GRADES 1 to 12 School Northern Abra National High School Grade Level Grade 10

Detailed Lesson Plan Teacher LEIANE KATE M. BARBOSA Learning Area T.L.E. (Cookery)
Teaching Dates and Time (B) 3:00-4:00 AND (A)4:00-5:00 Quarter Third
I. OBJECTIVES Week 3 (day 1&2)
A. Content Standards The learners demonstrate an understating basic concept and underlying theories in preparing stocks, sauce, and soups.
B. Performance Standard The learners independently prepare a variety of stocks, sauce and soup use in different culture.
LO2. Prepare soups required for menu items
2.1 select and assemble correct ingredients in preparing soups, including stocks and garnishes
2.2 prepare variety soup recipes according to enterprise standards and;
2.3 present and evaluate soup recipes in accordance with the criteria
-Classification of Soups
II. CONTENT
-Ingredients preparing soups
III. OBJECTIVES At the end of this session, the learners are able to;
a. Identify the characteristics of soups;
b. Classify soups according to the types of ingredients used; and
c. value the importance of knowing how to prepare soups that required of menu items

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learners Material pages K to 12 Basic Education Curriculum Technology and Livelihood Education Home Economics- Cookery
3. Textbook pages
4. Additional materials from PowerPoint presentation, tv, laptop,
Learning Resource (LR)
portal.
B. Other Learning Resource Visuals from Laptop and TV, pictures, actual tools, chalk, eraser, masking tape, speaker
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate
time allotment for each step.
Teacher’s Activity Student’s Activity
A. previous lesson or A. Prayer
presenting the new lesson Before we start our discussion, please stand up for our afternoon
prayer! “the student will stand up for the prayer”
B. Greetings
B. Establishing a purpose for Good Morning Everyone! “Good morning Ma’am”
the lesson
C. Presenting
examples/instances of the C. Setting classroom rules Okay ma’am!
new lesson. Before you sit down kindly please arrange your chair properly
and pick up some pieces of dirt under your chair.
Okay that’s right, very good!
You may now take your sit.
D. Checking of attendance Student answer may vary
May I know who is absent today?

E. Review
“ Before we start our new lesson, can someone tell me what was (student raised their hands)
our last discussion all about?”

Yes? (name of the student) “Ma’am, our last topic is all about the
Principle in preparing stocks.”

“Very good!” (student raised their hands)

“What so what are classification of stocks?”

ENGAGE

Yes? (name of the student) (student raised their hands)

“Very good!”
“the ingredients in preparing stock are
D. Discussing the new Based from our activity, what do you think our lesson for today?
concepts and practicing new Ma’am!
skills #1 Yes? (name of the student)
E. Discussing the new “I think our lesson for today is about bread
concepts and practicing new “Very good! Our topic for today is about Prepare soup require in Ma’am!
skills #2 item menu. In this lesson we’ll be going to know what are the
classification of soups.”

Soup- are based on stock added with other

But before that. What is soup? ingredients for variety of flavor,
consistency, appearance, and aroma.

“We have three Classification of Soups. Kindly all read. Classification of Soups
A. Clear Soup

This Photo by
Unknown Author is
licensed under
* They CC BY-SA-NC soup base on a
clear, unthickened broth broth or stocks.
They may be served plain or garnish with a
variety of vegetables and meats. They are
similar to stocks, except that broth are
based on meats rather that bones so they
are richer as a liquid in preparing soups. A
good quality broth should be clear,
aromatic and rich-tasting with the very
evident flavor of the major ingredient. One
strong and clear broth or stock is
consommé. It is made by combining lean
F. Developing mastery (Leads “GUESS THE SOUP!”
to formative assessment 3)
“Now, let us proceed into the next activity. I will be showing
pictures of different soups and you’re going to identify what is
the name of the bread that was shown in the presentation.”

1.

This Photo
by
Unknown
Ma’am!
Author is
licensed “thick soup Ma’am!”
under
CC BY-NC-N
D

“ What’s the name of this soup?”

“Very Good!” This Photo by Unknown

“It’s clear soup, Ma’am!”
Author is licensed
Next. under CC BY-NC-ND
2.

This Photo by
Unknown “What about the name of this?”
Author is
licensed under
EXPLAIN

CC BY-SA-NC
“Very Good!”
“Ma’am, its fruit soup”
3.

This Pho
to
by
Unknow
G. Finding practical application “ Again, enumerate the classification soup?” - Clear soups
of concepts and skills in - Thick soups: cream soups, purees,
daily living So
Thisthese
Photo are
by the classification of soups. bisque, chowders.
H. Making generalization and Unknown Author
- And under the other types of soups are:
abstract about the lesson. is licensed under
CC BY-NC-ND dessert soup; ginataan, osheriku, tonge
sui, fruit soups, cold soups, Asian
soups.
How about the other thickening agents for soups?

ELABORATE
- Rice
- Flour
- Grains
- Cornstarch

So, how would you make soup flavorful “There are many ways to make our soup
flavorful. We will add aroma and flavor to our
soup.”

“Students will answer”

Why it is important to apply the basic principle of preparing soup,
correctly??
I. Evaluating Learning Directions. Identify the following if this is under to clear soup,
J. Additional Activities for thick soup or other types of soup.
application and remediation 1. Vegetable Soup is clear seasoned
stock or broth with the addition of
one more vegetable, meat, or
poultry.
2. Cold soup is variation on the
traditional soup wherein the
temperature when served is kept at
or below temperature.
3. Chowder are hearty soups made
from fish, shellfish or vegetables
usually contain milk and potatoes.
4. Consommé rich, flavorful stock or
broth that has been clarified to
make it perfectly clear or
transparent.
EVALUATION

5. Cream soups- are soups thickened

with roux, buerremanie, liaison or
other thickening agents, plus milk,
or cream.

6-10 List down the basic principle of preparing soup

Answer key
1 clear soup
2 other types of soup
3 thick soup
4 clear soup
5 thick soup
1st principle. Start with cold water
2nd principle. Cut vegetables to appropriate size for the types of
 V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant question.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Did the remedial lesson work? No. of
learners who have caught up with the
lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked
well? Why did this work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized material did
I use/discover which I wish to share with
other teachers?
Prepared by: Checked by: Reviewed and validated Noted by:
LEIANE KATE BARBOSA LEA Q. ALVARO EVANGELINE P. OLA BRENDA L. BOSE
Master Teacher II H. T. III MAKABAYAN Dept. Principal III