep, boat shape dish. ✓ Mustard and ham
✓ Lemon butter and caviar

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 ✓ Pimiento cream cheese and sardines.
✓ Tuna salad and capers
Relishes include two categories: ✓ Anchovy butter, hard cooked eggs slice and olives
4. Make sure that at least one of the ingredients is spicy in flavor.
1. Raw vegetables with dips - A bland canapé has little value as an appetizer.
There are known as crudités 5. Use high quality ingredients.
(croo-dee-tays). Cru in French Leftover can be used for canapés, but they must be carefully handled and stored to retain freshness.
means “raw”. 6. Keep it simple.
Simple meat arrangements are more attractive than extravagant one. Be sure that canapés hold together
2. Pickled items - These include
and do not fall apart in the customers hands.
variety of items like Cucumber 7. Arrange canapés carefully and attractively on trays.
pickles, olives, watermelon Each tray should carry an assortment of flavor and textures, so there is something for every taste.
pickles, pickled peppers, spiced
beets, and other preserved fruits Cocktails
and vegetables Cocktail appetizers are made of seafood or fruit, usually with a tart or tangy sauce. These appetizers are
always served chilled, often on a bed of crushed ice.
5. Petite Salad =-These are small
portions of appetizers and usually Kinds of Cocktail Appetizers
display the characteristics found • Oysters and clams on the half shell
in most salad. • Shrimps
6. Chips and Dips - These are • Crab meat
popular accompaniments to • Lobster
potato chips, crackers, and raw • Fruits
vegetables. • Firm flaked white fish
Relishes
Dips must not be so thick that Relishes are raw or pickled vegetables cut into attractive shapes served as appetizer. Relishes include two
it cannot be scooped up without categories:
breaking the chip or crackers, but
it must be thick enough to stick to 1. Raw vegetables with dips
the items used as dippers. There are known as crudités (croo-dee-tays). Cru in French means “raw”. Common bite size, cut raw
vegetables served with dips are:
7. Fresh Fruits and Vegetables
These are considered as the • Celery
simplest appetizer. Fruits are • Radishes
good appetizers because they • Green and Red pepper
give an attractive appearance, • Zucchini
fragrance, appealing taste and • Cucumber
delicious flavor. Always • Cauliflower
remember that appetizers should • Broccoli florets
always be easy to pick up with • Broccoli Stems
the fingers, so you need to avoid • Cherry Tomatoes
certain fruits that are drippy or • Carrots Scallions
messy (for example, chunks of

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 avocado or watermelon). Dips – accompaniment to raw vegetables, and sometime potato chips and crackers. Any mixture of spreads
can be used as dips. Proper consistency is important to any dip. It must not be so thick that it cannot be scooped
8. .Anything, Smaller Appetizer-
up without breaking the cracker. It must be thick enough to stick to the items used as dippers. Thin or soften them by
These are varieties of appetizers
adding mayonnaise, cream or other appropriate liquid. Sauces and salad dressings can be used as dips.
wherein the only requirement is
that you keep everything small 2. Pickled items. Includes variety of items like cucumber pickles, olives, watermelon pickles, pickled peppers,
spiced beets, and other preserved fruits and vegetables.
enough to be picked up with the
fingers and eaten with little mess.
Miscellaneous hors d ‘oeuvres
These are variety of food both hot and cold served as appetizers. The serving is smaller in unit size or portion size
that can be eaten with forks from small plates or with fingers.
1. Antipasto - Italian Appetizer. This includes the following:
• Cured meats – Salami, prosciutto, bologna, boiled ham
• Seafood items-Canned items like sardines, anchovies, and tuna
• Cheeses – provolone, mozzarella
• Hard cooked egg and stuffed eggs
• Relishes – raw vegetables
• Mushrooms and other vegetables
2. Bruschetta - slice of Italian bread that is toasted, rubbed with brushed garlic, and drizzled with olive oil,
served with toppings like canapés.
3. Tapas - a small food item intended to be eaten with wine or other drinks usually in bars. They are served in
a small portion intended to be eaten immediately.
4. Caviar – salted roe, or eggs, of the sturgeon. Any product labeled caviar must come from sturgeon.Roe
from any other fish must be labeled as such (white fish caviar)
5. Amuse Bouche (ah-mews-boosh) – a tiny appetizer or hors d’ oeuvres offered to guest seated at their tables
either before or after they have ordered from the menu. It is an opportunity to showcase an aspect of the
chef’s cooking style and talent and to welcome the guest.

Anything that can be served in a tiny portion can be served as an amuse bouche like salads, soups, and little
portions of meat, fish or vegetables with the few drops of sauce and garnish. The chefs don’t use a separate
category of recipe for these items but just give a different presentation, garnish or sauce.

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

G. Finding Practical How is it important to classify the Is it really important to buy quality ingredients in preparing an appetizer? Why?
Applications of concepts and appetizers?
skills in daily living
(application)

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H. Making Generalizations The teacher will summarize the topic and ask the learners questions that related to the topic.
& Abstractions about the
lessons
2 Evaluating Learning MULTIPLE CHOICE FACT OR BLUFF
(assessment/test) Directions: Read the questions Directions: Write FACT if the statement is correct, and BLUFF it’s not.
carefully. Choose the letter of the
correct answer and write it on ¼ sheet 1. Good Mise En Place is not essentials.
of paper. 2. Assemble as close as possible to serving time.
3. Select harmonious flavor combinations in spreads and garnish
1. The best statement that describes an 4. Make sure that at least one of the ingredients is sweet in flavor.
appetizer is? 5. Use high quality ingredients.
A. Appetizers are attractive in 6. Simple meat arrangements are more attractive than extravagant one.
appearance, with good aroma and 7. Arrange canapés unevenly and on trays.
contains appealing flavor. 8. Each tray should carry only one flavor and textures, so there is something for every taste.
B. Appetizers are foods which 9. Leftover can be used for canapés, but they must be carefully handled and stored to retain freshness.
stimulate the appetite. 10. Lemon butter and caviar are harmonious flavor in spread and garnish
C. Appetizer is a small pieces or
portions of highly seasoned food, Answers
usually served before a meal.
D. All of the Above
2. The following are examples of
classification of appetizer except:
A. Buffet C. Hors D’Oeuvres
B. Canape D. Relishes
3. Which of the following ingredients
are needed in decorating canapes?
A. Baking soda, Essential oil, Lemon
juice and White sugar
B. Cheese, Salami, Steak and
Strawberry syrup
C. Lettuce, Shrimp, Smoked oysters
and Smoked Salmon
D. Olives, Pickled onions, Radish
slices and Tomatoes
4. These are kinds of appetizers that
are made up of seafood or fruit with
sauce and usually served chilled.
A. Canapes C. Hors D’Oeuvres
B. Cocktails D. Relishes
5. It refers to a thin slice of bread in
different shapes which usually
served toasted or sautéed.
A. Canape C. Hors D’Oeuvres
B. Cocktails D. Relishes

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 Answers:
1. D
2. A
3. D
4. B
5. A
J. Additional activities for Directions: Name one of each Directions: Search the following. Write your answer in your TLE Notebook.
application or classification of appetizers and list the 1. Differentiate hot and cold appetizers.
remediation ingredients used. Write your answers in 2. Give ten samples of each. (hot and cold appetizers)
(assignment/homework) 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

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 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 FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
REMEDIAL
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies LO2: PREPARE A RANGE OF APPETIZERS

1. Differentiate hot and cold appetizers;

2. Prepare a variety of appetizers; and
3. Follow workplace safety procedures.
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the At the end of this lesson, the learners are able to;
are able to; learners are able to;
a. Explain the difference between a. Identify the workplace safety procedures;
hot and cold appetizer. a. Apply Mise En Place. b. Follow workplace safety procedures; and
b. Enumerate the different types of b. Demonstrate proper/ c. Value the importance of observing safety in the workplace.
cold hors d’ oeuvres correct procedure in .
preparing appetizer.

Write the LC code for each TLE_HECK9-12PA-Ic-3

II. CONTENT Hot and Cold Appetizers Prepare Variety of Appetizers
(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 17
2.Learner’s Materials Pages COOKERY MELCS page 415
TLE COOKERY 9 Q1.M6/ DepEd Region-IX
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

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B. Establishing purpose for HOT OR COLD? N/A Directions: Give one function of starch!
the Lesson (Motivation) Directions: Tell whether the
appetizer that will flashes on the
screen is HOT or COLD appetizers.

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
& practicing and concern to Hot and Cold Appetizers Performance Task Workplace Safety Procedure
new skills #2
Hors d’eouvres is often Directions: Prepare your own The purpose of a safe work procedure is to reduce the risk to health and
served preceding a meal, they are appetizer using ingredients of safety in the workplace and reduce the likelihood of an injury
served as the food at cocktail your choice. You will be given through employees’ awareness on how to work safely when carrying
parties involving alcoholic 30 minutes to perform the task. out the tasks involved in their jobs.
beverages.
a. Hot Hors d’oeuvres are served Your performance will be rated Procedure for disinfecting premises;
between the soup and fish based on the rubric below. A. Preliminary cleaning is required.
course. In today’s shortened B. Apply solution to hand, non-porous surface thoroughly wetting it
menus, they are often served with cloth, mop, and sponge. Treated surface must remain-wet for
instead of hot entrée. The size
10 minutes. Wife with dry cloth.
and richness depend upon the
composition of menu. Many C. Sponge on mop or allow to air dry.
hot hors d’oeuvres are suited D. Use a spray device for spray application. Spray 6-8 inches from the
for serving a small ala carte surface, rub with a brush, sponge or cloth. Avoid inhaling sprays.
dishes, and usually described E. Rinse all surfaces that come in contact with food such as exterior of
as hot dish. appliances, tables and stove top with potable water before rinse.
b. Cold hors d’oeuvres should
stimulate appetite, and How to keep Your Kitchen Clean and Safe
therefore should always be 1. Remove unnecessary clutter and tidy. Discard thing in the kitchen
served at the first course in the that you don’t use any more.
menu. There are five types of
2. Keep your refrigerator clean and tidy. Always clean your fridge to avoid
cold hors d’oeuvres and they
contamination of bacteria.
are served as follows:
• Plate of Hors d’oeuvres may 3. Use a rubbish bin with a lid to keep odors out that attract flies and
consist of shrimps, smoked other insects. Empty your garbage bin every day. Wash and sanitize
beef, poached egg, Spanish your garbage bin once a week
sardines and lettuce, sauce can 4. Use separate chopping boards for different kinds of food.
be served at the side

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• Grisson Platter may consist of 5. Change the dishcloth you wipe surfaces with every day. Use proper
two kinds of cold meat, such as towel for any mess that is particularly likely to cause contamination,
ham, smoked beef, peppered such as raw meat or eggs, and anything that has fallen on the floor.
ham. Sauce can be served at 6. Keep kitchen floors free from debris and grease by sweeping and
the side.
washing regularly.
• Hors d’oeuvres Platter. A well-
presented platter with a limited 7. Don’t leave dirty cookery and pans to fester where they can attract
choice of simple or more harmful bacteria.
expensive foods. The basic 8. Wash surfaces that get touched.
rules is “small quantity, but big 9. Wash your hands before handling food and again when you sneeze
in quality” and at the same time or cough, blow your nose, go to the bathroom, or touch high-use
attractively served. It may surfaces.
consists of shrimps with jelly,
asparagus tip with mushrooms, Safety Handling of Knife and Another Sharp Tool in The Kitchen
sardines with onion rings,
tomatoes stuffed with salad and 1. Handle it with care to avoid accident.
chicken loaf. 2. Always sharpen your knives before using.
• Assorted hors d’oeuvres can be
3. In slicing or chopping ingredients grasp the knife’s handle firmly and
served in special portioned
platters with dishes or even lay your other hand on top of the knife to prevent any blade
from a serving cart. contact.
• Rich hors d’oeuvres - still a
classical form of presentation. Safety Measures when Cleaning
Lobster should always be
included. The hors d’oeuvres 1. Ensure adequate ventilation in the kitchen.
dish system in conjunction with 2. Have knowledge of basic first aid
a silver platter can be used, but 3. Wear cotton clothing to cover your limbs and other parts of your body
it is also possible to arrange that might be exposed to the cleaning agent.
the center pieces on a silver 4. Wear suitable footwear
platter covered with meat jelly 5. Wear rubber gloves
and served with
6. Wear proactive eye and face wear.
accompaniments in a small
separate bowls or container.
Practices and Conditions for Maintaining Sanitation Standards

1. Workers are free of disease. No unprotected boils or sores in the hands

and bodies of those engaged in preparing and handling food.
2. Practice of good personal hygiene. Conveniently locate lavatories with
plenty of warm water, soap and individual towels.
3. Safe water and ample supply of hot water.
4. Establishment is free from insects and rodents.
5. Premises are clean and free of rubbish. Garbages are kept in covered
metal containers.

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 6. Plumbing installations made such that there is no chance of back
siphonage or contamination from overhead sewer lines; flush type
toilets connected to an approved sewerage system or toilets of a type
approved by health officials.
7. Restrooms are well-lighted and ventilated.
8. Food supplies from approved sources and delivered in an approved
manner.
9. Perishable foods are refrigerated.
10. All foods are protected from contamination by handling, coughing,
sneezing, sweeping, sewage, insects, and rodents. Poisons are labeled
and stored away from foods.
11. Necessary equipment for cleaning up and for cleansing and
sanitizing of utensils and equipment are available.
12. Trained workers who are familiar with their duties and who practice
sanitary methods.
F. Developing Mastery Venn Diagram Individual Work
(Leads to Formative Directions: Each student will Slogan/Poster Making
Assessment) (activity after Directions: Create a Venn diagram perform their task based on the
the lesson) that will show the difference and rubric. Directions:
likeness of cold and hot appetizers. 1. Draw/make slogan/poster on safety and hygiene practices in
the workplace.
2. Use 1/8 illustration board, with appropriate color medium and
drawing tools.
Note: Answers may vary. 3. Submit your output to your teacher for proper evaluation.

G. Finding Practical Why do we need to classify the hot What is the effect of hands Why is it important to follow workplace safety procedures?
Applications of concepts and and cold appetizer? on activity on learners’
skills in daily living performance?
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the
lessons

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3 Evaluating Learning Enumeration The Rubric Scoring Rubric for Final Output
(assessment/test) Directions: Give the five types of
cold hors d’ oeuvres and give its
short specific qualities.
1.
2.
3.
4.
5.

Answers:
Note: Short specific quality may
differ depends on the answers of
learners.
1. Plate of Hors d’oeuvres
2. Grisson Platter
3. Hors d’oeuvres Platter
4. Assorted Hors D’ Oeuvres
5. Rich Hors D’ Oeuvres
J. Additional activities for Directions: Bring the following next Directions: Bring 1/8 Directions: Prepare for the next topic.
application or meeting; illustration board and coloring
remediation 1. Your choice of ingredients for materials next meeting.
(assignment/homework) appetizer.
2. Tools that you need to use. Scrap Book Making
3. PPE Project: Collect five(5) recipes
of each classifications of
appetizers and compiled it in
scrapbook.

The deadline will be on the last

week of this quarter.

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

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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 FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
REMEDIAL
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies
LO3: PRESENT RANGE OF APPETIZERS

3.1 Identify the fundamentals of plating;

3.2 Identify the accompaniments of appetizers;

3.3 Present appetizers attractively; and

3.4 Observe sanitary practices in presenting appetizers

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 learners
a. Identify the fundamentals of plating; are able to; are able to;
b. Apply the fundamentals of plating; and a. Determine the accompaniments of

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 c. Value the importance of fundamentals of plating in presenting appetizers; and a. Identify the different
appetizers. b. Explain the importance of sanitary practices in presenting
accompaniment in appetizer dishes. appetizers;
b. Perform the different
sanitary practices before
presenting an appetizer; and
c.Value the importance of sanitary
practices in presenting
appetizers.
Write the LC code for each TLE_HECK9-12CD-Ii-5
II. CONTENT ✓ Fundamental of Plating ✓ Accompaniments for Appetizers Sanitary Practices in Presenting
(Subject Matter) ✓ Basic Principle of Platter Presentation ✓ Sanitary Practices in Presenting Appetizers
✓ Designing in the Platter Appetizers

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A N/A N/A
2. Curriculum Guide K to 12 Basic Education JHS TLE and SHS Tech-Voc Track N/A N/A
Home Economics- Cookery page 10
2.Learner’s Materials Pages COOKERY 9 MELCs 415 N/A N/A
Cookery 10 Quarter 1-Module 9 SLM DepEd SOCCKSARGEN
3.Textbook Pages N/A N/A N/A
4. Additional Materials from N/A
Learning Resources (LR)
Portal)
B. Other Learning Resources https://youtube.com/watch?v=1zrxJ5ySyok https://youtube.com/watch? https://www.youtube.com/watch?
v=MItQBzKDxGI v=lyDKPpzuCNI&t=289s

IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for Video Watching.
the https://www.youtube.com/watch?v=1zrxJ5ySyok&t=113s
Lesson (Motivation)

C. Presenting examples Power point Presentation or Video Presentation

/instances of the new lessons
(show pics, videos, ppt)

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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 & Appetizers can be more appreciated if presented attractively Accompaniments for Appetizers Sanitary Practices in Presenting
practicing and concern to new like the saying goes “the eyes eats first”. Plate presentation is the Appetizers
skills #2 process of offering the appetizer to guests in a stylish and pleasing ✓ Accompaniment is something
manner. It requires skills, style and creativity. added to or served with food or 1. Thoroughly wash all ingredients
meal to make it better or more before using.
Fundamentals of Plating appealing. 2. Have a separate chopping board
1. Balance ✓ It generally enhances the flavor, for meat and fruits/ vegetables.
The rules of good menu balance also apply to plating. food and sauces offered with 3. Keep perishable ingredients
Select foods and garnishes that offer variety and contrast. specific main dishes by
refrigerated.
• Color. Two or more colors on a plate are usually more providing a balance and contrast
interesting than one. Garnish is also important. 4. Keep cold appetizers well chilled
to taste.
• Shapes. Plan for variety of shapes and forms. Cutting to keep them crisp and sanitary.
vegetables into different shapes gives you great flexibility. Reasons why we need 5. Use gloves or utensils to ready-
• Texture. Not strictly visual consideration, but important accompaniment to-eat food ingredients.
in plating in menu planning. Serving and Plating
• Flavors. One of the factors to consider when balancing 1. Accompaniment in every dish is Appetizer in a Safe
colors, shapes, and texture on the plate. one of the most important factors in Manner
2. Portion size. This is important for presentation as well as serving a dish.
for costing. 1. Use toothpick or small skewers
• Match portion sizes and plates. Too small a plate makes 2. It can enhance the food, gives an to hold small complementary
an overcrowded, jumbled, messy appearance. Too large a eye appeal and stimulates appetite of
plate makes the portions look skimpy. pieces of food together.
the dishes with satisfaction. 2. Remember to decorate the plate
• Balance the portion sizes of the various items on the
plate. Apply logical balance of portions. as well.
3. A good taste and attractive
3. Arrangement on the plate
appetizer dish can create an 3. Safe food handling in presenting
emotional connection and provide appetizers must be observed.
visual stimulation which heightens 4. Food sanitations must be observe
Basic Principles of Platter Presentation
1. The three elements of a buffet platter. the enjoyment of many dishes. at all times.
• Centerpiece or Grosse piece (gross pyess). This may be an uncut
portion of the main food item, such as a pate or a cold roast, 4. Great choice of accompaniments
decorated and displayed whole. It may be a separate but related is highly needed to fit the types of
item, such as molded salmon mousse appetizers.
• The slices or serving portions should be arranged artistically.
• The garnish should be artistically done in proportion to the cut Accompaniments for Appetizers
slices.
2. The food should be easy to handle and serve, so that one portion 1. Sauce - flavor to compliment the
can be removed without ruining the arrangement. type of meat cooked.
3. A simple design is best. Simple arrangement is easier to serve,
more appetizing, and still attractive when are half consumed by the Examples: oyster clams
guest. cocktails, meatballs.

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 4. Attractive platter presentation may be made on silver or other 2. Vegetable and Fruits- the variety
metals, on mirrors, chinaware, plastic ware, wood, or any other of preparations are endless;
materials provided they are presentable and suitable for food. boiled, roasted, hot and cold.
5. Once a piece of food has touched the tray, do not remove it. Shiny Examples: vegetable pickle, fruit
silver or mirror trays are easily smudged, and you’ll have to wash salad, vegetable salad
the tray and start over again. Good pre-planning should be 3. Garnish- to decorate the dish,
considered. chops herbs to add flavor and
6. Think of the platter as part of the whole. It must be attractive and color to the dish.
appropriate to the other presentation in the table. Examples: chopped chives,
parsley, grated cheese, drizzle of
Designing the platter olive oil, wedge of thin slice
1. Plan ahead. Make a sketch by dividing the tray into six or eight lemon
sections. This will help you lay out a balance and symmetrical
4. Dressings- a mixture of substance
design. The sketch should indicate the centerpiece, slices of foods
which can be a vinegar based or
and garnishes.
mayonnaise based.
2. Get movement into your design. Good design makes your eyes
move across the platter following the lines you have set up. It Examples: French fries,
could be arranged in rows or lines. coleslaw, canape’, fried
3. Give the design a focal point. Use centerpiece to emphasize and calamares
strengthen the design by giving it direction and height. Note that
centerpiece is not always in the center. Importance of Accompaniment for
4. Keep items in proportion. Appetizer Dishes
5. Make the garnish count. Use garnish to balance out a plate by 1. To enhance the flavor
providing additional element. Two items on a plate often look and appetite.
unbalanced, but adding a garnish completes the picture. On the 2. To help improve the color
other hand do not add unnecessary garnishes. combination and with main
6. Don’t drown every plate in sauce or gravy. It may hides colors and dish.
shapes. You may cover a part of it or a band of sauce across the 3. To make the dish attractive
center. in appearance.
7. Keep it simple. Simplicity is more attractive than complicated
designs.
8. Let the guest see the best side of everything. Angle overlapping
slices and wedged-shaped pieces toward the customer and the best
side of each slice is face up.
F. Developing Mastery (Leads Enumeration
to Formative Assessment) Direction: Enumerate the following
(activity after the lesson) terms. 1-3 Fundamental of Plating
4-10 Give at least seven ways to design the platter

G. Finding Practical Why is important to follow the fundamental of plating? Why accompaniment for is consider as Why is it need to follow the
Applications of concepts and important factors in presentation of sanitary practices in presenting
skills in daily living appetizers? appetizer dishes?
(application)

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H. Making Generalizations & The teacher will summarize the topic through asking the learners related to the topic.
Abstractions about the lessons
4 Evaluating Learning TRUE OR FALSE FACT OR BLUFF
(assessment/test) Directions: Write TRUE if the statement is correct and FALSE if the
statement is wrong. Write your answer in your activity sheet. Directions: Enumerate the following.
1. The food should be easy to handle and serve, so that one
portion can be removed without ruining the arrangement. 1-4 Accompaniments of appetizers.
2. Once a piece of food has touched the tray, remove it. 5-7 Importance of Accompaniments for
3. Keep items un proportion. appetizer dishes.
4. Give the design a focal point. Use centerpiece to emphasize 8-10 Give different kinds of
and strengthen the design by giving it direction and height. accompaniments for appetizer dishes
5. A simple design is best. Simple arrangement is easier to serve,
more appetizing, and still attractive when half consumed by the guest. Answers
1. Garnish
Answers 2. Fruits and vegetables
1. TRUE 3. Sauce
2. FALSE 4. Dressings
3. FALSE 5. To enhance the flavor
and appetite.
4. TRUE
6. To help improve the color
5. TRUE combination and with main dish.
7. To make the dish attractive
in appearance.
8-10 Answers may vary.

J. Additional activities for Directions: Prepare for the new topic. Directions: Prepare for the next lesson. Directions: Prepare for recitation
application or next meeting.
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

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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 Teaching Dates and Time: Quarter: 1-WEEK 7
LOG

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
REMEDIAL
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies .LO3: PRESENT RANGE OF APPETIZERS LO 4: STORE APPETIZER

4.1 Utilize quality trimmings;

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 4.2 Select appropriate container for
3.1 Identify the fundamentals of plating; storing salads and appetizers; and
4.3 Keep appetizers in appropriate
3.2 Identify the accompaniments of appetizers;
conditions to maintain its freshness,
3.3 Present appetizers attractively; and quality and taste;
Follow workplace safety procedures.
3.4 Observe sanitary practices in presenting appetizers
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the At the end of this lesson, the At the end of this lesson, the learners are
are expected to; learners are able to; learners are able to; expected to;
a. Apply the information a. Perform variety of appetizers; a. Write a reflective letter
they've learned in lecture b. Apply the concepts being taught about the previous a. Utilize the quality trimmings of
and discussions. about appetizers; and performance task; and every ingredients; and
b. Value the importance of c. Value the importance of hand on b. Value the importance of b. Value the importance of being
recitation. activity self-reflective activity. resourceful and creative in
terms of trimming ingredients.
Write the LC code for each TLE_HECK9-12PA-Ij-6
II. CONTENT -
(Subject Matter) RECITATION Present Variety of Appetizers REFLECTION PAPER
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 10
2.Learner’s Materials Pages N/A Cookery 10 Quarter 1-Module 10
SLM DepEd SDO- Iligan City
pages 1-9
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 RECITATION PERFROMANCE TASK REFLECTION PAPER ANSWER ME
the Lesson (Motivation)

C. Presenting examples -Preparing Power point Presentation or Video Presentation

/instances of the new lessons
(show pics, videos, ppt)

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D. Discussing new concepts
and practicing new skills #1. The teacher will give an introduction about the topic.
(Pre-Discussion Activity)
E. Discussing new concepts RECITATION PERFROMANCE TASK REFLECTION There is a notion that those who
& practicing and concern to are blessed with culinary skills are those
new skills #2 Directions: There is a box in Directions: Each group will Directions: Write a reflective who can turn even the simplest
front of the class. The box present variety of appetizer based learning about the previous ingredients into a delightful dish. A
contains all the topics that on the classification of appetizer. performance task, “Presenting skilled artist and artisan would bring out
discussed for this quarter. Each The performance of the group will Varieties of Appetizers. Write the best potential in whichever tools and
learner will go to the front and be rated based on the rubrics your answers on a long bond materials they have, just as a chef can
they will pick a paper and below. paper create wonders with the raw material
explain what is the meaning of they are provided with. It is essential to
what is written on the paper. utilize every bit of all the ingredients to
Each learner will be given 30 maximize use and cut cost.
seconds to answer.
Utilize Quality Trimmings
In cooking, excess gradients or even
cut-outs are very normal in maintaining
quality food production.
Quality trimmings are the excess
cut-outs in the process of food
production. They are usually pieces of
food which do not go with your
standards and are too precious to throw
away.

In utilizing quality trimmings, one

must posses certain resourcefulness to
ensure the maximum potential use of
every ingredient. Every ingredient is
important and cost money, it would be a
total waste to just throw it away. For
instance the trimmings coming from the
greens from salads can be made as a
garnish for canapés, excess cut
vegetables from soups can be made as
side dish for the main course, bread
trimmings can be cooked into croutons
or into bread pudding. There is a world
of possibilities in cooking if you just put
your mind to it

F. Developing Mastery RECITATION PRESENT THE FINISH REFLECTION Name the Possibility!
(Leads to Formative PRODUCT

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Assessment) (activity after Directions: Name one (1) appetizer
the lesson) recipe associated with the ingredient
shown.

G. Finding Practical RECITATION PERFROMANCE TASK REFLECTION Why is it important to become creative
Applications of concepts and and resourceful in when it comes to the
skills in daily living trimmings of ingredients?
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the
lessons
5 Evaluating Learning Points will be based on the The Rubric REFLECTION PAPER ESSAY WRITING
(assessment/test) equivalent scores.
Directions: Answer the following
Answer in 1-10 secs= 20 points questions. Write your answers in one
11-15 secs= 15 points whole sheet of paper.
16- 20 secs= 10 points
21- 30 secs= 5 points 1. Are all the trimmings from excess
Answered but wrong= 2 points ingredients are worth to keep?
No answer at all = 0 point Why or why not?
2. What is the effect of excess cut
outs of ingredients in comes of
food costing? Explain.
J. Additional activities for Note: Go to your assigned group Directions: Prepare for next Directions: Prepare for next lesson Directions: Search for the different
application or for TLE Performance Task and lesson. container material used for storing
remediation coordinate about your upcoming appetizers.
(assignment/homework) performance task “Prepare
Varieties of Appetizers” to be
perform next meeting.
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

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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: 9

GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 1-WEEK 8

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I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers.
REMEDIAL
DAY
B. Performance Standards The learners independently prepare appetizers.

C. Learning Competencies LO 4: STORE APPETIZER

4.1 Utilize quality trimmings;
4.2 Select appropriate container for storing salads and appetizers; and
4.3 Keep appetizers in appropriate conditions to maintain its freshness, quality and taste;
4.4 Follow workplace safety procedures.
D. Sub tasking (if needed) At the end of this lesson, the learners are expected to; At the end of this lesson, the 80% of the
learners are expected to answer the
questions correctly.
Write the LC code for each TLE_HECK9-12CD-Ij-8
II. CONTENT Keep Appetizers in Appropriate Conditions to Maintain their LONG QUIZ #2 -
(Subject Matter) Freshness, Quality, and Taste

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 10
2.Learner’s Materials Pages Cookery 9 Quarter 1-Module 10 SLM DepEd SDO- Iligan City
pages 1-9
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
the Lesson (Motivation)

C. Presenting examples TV, LAPTOP

/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.

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(Pre-Discussion Activity)

E. Discussing new concepts COMPLETION TIME

& practicing and concern to Keep Appetizers in Appropriate Conditions to Maintain their LONG QUIZ
new skills #2 Freshness, Quality, and Taste Time to comply all the
missed activities, quizzes and
Wasting should never be part of cooking. As we learned the importance performance task.
of utilizing quality trimmings, we now move to keeping our produce fresh,
high quality and tasty. It is a must to ensure our efforts not to go to waste
by storing or packaging our foods properly to prevent spoilage.

Storing salads and appetizers is one of the most important activities done
after preparing them to maintain freshness and avoid spoilage.

Tools and Equipment

1. Chillers
2. Refrigerator
3. Containers for salad and appetizers

Storing Techniques Storing foods could be done through the following

techniques:
1. Refrigerate – to keep food cold or cool.
2. Cold storage – the process of preserving food by means of refrigeration.
3. Chilling – to refrigerate to reduce the temperature of food

Common Materials Used for Packaging

1. Plastics
Plastics are organic polymeric materials that can be molded into the
desired shape. The lightness and versatility of these have been confirmed
over decades in the processing and packaging of food. Plastic containers
and packaging protect against the contamination of food and offer adequate
mechanical strength. Due to a lower cost and lower energy consumption
during manufacturing, plastics have replaced traditional packaging
materials. In addition, they are able to preserve and protect the food for
longer, minimizing the use of preservatives.

2. Aluminum
Aluminum is increasingly used for canning due to its lightness, low
cost and capacity to be recycled. It can be found in packaging, bottle
closures and wraps and laminates. It has the same barrier properties as steel
but with the advantage of being resistant to corrosion. Aluminum foil is
formed by layers of laminated aluminum. It is a highly flexible product that

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 allows to preserve or protect food in the domestic environment. However, it
is difficult to use in modern fast packaging equipment due to wrinkles, rips
and marks.

3. Glass
Glass is an inert material that is impermeable to gases and vapors. It is
an excellent and completely neutral oxygen barrier when in contact with
food. However, it is a fragile, heavy material that requires a lot of energy to
be manufactured. Glass uses one of the most abundant raw materials on the
planet, silica, but it is not renewable. Despite this, it is a recyclable product,
since it can be used as a container repeatedly.

4. Wood, Cardboard and Papers

Products derived from wood are widely used in the packaging of food in
the form of paper and cardboard. Paper is a very cheap, lightweight product
with excellent printing capacity. Although it is very sensitive to moisture, it
can be corrected with a combination of paper and other materials such as
plastic or paraffin. Cardboard is a material made up of several superimposed
layers of paper, making it thicker, harder and more resistant than paper. Its
main use is for packaging and containers in the form of boxes.

F. Developing Mastery TELL ME!

(Leads to Formative
Assessment) (activity after Directions: Tell me what food packaging materials used in the CHECKING OF PAPERS
the lesson) following pictures.

G. Finding Practical Why do we need to follow the proper storage in each type of pasta? RECORDING OF SCORE
Applications of concepts and
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and ask the learners questions that
& Abstractions about the related to the topic.
lessons
5.Evaluating Learning ADVANTAGE AND DISADVANTAGES DETERMINE IF THE CLASS GOT 80%
(assessment/test) IN THE EVALUATION.
Directions: Enumerate the different food packaging. Give the advantage
and disadvantages of each.
PREPARE FOR REMEDIAL IF IT’S
BELOW 80%.

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J. Additional activities for Direction: Prepare for long quiz #2 CONGRATULATIONS! CONGRATULATIONS!
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: Checked by: Noted by:

Teacher II Head Teacher I,JHS Principal II

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