School: Banjo Laurel National Highschool Grade Level: 10

GRADES 1 to 12 Teacher: Dianne Mae V. Robles Learning Area: Cookery

DAILY LESSON LOG Teaching Dates and Time: February 10-14, 2025, 12:15-1:15-2:15PM Grade 10 Diamond/Painite Quarter: 4-WEEK 1

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate The learners demonstrate an The learners demonstrate an understanding preparing and cooking meat dishes
an understanding preparing understanding preparing and cooking
and cooking meat dishes meat dishes
B. Performance Standards The learners independently The learners independently prepare The learners independently prepare and cook meat dishes
prepare and cook meat and cook meat dishes
dishes
C. Learning Competencies LO 1. Perform Mise En Place LO 1. Perform Mise En Place
Pretest 1.1 prepare the tools, equipment, prepare the tools, equipment, ingredients and other supplies based on the given recipe.
ingredients and other supplies based
on the given recipe.
D. Sub tasking (if needed) At the end of this lesson, At the end of this lesson, the learners At the end of this lesson, the learners are able to familiarize in the composition and structure of meat.
the teacher will determine will classify the different tools and
each student's knowledge equipment used in preparing and
of and proficiency in the cooking meat.
subject matter.
Write the LC code for each TLE_HECK9-12PCM- TLE_HECK9-12PCM-IVa-30 TLE_HECK9-12PCM-IVa-30
IVa-30
II. CONTENT Pre-Test  Common Tools and Equipment - Meat Overview
(Subject Matter) Used in Preparing and Cooking - Composition of Meat
Meat - Structure of Meat

III. Learning Resources

A. References
1.Teacher’s Guide Pages NA NA NA
2. Curriculum Guide CG p25/ MELCs page 423 CG p25/ MELCs page 423 CG p25/ MELCs page 423
2.Learner’s Materials Pages LM-G10 pages 329-331 LM-G10 pages 329-331 LM-G10 pages 332
3.Textbook Pages NA NA NA
4. Additional Materials from NA NA NA
Learning Resources (LR) Portal)
B. Other Learning Resources Visuals from Laptop and Visuals from Laptop and TV, Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker,
TV, pictures, actual tools, pictures, actual tools, chalk, eraser,
chalk, eraser, masking masking tape, speaker
tape, speaker,
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the Conduct a recap of the previous Conduct a recap of the previous discussion.
previous discussion discussion
B. Establishing purpose for the The teacher will explain Word Search Four Pics, One Word
Lesson (Motivation) the purpose of pre-test. Instructions: Group the learners into four. Each group will be given a bond paper where they will
Instructions: There are names of write their answers and they will raise their paper after. The fastest group will earn the points. Five
tools, utensils and equipment in the points per correct answer.
box. Find the words by encircling or
shading them.

C. Presenting examples /instances N/A -Preparing Power point Presentation -Preparing Power point Presentation or
of the new lessons (show pics, or - Video Presentation
videos, ppt) - Video Presentation
D. Discussing new concepts and Pre-Test The teacher will give an introduction The teacher will announce the winners in Four Pics, One Word Game
practicing new skills #1. (Pre- about the topic.
Discussion Activity)
E. Discussing new concepts & Pre-Test Common Tools, Utensils and Meat Overview
practicing and concern to new Equipment Used in Meat Cooking
skills #2 and Preparation Meat is a term for the flesh of cattle (beef and veal), sheep (lamb) and pigs (pork). Meat comprises
water, protein, fat, and various amounts of minerals and vitamins.
Mixing and Preparatory Tools This divided into large sections called primal cuts. These beef primal cuts or primal are then broken
1. Baster down further into individual steak and other retail cuts.
2. Colander A side of beef is literally one side of the beef carcass that is split through the backbone.
3. Strainer Each side is then halved between the 12 th and 13th ribs into sections called the forequarter and
hindquarter.
4. Grater
Pork is divided into large sections called primal cuts. These primal cuts are then broken down further
5. Ladle into individual retail cuts.
6. Dredgers Sheep is also a staple food in some parts of the world and is consumed in many regions. Sheep meat
7. Flipper is otherwise known as mutton (meat of mature sheep) or lamb (immature sheep) also classified as red
8. Meat Tenderizer or meat pounder meat.
9. A garlic press Composition of Meat
10. A wooden spoon
11. Mixing bowls 1. Water – 75% of muscle tissue.
12. Serving Tongs 2. Protein- 20% of muscle tissue. Protein coagulates when it is heated. It becomes firmer and
13. Two-tined serving forks loses moisture. When protein has coagulated to the desired degree, the meat is said to done.
14. Household kitchen scale 3. Fat – 5% of the muscle tissue. The fat in meat contributes to:
A. Juiciness- Marbling is fat that is deposited within the muscle tissue.
 15. Dry measuring cups B. Tenderness
16. Measuring Spoon - Marbling separates muscle fibers, making meat easier to chew.
17. Temperature Scale C. Flavor- Fat is the main source of flavor in meat.
18. Kitchen Shears
19. Sharpening Steel 4. Carbohydrates – it plays a necessary part in the complex reaction, called the Maillard reaction,
20. A cutting board (or chopping which takes place when meats are browned by roasting, broiling or sautéing.
board) Structure of Meat
21. Kitchen Knives 1. Muscle Fiber
Lean meat is composed of long, thin muscle fibers bound together in bundles.
Equipment Used in Meat
 Fine – grained meat is composed of small fibers bound in small fibers.
Preparation
1. Refrigerator  Course – textured meat has large fibers.
2. Freezer 2. Connective tissue
3. Oven These are network of proteins that bind the muscle fibers together. Connective tissue is tough.
4. Blender 1. Collagen – white connective tissue that dissolves or breaks down by long, slow cooking with
5. Deep Fryer liquid.
2. Elastin – yellow connective tissue and is not broken down in cooking. Tenderizing can be
accomplished only by removing the elastin, by pounding and by slicing and grinding.

F. Developing Mastery (Leads to Checking of papers. The learner will identify the different The learners will name the picture by putting the missing letters.
Formative Assessment) (activity tools and equipment shown on the
after the lesson) screen.
G. Finding Practical Applications Checking of papers. Why tools and equipment are What is the importance of meat in our economy?
of concepts and skills in daily living important in preparing and cooking
(application) meat?
H. Making Generalizations & The teacher will The teacher will summarize the topic The teacher will summarize the topic and ask the learners questions that related to the topic.
Abstractions about the lessons summarize the topic and and ask the learners questions that
ask the learners questions related to the topic.
that related to the topic.
I. Evaluating Learning The teacher will assess the Activity Time The teacher will conduct a seven (5) – item formative assessment, advice students to prepare a ¼ sheet
(assessment/test) result of pre-test. Directions: Classify the following of paper.
tools and equipment. Write TOOLS
if it is tool and EQUIPMENT if it is ______1. White connective tissue that dissolves or breaks down by long, slow cooking with liquid.
equipment. Write your answer in ¼ _____2.This is yellow connective tissue and is not broken down in cooking.
sheet of paper. _____3.These are network of proteins that bind the muscle fibers together.
_____4. This is composed of long, thin muscle fibers bound together in bundles.
_____5. Textured meat has large fibers.

Answer Key:
1. Collagen
 2. Elastin
3. Connective Tissue
4. Lean Meat
5. Course

J. Additional activities for Have an advance reading Directions: Go to your kitchen and Directions: Give the benefits of Meat in terms of;
application or remediation about the topic “Cook list down all tools and equipment that
(assignment/homework) Meat Cuts” are needed in preparing and cooking a. Health
meat. Classify them according to b. Human Lives
their uses. Write your assignment in c. Economy
your TLE Notebook.
Write in 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: Checked:

DIANNE MAE V. ROBLES AMELIA T. BUBAN

TLE Teacher Principal I
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4-WEEK 2

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an understanding The learners demonstrate an understanding
understanding preparing and cooking understanding preparing and cooking preparing and cooking meat dishes preparing and cooking meat dishes
meat dishes meat dishes
B. Performance Standards The learners independently prepare The learners independently prepare and The learners independently prepare and The learners independently prepare and cook
and cook meat dishes cook meat dishes cook meat dishes meat dishes
C. Learning Competencies LO 1. Perform Mise En Place LO 1. Perform Mise En Place LO 1. Perform Mise En Place LO 1. Perform Mise En Place
1.1 Prepare the tools, equipment,
ingredients and other supplies based 1.1 prepare the tools, equipment, 1.1 prepare the tools, equipment, 1.1 prepare the tools, equipment, ingredients
on the given recipe. ingredients and other supplies based on ingredients and other supplies based on the and other supplies based on the given recipe.
the given recipe. given recipe.
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the learners are At the end of this lesson, the learners are At the end of the session, students should be
are able to explain the difference of able to familiarize in different kinds of able to familiarize in different kinds of able to attain at least 80% mastery from the
each preparation method of meat. meat and its sources. meat and its sources. long quiz.
Write the LC code for each TLE_HECK9-12PCM-IVa-30 TLE_HECK9-12PCM-IVa-30 TLE_HECK9-12PCM-IVa-30 TLE_HECK9-12PCM-IVa-30
II. CONTENT  Different Kinds of Meat and It’s  Meat Dishes and Entrée All Previous Topics
(Subject Matter) Basic Preparation Method of Meat Sources  Four Kinds of Doneness of Meat
 Nutrient Content of Meat

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A N/A N/A NA
2. Curriculum Guide CG p25/ MELCs page 423 CG p25/ MELCs page 423 CG p25/ MELCs page 423 NA
2.Learner’s Materials Pages LM-G10 pages 336-337 LM-G10 pages 337-338 LM-G10 pages 340--341 NA
3.Textbook Pages N/A N/A N/A NA
4. Additional Materials from N/A N/A N/A NA
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, Visuals from Laptop and TV, pictures, Visuals from Laptop and TV, pictures,
Resources pictures, actual tools, chalk, eraser, actual tools, chalk, eraser, speaker, actual tools, chalk, eraser, speaker,
masking tape, speaker
IV.PROCEDURES
A. Review Previous Lessons Conduct a recap of the previous Conduct a recap of the previous Conduct a recap of the previous Not Applicable (NA)
discussion discussion. discussion.
B. Establishing purpose for Guess the Gibberish I Meat You! Video Watching LONG QUIZ # 1
the Lesson (Motivation)
C. Presenting examples -Preparing Power point Presentation -Power point Presentation or -Preparing Power point Presentation or LONG QUIZ # 1
/instances of the new lessons or - Video Presentation - Video Presentation
(show pics, videos, ppt) - Video Presentation
D. Discussing new concepts The teacher will give an introduction The teacher will have a short The teacher will give an introduction about LONG QUIZ # 1
and practicing new skills #1. about the topic. introduction about the topic. the topic.
(Pre-Discussion Activity)
E. Discussing new concepts Basic Preparation Methods of Different Kinds of Meat and its Source Meat Dishes and Entrees LONG QUIZ # 1
& practicing and concern to Meat Meat is animal flesh that is eaten as
new skills #2 food. Humans have hunted, farmed, and In the classical menu, the term
1. Washing-Generally, the only scavenged animals for meat since entrée refers to the courses after the
occasion in which you will have prehistoric times. Grosse piece. Basically, entrees are
to wash meat is when it comes divided into cold entrees and hot entrees.
into contact with blood during 1. Pork – meat from domesticated pigs, Today, however, the entrees are usually
preparation. After washing, dry typically high in fat, commonly served as the main dish with suitable
the food thoroughly with slaughtered one year or less of age vegetable and salad garnishes. Both hot
absorbent kitchen paper. to ensure tender cuts.
and cold entrees are frequently described
2. Skinning- Most of the meat you
dealt with has been already as simple dishes on the menu, where they
skinned by the supplier. appear in various categories, such as hot
3. Dicing- Meat are diced when it is snacks garnishes for main dishes and
cut into cubes for various types of 2. Beef -meat from cattle over one year specialties of the day. The main difference
casseroles, stems, curries, and old. between main grosses piece is that the
dishes such as steak, kidney pie entries are cut up before being cooked.
and pudding. They do not require the same methods of
4. Trimming- preparation as the grosses pieces which are
Reasons for trimming: prepared in single large pieces. It is,
 Improve the appearance of the
3. Veal – flesh of a young calf, 4-5 therefore, not possible to group the two
cut or joint
 Leave as much of the meat months old. Because of its age, it is types of dishes in the same category.
intact as possible. considered by some to be the finest
 Leave an even thickness of fat meat. Four kinds of doneness in meat
(where fat is to be left). How 1. Rare – when pressed with a finger, the
much fat you trim off will meat is very soft with jelly like texture.
depend on the type of meat, 2. Medium Rare – when pressed with a
preference, and the cooking finger, meat feels springy and resistant
process to be used. 3. Medium – when pressed with a finger,
 Remove as much gristles 4. Lamb – meats of domesticated meat feels firm and there is a definite
and sinews as possible. sheep. Its texture is a direct result of
5. Slicing- It is the cutting of meat resistance.
what it consumes and the age at 4. Well Done – when pressed with a finger
by determining the direction of which it is slaughtered.
the grain (the muscle fibers), the meat feels hard and rough.
and cut across the grain. This is
Nutrient Content of Meat
 particularly important with Meat consists of water protein and
tougher cuts such as steak, in fat, with a few minerals and some B
which the grain is also quite vitamins.
obvious. You slice meat 1. Protein – High-quality protein is
with―instead of against―the 5. Mutton – meat of matured sheep. the major constituent of meat after
grain. water, accounting for about 20
6. Seasoning- It is the addition of percent of its weight. Meat contains
salt and white or black pepper 7 grams of protein per ounce.
to improve the flavor of food. 2. Fat –content can vary widely,
a. Use white pepper or cayenne according to the grade of meat and its
pepper on food which you want 6. Carabeef – meat from carabao. cut.
to keep attractive with white 3. Carbohydrates – Meat contains very
color. little carbohydrates, glycogen, found in
b. Add salt to roast and grill liver and muscle tissue is present
after the meat has browned. when the animal is alive, but the
c. Adding salt before cooking glucose that makes up the glycogen is
will extract the juices of the broken down to lactic acid during and
meat to the surface, and slows after slaughter.
7. Chevon – meat from deer/goat.
down the browning reactions 4. Vitamins – Meat is an excellent
(which need high temperature source of certain B vitamins –
and dry heat). thiamin (B., riboflavin (B2),
7. Coating pyridoxine (B6), vitamin (B12)
The two basic coatings are: niacin and some folate. Niacin is
1. Flour – coat the meat before obtained from tryptophan, an amino
cooking, otherwise the flour acid plentiful in meats and milk.
becomes sticky and 5. Minerals – Meat is an excellent
unpleasant. source of iron, zinc, copper,
2. Bread crumbs – coat the phosphorous, and a few other trace
meat in flour, then egg wash minerals
(egg wash is made of lightly
beaten whole egg with a little
water/milk) and finally with
the bread crumbs.

F. Developing Mastery The learners will name the following The learners will identify the different
(Leads to Formative meat preparation method shown on doneness of meat.
Assessment) (activity after the screen. CHECKING OF PAPERS
the lesson)
G. Finding Practical How can you apply the different Why is it important to familiarize in Explain the difference between Entrée and RECORDING OF SCORE
Applications of concepts and preparation method of meat in your different kinds of meat? Grosse Piece
skills in daily living daily lives?
(application)
H. Making Generalizations The teacher will summarize the topic The teacher will summarize the topic The teacher will summarize the topic and
& Abstractions about the and ask the learners questions that through asking the learners related to the ask the learners questions that related to
lessons related to the topic. topic. the topic.
II. Evaluating Enumeration Identification Enumerate the five (5) nutrient content of DETERMINE IF THE CLASS GOT 80% IN
Learning (assessment/test) The learners will get ¼ sheet of paper meat. THE EVALUATION. PREPARE FOR
The learners will enumerate the and identify the following terms. 1. REMEDIAL IF IT’S BELOW 80%.
following in ¼ sheet of paper. 2,
_____1. Meat from domesticated pigs, 3.
1-7 Different Preparation Method of typically high in fat, commonly 4.
Meat slaughtered one year or less of age to 5.
8-9 Two kinds of coating ensure tender cuts.
10- Give one reason of trimming of _____2. Meat from cattle over one year Answer Key
meat old. 1. Protein
_____3. A flesh of a young calf, 4-5 2. Fat
Answer Key months old. Because of its age, it is 3. Carbohydrate
1. WASHING considered by some to be the finest 4. Vitamins
2. DICING meat. 5.Minerals
3. SLICING ______4. Meats of domesticated sheep.
4. TRIMMING ______5. This meat is from matured
5. SKINNING sheep.
6. SEASONING ______6. This meat is from carabao.
7. COATING _______7. This meat is come from goat
8. FLOUR and dear.
9. BREAD CRUMBS
10. (ANY OF THE FOLLOWING) Answer Key:
 Improve the appearance of 1. Pork
the cut or joint 2. Beef
 Leave as much of the meat 3. Veal
intact as possible.
4. Lamb
 Leave an even thickness of
fat (where fat is to be left). 5. Mutton
 Remove as much gristles 6. Chevon
and sinews as possible.

J. Additional activities for Group the class into 7 members. Each

application or remediation group will bring at least ¼ of meat.
(assignment/homework) Each group will demonstrate the
basic preparation method of meat.
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:

Teacher Principal
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4-WEEK 3

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an The learners demonstrate an understanding preparing and cooking meat dishes The learners demonstrate an understanding
understanding preparing and cooking preparing and cooking meat dishes
meat dishes
B. Performance Standards The learners independently prepare The learners independently prepare and cook meat dishes The learners independently prepare and cook
and cook meat dishes meat dishes
C. Learning Competencies LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts
2.1 Identify the market forms and 2.2 Prepare meat cuts according to the given recipe II.1 Identify the market forms and cuts of
cuts of meat meat.
2.2 Prepare meat cuts according to the given
recipe

D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the learners are able to differentiate the different meat At the end of the session, students should be able
are able to explain the difference of cuts to attain at least 80% mastery from the graded
each preparation method of meat. recitation/activity.
Write the LC code for each TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g-31
II. CONTENT All Previous Topics
(Subject Matter) Market Forms of Meat  Meat Cuts

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A N/A NA
2. Curriculum Guide CG p25/ MELCs 423 CG p25/ MELCs 423 NA
2.Learner’s Materials Pages LM-G10 pages 343 LM-G10 pages 343-344 NA
3.Textbook Pages N/A N/A NA
4. Additional Materials from N/A /www.thespruceeats.com/pig-diagram-and-pork-chart-995306 NA
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape,
Resources pictures, actual tools, chalk, eraser, speaker
masking tape, speaker
IV.PROCEDURES
A. Review Previous Lessons Conduct a recap of the previous Conduct a recap of the previous discussion. Not Applicable (NA)
discussion
B. Establishing purpose for Jumbled Words “Meat My Part” “Label Me”
the Lesson (Motivation)

C. Presenting examples -Preparing Power point Presentation -Preparing Power point Presentation or Recitation/ Activity
/instances of the new lessons or - Video Presentation
(show pics, videos, ppt) - Video Presentation
D. Discussing new concepts The teacher will give an introduction The teacher will give an introduction about the topic. Recitation/ Activity
and practicing new skills #1. about the topic.
(Pre-Discussion Activity)
E. Discussing new concepts Market Forms of Meat Meat Cuts “Market Me-at”
& practicing and concern to
new skills #2 1. Fresh Meat- Meat that is Part I. Directions: The teacher will randomly
recently slaughtered, has not been pick a name of learners. The chosen one will give
preserved, or frozen. one market form of meat explain what it is.

“Label Me-at”
Part II. Directions: Label the missing parts of
the animal’s primal cuts.
Fresh meat products have not
undergone a stage of microbiological
stabilization like cooking or drying.

2. Chilled Meat- Meat that is

placed in chiller or slightly cold.

Chilled meat is packaged under

modified or controlled atmospheres
to preserve the product against
microbial deterioration and spoilage
and also to control food-borne
pathogens.

3. Frozen Meat- Frozen meat

means meat which has been frozen
after slaughter to a temperature of
minus 8 degrees Celsius or below.
4. Cured Meat- Meat preserved
by salting, smoking or aging.
The goal of curing is to slow
spoilage and prevent the growth
of microorganisms.

5. Processed Meat- Meat

preserved by chemical process.
They include bacon and hot
dogs. Eating processed meats
increases your cancer risk.

6. Canned Meat- Canned

meat products are prepared by
hermetically sealing (preventing
the escape or entry of air) the
product in a container (usually tin
coated steel cans) and thermally
processed to destroy spoilage
microorganisms.
F. Developing Mastery Enumerate the different market forms Group Activity
(Leads to Formative of meat. Directions: Divide the class into three (3) groups. The teacher will give a pictures Check the paper. See the above lecture for the
Assessment) (activity after of an animal and the learners will name their primal cuts. The animal that will answers reference.
the lesson) assigned to them will be based on draw lots.

G. Finding Practical Why is it important to know the Why is it important to know the primary cuts of meat? RECORDING OF SCORE
Applications of concepts and different market forms and cuts of
skills in daily living meat?
(application)
H. Making Generalizations The teacher will summarize the topic The teacher will summarize the topic through asking the learners related to the The teacher will summarize the topic and ask the
& Abstractions about the and ask the learners questions that topic. learners questions that related to the topic.
lessons related to the topic.
III. Evaluating Directions: Look at the pictures DETERMINE IF THE CLASS GOT 80% IN
Learning (assessment/test) shown on the screen. Identify what THE EVALUATION. PREPARE FOR
market forms of meat are they. Write REMEDIAL IF IT’S BELOW 80%.
your answer in ¼ sheet of paper.

J. Additional activities for Search the different meat cuts. Write Prepare for the recitation.
application or remediation your answer in your TLE Notebook
(assignment/homework)

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

Prepared by: Checked by:

____________________________ __________________________
Teacher Principal
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4-WEEK 4

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an understanding The learners demonstrate an understanding
understanding preparing and cooking understanding preparing and cooking preparing and cooking meat dishes preparing and cooking meat dishes
meat dishes meat dishes
B. Performance Standards The learners independently prepare and The learners independently prepare and The learners independently prepare and cook The learners independently prepare and
cook meat dishes cook meat dishes meat dishes cook meat dishes
C. Learning Competencies LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts
2.3 Prepare and use suitable marinades 2.3 Prepare and use suitable marinades 2.3 Prepare and use suitable marinades for a 2.3 Prepare and use suitable marinades for
for a variety of meat cuts. for a variety of meat cuts. variety of meat cuts. a variety of meat cuts.

D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the learners are At the end of the session, students should be At the end of the session, students should
are able to explain the difference of able to familiarize in different types of able to perform the procedures of be able to perform the procedures of
marinate and marinades. marinades. marinades. marinades.
Write the LC code for each TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31
II. CONTENT Marinades Types of Marinades Performance Task Day 1 Performance Task Day 2
(Subject Matter) (Prepare Marinades) (Cooking the Marinated Meat)

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A N/A N/A N/A
2. Curriculum Guide CG p25/ MELCs page 423 CG p25/ MELCs page 423 N/A N/A
2.Learner’s Materials Pages LM-G10 page 344 LM-G10 page 344-345 N/A N/A
3.Textbook Pages N/A N/A N/A N/A
4. Additional Materials from N/A N/A N/A N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, Visuals from Laptop and TV, pictures, TLE Room and actual tools and ingredients. TLE Room and actual tools and
Resources actual tools, chalk, eraser, masking actual tools, chalk, eraser, speaker, ingredients.
tape, speaker
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous Conduct a recap of the previous Conduct a recap of the previous discussion. Conduct a recap of the previous
discussion discussion. discussion.
B. Establishing purpose for N/A N/A
the Lesson (Motivation)

C. Presenting examples -Preparing Power point Presentation or -Power point Presentation or N/A N/A
/instances of the new lessons - Video Presentation - Video Presentation
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction The teacher will have a short The teacher will remind the do’s and don’ts The teacher will remind the do’s and
and practicing new skills #1. about the topic. introduction about the topic. inside the TLE Room. don’ts inside the TLE Room.
(Pre-Discussion Activity)
E. Discussing new concepts Marinades Types of Marinades
& practicing and concern to The learners will apply the procedures in The leaners will apply the procedures in
new skills #2 Good marinade will add flavor to 1. Pineapple Marinade- This sweet, marinating. They will be rated based on the marinating. They will be rated based on
your favorite meat and make it more fruity marinade works great on rubric below. the rubric below.
tender and juicier. any cut of pork or chicken. What
you get with this marinade is a
great Hawaiian Teriyaki flavor.
You can make extra marinade to
use as a sauce as long as you keep
it separate from the meat.

2. Pork Chop Marinade- This is a

great Asian style marinade that
works well on all cuts of pork,
particularly pork chops,
reminiscent of a Teriyaki
marinade with a hint of heat from
the chili sauce. You can, if you
like, heat this up with some extra
chili sauce or perhaps a pinch of
cayenne.
3. Jamaican Jerk Marinade- Jerk
marinade often is made
using onions, garlic, ginger,
pimento, cinnamon, allspice,
nutmeg, scotch bonnet pepper,
and brown sugar. However, there
are many variations, some which
include citrus, vinegar, and
 various sweeteners such as honey
and molasses.
4. Pork Rib Marinade-It uses a
pork rub for the seasoning with
vinegar and water to turn it into a
marinade.
5. Teriyaki Marinade-Simply made
with soy sauce, brown sugar,
vinegar, oil, garlic, and onions,
this teriyaki marinade is ready to
use in under 10 minutes.
This marinade works
particularly well with pork and
poultry. You can make an extra
batch, simmer it until thickened,
and drizzle on top of sliced grilled
meats and vegetables.
6. Tenderloin Marinade-This
tenderloin marinade is a blend of
garlic, herbs, olive oil, soy sauce,
brown sugar and Dijon mustard. It
produces perfect marinated pork
chops every time, and you can use
your pork marinade for baked,
broiled, grilled or sauteed pork.
7. Bourbon Marinade- This
marinade is made of 1/4 cup
Bourbon whiskey. 1/4 cup brown
sugar. 1/3 cup soy sauce. 1
tablespoon minced fresh ginger
(optional).
8. Mustard Vinegar Marinade-
Mix together mustard and
vinegar. Add minced garlic, dried
sage, bay leaves, salt, and black
pepper. Using a whisk, combine
the mixture while slowly adding
oil.
F. Developing Mastery Directions: Create your own basic Directions: Divide the class into five Directions: Present the marinated meat. After Directions: Present the cooked marinated
(Leads to Formative marinade. Write in your TLE Notebook (5) groups. Choose your own checking, the marinated meat will be put in meat
Assessment) (activity after the ingredients and procedures. marinade that will perform on the next refrigerator.
the lesson) meeting. The group can select their
prefer marinade.

G. Finding Practical Why do you need to consider the Why marinating is important? How do you feel while doing the performance How do you feel while doing the
Applications of concepts and proper time of marinating? performance task?
skills in daily living task?
(application)
H. Making Generalizations The teacher will summarize the topic The teacher will summarize the topic N/A N/A
& Abstractions about the and ask the learners questions that through asking the learners related to
lessons related to the topic. the topic.
IV. Evaluating Directions: Answer the question Identification The teacher will evaluate the output using The teacher will evaluate the output using
Learning (assessment/test) below. Write your answer in ¼ sheet of Direction: Identify the following terms. the rubric. the rubric.
paper. Write your answer in ¼ sheet of paper.
1. This is a blend of garlic, herbs, olive
What is the difference of marinate and oil, soy sauce, brown sugar and
marinade? Dijon mustard.
2. Simply made with soy sauce, brown
sugar, vinegar, oil, garlic, and
onions, this teriyaki marinade is
ready to use in under 10 minutes.
3. This sweet, fruity marinade works
great on any cut of pork or chicken.
What you get with this marinade is a
great Hawaiian Teriyaki flavor.
4. This marinade is made of 1/4 cup
Bourbon whiskey, 1/4 cup brown
sugar,1/3 cup soy sauce, 1
tablespoon minced fresh ginger.
5. This marinade often is made
using onions, garlic, ginger, pimento,
cinnamon, allspice, nutmeg, scotch
bonnet pepper, and brown sugar

Answers:
1.Tenderloin Marinade
2. Teriyaki Marinade
3. Pineapple Marinade
4. Bourbon Marinade
5. Jamaican Jerk Marinade

J. Additional activities for Directions: Search five (5) different Directions: Prepare for two-days Directions: Prepare for cooking activity,
application or remediation kinds of marinades. performance task.
(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:

____________________________ __________________________
Teacher Principal

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4-WEEK 5
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
A. Content Standards The learners demonstrate an understanding preparing and cooking meat dishes The learners demonstrate an understanding preparing and cooking meat dishes

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

C. Learning Competencies LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts

2.4 Identify appropriate cooking methods for meat cuts 2.4 Identify appropriate cooking methods for meat cuts

D. Sub tasking (if needed) At the end of this lesson, the learners are able to explain the difference of At the end of this lesson, the learners are able to explain the difference of marinate and
different kinds of dry heat cooking methods. marinades.
Write the LC code for each TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31
II. CONTENT  Effects of Heat to Meat  Moist Heat Methods
(Subject Matter)  Factors Affecting Choice of Cooking Methods in Meat
 Choosing the Right Cooking Technique
 Dry Heat Cooking

III. Learning Resources

A. References
1.Teacher’s Guide Pages N/A N/A
2. Curriculum Guide CG p25/ MELCs page 423 CG p25/ MELCs page 423
2.Learner’s Materials Pages LM-G10 page 350-352 LM-G10 page 352-353
3.Textbook Pages N/A N/A
4. Additional Materials from N/A N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
Resources speaker
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion Conduct a recap of the previous discussion
B. Establishing purpose for
the Lesson (Motivation)

C. Presenting examples -Preparing Power point Presentation or -Preparing Power point Presentation or
/instances of the new lessons - Video Presentation - Video Presentation
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction about the topic. The teacher will remind the dos and don’ts inside the TLE Room.
and practicing new skills #1.
(Pre-Discussion Activity)
E. Discussing new concepts Effects of Heat to Meat Continuation of the previous topic………….
& practicing and concern to B. Moist heat cooking methods include any technique that involves cooking with moisture
new skills #2 1. It tenderizes connective tissue if moisture is present and cooking is slow. — whether it's steam, water, stock, wine or some other liquid.
2. It coagulates protein. Even meats low in connective tissue can be tough and
dry if cooked at excessively high heats for too long. 1. Simmering
3. High heat toughens and shrinks protein and results in excessive moisture lost.
With simmering, the cooking liquid is a bit hotter than poaching from 180°F to 205°F.
4. Roasts cooked at low temperature shrink less and loss less moisture. Here we will see bubbles forming and gently rising to the surface of the water, but the water
5. Moist heat penetrates meat quickly. To avoid over cooking, meat should be still isn't at a full rolling boil.
simmered, never boiled. Because it surrounds the food in water that maintains a more or less constant temperature,
simmering cooks’ food very evenly.
Choosing the Right Cooking Technique
2. Boiling
Using the appropriate cooking method for the type of food being prepared is The hottest stages is boiling, where the water reaches its highest possible temperature
a major part of the culinary arts. Tough cuts of meat like beef brisket or lamb of 212°F
shank need to be cooked slowly, at low heat, for a long time, and with plenty of
moisture. Prepared properly, these cuts can be incredibly tender and delicious. 3. Steaming
On the other hand, dry-heat methods typically involve very high temperatures Steaming is a moist-heat cooking technique that employs hot steam to conduct the heat
and short cooking times. A piece of brisket cooked in this way on a grill, let's to the food item.
say would be tough, chewy and largely inedible. Interestingly enough, a beef Cooking With Steam
tenderloin steak cooked using a slow, moist-heat method such as braising would
also turn out tough, chewy and inedible. Steaming can be done on a stovetop, with a pot containing a small amount of liquid that
is brought to a simmer. The item to be cooked is then placed in a basket suspended above
Methods of Cooking Meat the liquid and the pot covered.

A. Dry heat cooking refers to any cooking technique where the heat is 4. Braising & Stewing
transferred to the food item without using any moisture. Dry-heat cooking Braising involves cooking large pieces of meat or chicken partially covered in liquid,
typically involves high heat, with temperatures of 300°F or hotter. while stewing uses smaller pieces of meat totally immersed in liquid.

Note: The browning of food (including the process by which meat is browned, Factors Affecting Choice of Cooking Methods in Meat
called the Maillard reaction) can only be achieved through dry-heat cooking.
1. Cuts of meat
Types of Dry Heat Cooking  Tender cuts like ribs and loin cuts are used for roasting, broiling and grilling
 Less tender cuts from leg or round are used for braising
1. Roasting & Baking
 Tougher cuts from chuck or shoulder are usually braced.
Forms of dry-heat cooking that use hot, dry air to cook food roasting and
baking. Like other dry-heat cooking methods, roasting and baking brown the  Least tender cuts from shanks, breast, brisket, and flank are cooked by moist heat.
surface of the food, which in turn develops complex flavors and aromas.  Ground meat and cubed usually made from trimmings can be cooked by dry heat or
Both words describe a method of cooking an item by enveloping it in hot, dry air, moist heat.
generally inside an oven and at temperatures of at least 300°F and often much
hotter. A convection oven, which circulates hot air throughout the oven, can
enhance the browning reaction.
 2. Fat content
2. Grilling & Broiling  Meats high in fat are cooked without added fat, such as roasting or broiling.
This type of cooking produces browning reactions on the surface of the food,  Meats low in fat are often cooked with added fat to prevent dryness, like sautéing,
thus encouraging the development of complex flavors and aromas. Grilling cooks pan frying or braising.
hot and fast, because air is a poor conductor of heat. Broiling and grilling require
the food to be quite close to the heat source, which in this case, is likely to be an
3. Desired quality
open flame.
 Tenderness is not the only goal of cooking. To develop flavor and appearance is
3. Sautéing & Pan-Frying also one of the objectives to get the desired quality.
Sautéing is a form of dry-heat cooking that uses a very hot pan and a small
amount of fat to cook the food very quickly. Like other dry- heat cooking
methods, sautéing browns the food's surface as it cooks and develops complex
flavors and aromas.

4. Deep-Frying
Since deep-frying involves submerging food in hot, liquid fat, it might take
some time to get used to the idea that it's actually a form of dry-heat cooking.
F. Developing Mastery Directions: The learners will name the cooking method shown on the screen. Directions: Present the marinated meat. After checking, the marinated meat will be put in
(Leads to Formative refrigerator.
Assessment) (activity after
the lesson)
G. Finding Practical Why is it called Dry-Heat Method? What are the Factors Affecting Choice of Cooking Methods in Meat?
Applications of concepts and
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic through asking the learners related to the The teacher will summarize the topic through asking the learners related to the topic.
& Abstractions about the topic.
lessons
V. Evaluating
Learning (assessment/test) Directions: Answer the following terms.
The answers may vary to the
answers of the students. _____________1. Include any technique that involves cooking with moisture.
_____________2.The cooking liquid is a bit hotter than poaching from 180°F to 205°F.
_____________3. The hottest stages, where the water reaches its highest possible
temperature of 212°F
_____________4. A moist-heat cooking technique that employs hot steam to conduct the
heat to the food item.
_____________5. Involves cooking large pieces of meat or chicken partially covered in
liquid

Answers:
1. Moist-Heat Method
 2. Simmering
3. Boiling
4. Steaming
5. Braising

J. Additional activities for Directions: Search for the different moist heat cooking methods. Scrapbook Making
application or remediation Direction: Bring cut outs
(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:

____________________________ __________________________
Teacher Principal
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4-WEEK 6

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an understanding
understanding preparing and cooking understanding preparing and cooking understanding preparing and cooking preparing and cooking meat dishes
meat dishes meat dishes meat dishes
B. Performance Standards The learners independently prepare The learners independently prepare and The learners independently prepare and The learners independently prepare and cook meat
and cook meat dishes cook meat dishes cook meat dishes dishes
C. Learning Competencies LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts LO 2. Cook Meat Cuts
2.5 Apply the different techniques in 2.6 Apply the different techniques in 5Apply the different techniques in meat
meat preparation. meat preparation. preparation.
2.6 Cook meat-cut according to the
2.6 Cook meat-cut according Cook meat-cut according to the given given recipe.
recipe.
D. Sub tasking (if needed) At the end of this lesson, the learners At the end of the session, students At the end of the session, students At the end of the session, students should be able to
are able to should be able to apply the different should be able to apply the different attain at least 80% mastery from the long quiz.
cooking techniques and cook the meat cooking techniques and cook the meat
according to the given recipe. according to the given recipe.
Write the LC code for each TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31 TLE_HECK9-12PCM-IVb-g31
II. CONTENT Performance Task Day 2 Performance Task Day 2 All Previous Topics
(Subject Matter) Video Watching (Moist Heat Cooking Method)
(Dry Heat Cooking Method)
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A N/A N/A NA
2. Curriculum Guide CG N/A N/A NA
2.Learner’s Materials Pages N/A N/A N/A NA
3.Textbook Pages N/A N/A N/A NA
4. Additional Materials from N/A N/A N/A NA
Learning Resources (LR)
Portal)
B. Other Learning https://www.youtube.com/watch? TLE Room and actual tools and TLE Room and actual tools and
Resources v=AnP43TONiX0 ingredients. ingredients.
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous Conduct a recap of the previous Conduct a recap of the previous Not Applicable (NA)
discussion. discussion. discussion.
B. Establishing purpose for Picture Presentation N/A N/A LONG QUIZ # 1
the Lesson (Motivation) Show Different Food Presentation
and learners will observe each
photos.
C. Presenting examples Power point Presentation or Video N/A N/A LONG QUIZ # 1
/instances of the new lessons Presentation
(show pics, videos, ppt)

D. Discussing new concepts The teacher will give an introduction The teacher will remind the do’s and The teacher will remind the do’s and LONG QUIZ # 1
and practicing new skills #1. to the topic. don’ts inside the TLE Room. don’ts inside the TLE Room.
(Pre-Discussion Activity)
E. Discussing new concepts Video Watching LONG QUIZ # 1
& practicing and concern to Direction: Watch the video carefully. The leaners will apply the procedures in The leaners will apply the procedures
new skills #2 marinating. They will be rated based on in marinating. They will be rated based
the rubric below. on the rubric below.

F. Developing Mastery The learners will go to their Directions: Present the cooked food. Directions: Present the cooked food.
(Leads to Formative permanent Performance Task group
Assessment) (activity after and they will talk about their two- CHECKING OF PAPERS
the lesson) performance task. One for dry heat
method and one for moist-heat
method.
G. Finding Practical Each group will have an assigned How do you feel while doing the How do you feel while doing the RECORDING OF SCORE
Applications of concepts and leader and they will talk about the performance task? performance task?
skills in daily living tools and expenses needed for their
(application) task. One member of each group
 write their names together with the
name of their recipe in one whole
sheet of paper.
H. Making Generalizations N/A N/A
& Abstractions about the
lessons
VI. Evaluating The teacher will get the names of The teacher will evaluate the The teacher will evaluate the output DETERMINE IF THE CLASS GOT 80% IN THE
Learning (assessment/test) each group together with their recipe. output using the rubric. using the rubric. EVALUATION. PREPARE FOR REMEDIAL IF
IT’S BELOW 80%.

J. Additional activities for Directions: Prepare for Directions: Prepare for Performance Directions: Prepare for a long quiz Prepare for the new topic.
application or remediation performance task Task. Go to your own group and talk
(assignment/homework) about the 2 days performance tasks.

First Day: Dry Heat Cooking Method

Second Day: Moist Heat Cooking
Method
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:

____________________________ __________________________
Teacher Principal
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4-WEEK 7

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an The learners demonstrate an understanding preparing and cooking meat dishes The learners demonstrate an understanding
understanding preparing and cooking preparing and cooking meat dishes
meat dishes
B. Performance Standards The learners independently prepare and The learners independently prepare and cook meat dishes The learners independently prepare and cook
cook meat dishes meat dishes
C. Learning Competencies LO3. Present Meat Dishes LO3. Present Meat Dishes LO3. Present Meat Dishes

3.1 Present meat dishes aesthetically, 3.1 Present meat dishes aesthetically, based on classical and cultural standard 3.1 Present meat dishes aesthetically, based
based on classical and cultural standard on classical and cultural standard
D. Sub tasking (if needed) The learners independently prepare and The learners independently prepare and cook meat dishes The learners independently prepare and cook
cook meat dishes meat dishes
Write the LC code for each TLE_HECK9-13PCM-IVh-32 TLE_HECK9-13PCM-IVh-32 TLE_HECK9-13PCM-IVh-32
II. CONTENT Basic Principles in Platter How To Present Food in a Plate Basic Principles in Platter Presentation
(Subject Matter) Presentation
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A N/A N/A
2. Curriculum Guide CG p25/ MELCs page 423 CG p25/ MELCs page 423 CG p25/ MELCs page 423
2.Learner’s Materials Pages LM-G10 page 365 LM-G10 page 366-371 LM-G10 page 371-374
3.Textbook Pages N/A N/A N/A
4. Additional Materials from N/A N/A N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, Visuals from Laptop and TV, pictures,
Resources actual tools, chalk, eraser, masking tape, speaker actual tools, chalk, eraser, masking tape,
speaker speaker
IV.PROCEDURES
A. Review Previous Lessons Conduct a recap of the previous Conduct a recap of the previous discussion Conduct a recap of the previous discussion
discussion
B. Establishing purpose for Video Watching
the Lesson (Motivation)

C. Presenting examples -Preparing Power point Presentation or -Preparing Power point Presentation or -Preparing Power point Presentation or
/instances of the new lessons - Video Presentation - Video Presentation - Video Presentation
(show pics, videos, ppt)
D. Discussing new concepts The teacher will give an introduction The teacher will give an introduction about the topic. The teacher will give an introduction about
and practicing new skills #1. about the topic. the topic.
(Pre-Discussion Activity)
E. Discussing new concepts Basic Principles of Platter How to Present Food on a Plate The 5 Basic Elements of Plating
& practicing and concern to Presentation
new skills #2 1. Starting With Beautiful Food 1. Create a Framework
1.Presentation must have three elements.  When you're planning meals, think ahead about the colors you want to feature on
 Centerpiece may be an uncut the plate. Start with drawings and sketches to
portion of the main food item. visualize the plate. Find inspiration from a
Note: Avoid a monochromatic color scheme. A plate of food looks appealing
picture or object. Assemble a ‗practice‘
when there's a high level of contrast in colors. plate to work on executing your vision.
 If you're about to serve several like-colored foods, like grilled chicken and
mashed potatoes, adding a serving or two of fruits and vegetables is a fantastic 2. Keep It Simple
and easy way to add pops of color.
2. Bring out vegetables' brightest colors. Select one ingredient to focus on and use
space to simplify the presentation. Clutter
 The way you cook your vegetables has a lot of bearing on the overall visual distracts from the main elements of your
effect of a meal dish that might confuse the diners on what
 Slices or serving portions of the
3. Sear your meat and let it rest. to focus on.
main food item, arrange
 Many meat dishes look most appetizing when the meat has been seared. This 3. Balance the Dish
artistically.
allows the juices to absorb back into the meat, so that they don't end up running
all over the plate. Play with colors, shapes and textures to
ensure diners are not overwhelmed. The
4. Cook fried foods carefully. presentation should never overpower flavor
 Underdone or overcooked fried foods are difficult to present in an appealing and function.
way. 4. Get the Right Portion Size
5. Take texture into account.
 Texture and color go hand in hand when it comes to how appetizing food Ensure that there is the right amount of
ingredients and the plate complements the
looks on the plate. If your food looks too oily, too dry, mushy, tough, or
dish, not too big or too small. Strike the right
otherwise difficult to chew and swallow, it won't matter how perfectly colorful proportion of protein, carbohydrates and
 Garnish, arranged artistically in it looks. vegetables to create a nutritionally balanced
proportion to the cut slices. 6. Experiment with interesting shapes. Cutting vegetables in interesting shapes meal.
can make the simple become special. You can cook and serve vegetables,
desserts, pot pies and other foods inside unique-shaped dishes to create
attractive shapes. 5. Highlight the Key Ingredient
7. Plating it with Care- When in doubt, choose white plates. White plates don't
Ensure that the main ingredient stands
compete visually with the food you're serving. They provide contrast, making out and pay equal attention to the ‗support‘.
colors appear brighter and textures more interesting. This refers to the other elements on the plate
2. The food should be easy to handle and 8. Visualize the finished plate.- Consider how to present the main portion in such as garnishes, sauces and even the plate
serve, so one portion can be removed relation to the side dishes. Consider where it will look best on the plate with the itself.
without ruining the arrangement.
 other elements of the dish.
9. Limit portion sizes.
 Only fill about two thirds of each plate with food. The rest of the plate should be
left empty. The negative space will provide contrast with the food, making it look
more appetizing. If the plate is loaded with food, the food itself won't look as
3. Simple arrangements are easier to visually pleasing. Keep standard serving sizes in mind and aim to serve just the
serve, and more likely to be still right amount of each part of the dish.
attractive when they are half  As a general rule, half of the food on the plate should comprise of vegetables,
demolished by the guests. one fourth meat or another protein, and one fourth starch.
10. Follow the rule of odds- Having an odd number of elements on a dish is more
visually appealing than having an even number. It creates the impression
that piece of food is being framed by the others.
11. Play with different textures- Creating a texture contrast is a good way to draw
the eye. Too many soft or crunchy foods on a plate are unappealing, but a
combination of both is delicious.
4. Attractive platter is made of metals, 12. Layer foods to add height-It's common to see food layering in restaurants, but
mirrors, china, plastic or woods, home cooks don't usually try it. Adding height to a dish can take it from
presentable and suitable for use with ordinary to stunning.
food. 13. Use sauce wisely- If you're serving a curry, stew or soupy casserole, you might
want to drain the food of its sauce before serving, then pour on just the right
amount when you plate the dish.
14. Keep up with food styling trends.-Remember that styles change even within
the space of a few years or even months, so keep up-to-date by checking out
cooking magazines, cooking or foodie websites and cooking shows for current
ideas.
5.It must look attractive and appropriate 15. Adding Appetizing Touches. Use garnishes that enhance the flavor of the meal.
not only by itself, but among other No matter what you're serving, make sure the garnish actually makes the dish
presentations on the table. better instead of just cluttering up the plate.
16. Employ drizzles and swirls. Another way to finish food is with a drizzle or
swirl of a concentrated sauce or liquid.
17. Make sure the plate is clean-Examining the edges of the plate for fingerprints
and smudges. A great way to clean up the edges of a plate is to dip a paper towel
in a cup of water with a dash of white vinegar. Wipe the rim of the plate so that
no food residue or prints are visible. This gives your presentation a professional
touch
F. Developing Mastery Directions: Enumerate the Five Directions: Enumerate the Basic Elements
(Leads to Formative Principles of Platter Presentation. of Plating
Assessment) (activity after
the lesson)

G. Finding Practical Why it is important to follow the basic Why do we need to follow the steps in presenting food in a plate? Why do we need to consider the elements of
Applications of concepts and principles of platter presentation? plating in presenting food?
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic and The teacher will summarize the topic through asking the learners related to the topic. N/A
& Abstractions about the ask the learners questions that related to N/A
lessons the topic.
VII. Evaluating Directions: Write FACT if the statement is correct and BLUFF if it’s not. Directions: Identify the following terms.
Learning (assessment/test) 1. The way you cook your vegetables has a lot of bearing on the overall visual
effect of a meal. ______1. Start with drawings and sketches
2. Having an even number of elements on a dish is more visually appealing than to visualize the plate.
______2. Select one ingredient to focus on
having an odd number.
and use space to simplify the presentation.
3. Adding weight to a dish can take it from ordinary to stunning. ______3. Play with colors, shapes and
4. Use garnishes that enhance the flavor of the meal. textures to ensure diners are not
1. Presentation must have five 5. Examining the edges of the plate for fingerprints and smudges. overwhelmed.
elements. ______4. Ensure that there is the right
2. Side dish may be an uncut portion of Answers: amount of ingredients and the plate
the main food item. 1. FACT complements the dish, not too big or too
3. Garnish should arrange artistically in 2. BLUFF small.
proportion to the cut slices. 3. BLUFF ______5. Ensure that the main ingredient
4. FACT stands out and pay equal attention to the
4. The food should not be easy to
5. FACT ‗support.
handle and serve.
5. Complicated arrangements are easier Answers:
to serve. 1. Create Framework
2. Keep it Simple
Answers:
3. Balance the Dish
1. False
4. Get the Right Portion
2. True
5. Highlight the Key Ingredients
3. True
4. False
5. False

J. Additional activities for Directions: Performance Task Directions: Search for the different Food
application or remediation Directions: Divide the class in 6 groups. The learners will create a book name Preservations.
(assignment/homework) “ How to Present Food in a Plate”. Each group will compile the 17 steps in
 presenting food in plate. They use ¼ illustration board as the “page” of their book.
They will submit it before the end 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
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:

____________________________ __________________________
Teacher Principal
 School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: Cookery
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4-WEEK 8

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an understanding The learners demonstrate an understanding
understanding preparing and cooking understanding preparing and cooking preparing and cooking meat dishes preparing desserts.
meat dishes meat dishes
B. Performance Standards The learners independently prepare and The learners independently prepare and The learners independently prepare and The learners independently prepare and cook
cook meat dishes cook meat dishes cook meat dishes dessert and sweets.
C. Learning Competencies LO4: Store Meat LO4: Store Meat LO5: Evaluate the Finished Product
SUMMATIVE TEST
4.1 Utilize quality trimmings and 4.2 Store fresh and cryovial-packed 5.1 Rate the finish product.
leftover in storing meat. meat according on classical and cultural
standard

D. Sub tasking (if needed) At the end of this lesson, the learners At the end of this lesson, the learners At the end of this lesson, the learners are At the end of this lesson, the 80% of the
are expected to identify the different are expected to explain the importance expected to apply the procedure in meat learners are expected to answer the questions
types of meat preservation. of proper storage. preservation. correctly.
Write the LC code for each TLE_HECK9-13PCM-IVi-33 TLE_HECK9-13PCM-IVi-33 TLE_HECK9-13PCM-IVj-34
II. CONTENT Methods of Preserving Meat Proper Storage of Meat Performance Task SUMMATIVE TEST
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages N/A N/A N/A N/A
2. Curriculum Guide CG p25/ MELCs page 423 CG p25/ MELCs page 423 N/A N/A
2.Learner’s Materials Pages LM-G10 page 375-376 LM-G10 page 376-380 N/A N/A
3.Textbook Pages N/A N/A N/A N/A
4. Additional Materials from N/A N/A N/A N/A
Learning Resources (LR)
Portal)
B. Other Learning Visuals from Laptop and TV, pictures, Visuals from Laptop and TV, pictures, TLE ROOM Visuals from Laptop and TV, pictures, actual
Resources actual tools, chalk, eraser, masking actual tools, chalk, eraser, masking tools, chalk, eraser, masking tape, speaker
tape, speaker tape, speaker
IV.PROCEDURES
A.Review Previous Lessons Conduct a recap of the previous discussion.
B. Establishing purpose for Video Watching
the Lesson (Motivation)

C. Presenting examples TV, LAPTOP TV, LAPTOP TLE ROOM TEST QUESTIONNAIRES
/instances of the new lessons
(show pics, videos, ppt)
D. Discussing new concepts Conduct a recap of the previous Conduct a recap of the previous Discuss the Do’s and Don’ts inside the
and practicing new skills #1. discussion discussion TLE Room
(Pre-Discussion Activity)
E. Discussing new concepts Methods in Preserving Meat Proper Storage of Preserved Meat Summative Test
& practicing and concern to
new skills #2 1. Drying – This is the most Many processed items prepared for
common method of preserving future use may be stored in the freezer.
meat. Drying involves the These should be wrapped in plastic or
reduction of the original 70% of foil to prevent the occurrence of
water content of the meat to about freezer burn and avoid having a pulpy
15%. texture that comes from loss of
The removal of the moisture moisture. Each item should be labeled
content does three things, namely: with the name of the product, date of
 Enzymatic changes are expiry, and quantity.
retarded; Processed food held in storage
 Growth of microorganisms is should be well-covered or wrapped to
much hampered keep them from absorbing odors and
 Microbes lose water and flavors from other foods. They should
become inert. be held below danger zone
Ways of Drying Meat temperatures. Processed meat should
o Natural sun drying – Natural be packed in desired and easy to thaw
sunlight is used to reduce the market units. Thawing a 25kilo pack
amount of moisture content of of ground meat, for example, will be
meat. difficult. Systematic freezing of food in
o Dehydration or artificial drying – quantity for long-term storage requires
Oven is used for drying the meat. special freezing equipment.
Although this is more expensive
than sun drying, dehydration is a Food Storage Chart
more efficient method of removing
moisture from meat.
2. Smoking – Meat is smoked to
create a distinctive color and
flavor, thus helping its
preservation. The flavor, color, and
attractive glaze on the surface of
the meat is desired like in ham,
bacon, and tinapa.
 Cold Smoking – The temperature Most canned foods can be stored at
is held between 26 to 43ºC and the room temperature in a cold place and
products are smoked over a period hold their eating quality for several
of days or weeks. months. They are safe to eat as long as
 Hot Smoking – The temperature there is no bulge on the can. Below
is higher, from 71 to 79ºC.The 24ºC is a good temperature for
high temperature speed up the storage. Canned ham and other
 drying process, giving the product perishable meats should be stored in
a mild smoked flavor. the refrigerator unless storage
recommendations on the can state
3. Salting – Salt improves the otherwise. These meats should not be
keeping quality of meat. It removes frozen.
the water from the tissue of the
meat and the cells of spoilage
organisms that may be present in To achieve high standards of
the meat. sanitation, the following measures
should be strictly observed:
4. Curing – In this method, salt,
sugar, potassium or sodium nitrate,  See to it that physical equipment
and other curing elements such as and layout are conducive to
ascorbic acid, phosphate blend, and sanitary practices.
spices are used to prolong the  Handle, store, and refrigerate food
keeping quality of meat. properly to prevent spoilage and
5. Refrigerating – Meat is stored at contamination.
a temperature range of 2 to 10ºC  Safeguard the food during
to retard mold and bacterial distribution and service.
growth for a limited period.  Wash and sanitize dishes, glasses,
utensils, and equipment.
6. Freezing – Meat is preserved at  Clean floors walls, ceilings,
a temperature of 10ºC and below. counters, tables, and chairs
Freezing deactivates enzymes and regularly.
bacteria. Meat can be preserved for  Eliminate vermin and rodents from
two months to one year using this food areas.
method.  Maintain adequate employer
supervision and a constant program
7. Canning – Meat preserved by of education in sanitation for food
canning is packed in sealed cans service workers.
or jars which are subjected to a  Make sure that food service
temperature of 100ºC and above 5- employees are in good health, and
7 kilo pressured for a specific are not carriers of communicable
period of time. This process diseases. The three principal groups
destroys the organism that causes of communicable diseases that must
spoilage. It maintains the high be guarded against in public
quality of meat product and feeding operations are respiratory,
extends its life for about a year. intestinal, and skin diseases.
Require medical examinations for
8. Freeze Drying – The process food service employees.
involves the removal of moisture  Provide a regular employee
from the meat tissues by education on food service
transforming the moisture content sanitation.
into ice and gas.
F. Developing Mastery What will happen to the food if its
(Leads to Formative temperature is in danger zone?
Assessment) (activity after CHECKING OF PAPERS
the lesson)

G. Finding Practical Why is it importance to preserve meat? Why proper storage is important? RECORDING OF SCORE
Applications of concepts and
skills in daily living
(application)
H. Making Generalizations The teacher will summarize the topic The teacher will summarize the topic
& Abstractions about the and ask the learners questions that and ask the learners questions that
lessons related to the topic. related to the topic.
VIII. Evaluating IDENTIFICATION TRUE OR FALSE DETERMINE IF THE CLASS GOT 80% IN THE
Learning (assessment/test) Direction: Identify the following Direction: write TRUE if the EVALUATION. PREPARE FOR REMEDIAL IF
terms. Write your answer in ¼ sheet of statement is correct and FALSE if IT’S BELOW 80%.
paper.
it’s not.
1. Meat is preserved at a
temperature of 10ºC and below.
1. Wash and sanitize dishes, glasses,
2. This is packed in sealed cans or jars
utensils, and equipment.
which are subjected to a
2. Do not clean floors walls, ceilings,
temperature of 100ºC and above 5-
counters, tables, and chairs
7 kilo pressured for a specific
regularly.
period of time.
3. Eliminate vermin and rodents from
3. The process involves the removal
food areas.
of moisture from the meat tissues
4. Maintain adequate employer
by transforming the moisture
supervision and a constant program
content into ice and gas.
of education in sanitation for food
4. In this method, salt, sugar,
potassium or sodium nitrate, and service workers.
other curing elements such as 5. No need to provide a regular
ascorbic acid, phosphate blend, and employee education on food
spices are used to prolong the service sanitation
keeping quality of meat.
5. This is the most common method
of preserving meat.

Answer:
1. Freezing
2. Canning
 3. Freeze Drying
4. Curing
5. Drying

J. Additional activities for Direction: Search for the Evaluating Direction: Prepare for final Directions: Prepare for Summative CONGRATULATIONS!
application or remediation the Techniques in Storing Meat. Write performance task. Your group can Test
(assignment/homework) your answer in your TLE Notebook. choose any meat dish. Apply the proper
preparation, presentation and storage.
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:

____________________________ __________________________
Teacher Principal