DLL - Cookery 7&8 (1).doc · version 1.doc

Day: Day 1
Date:
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of basic concepts and theories in
cookery
B. Performance Standards
The learners independently demonstrate common competencies in cookery as
prescribed in the TESDA Training regulation
C. Learning
Competencies/Objectives
Write the LC Code for each
1. Explain basic concepts in cookery
2. Discuss the relevance of the course
3.Explore career opportunities in cookery
TLE_PECS7/8-00-1
II. CONTENT
Basic concepts in cookery-Relevance of the course
Career Opportunities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages LM-Cookery Grade 9 – p.3-5
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)
portal
https://www.youtube.com/watch?v=-uKloH79fg8
GRADE 8
DAILY
LESSON LOG
School Grade Level 8
Teacher Learning Area COOKERY
Demonstration
Dates and Time
Quarter

B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Review topics about Exploratory in cookery G7
B. Establishing a purpose for
the lesson
Motivation- Video presentation
Video Presentation showing basic concepts and theories, business and career
opportunities related to cookery
C. Presenting
examples/instances of the new
lesson
ACTIVITY
ANALYSIS- Based on the video shown, can you identify the career opportunities
related to cookery?
D. Discussing new concepts and
practicing new skills #1
ACTIVITY- Divide the class into groups. Let them perform the following tasks.
Group 1- Discuss basic concepts and underlying theories in agricultural crop
production
Group 2- Discuss the relevance/ importance of the course
Group 3- Identify the career opportunities in agricultural crop production
Guide questions:
1. What do you think are the relevance of the course
cookery?
2. Can you identify the career opportunities related to
cookery?
3. What did you feel after the given activity?
Explain the personal qualities of a successful entrepreneur.
E. Discussing new concepts and
ABSTRACTION- The teacher will provide a power point presentation discussing
basic concepts and theories, and career opportunities related to cookery.
F. Developing Mastery APPLICATION-

(Leads to Formative Assessment) ●What entrepreneurial activities do you know and capable of doing
which are related to cookery?
●Ask the students to give instances that shows cluster of PECs
G. Finding practical
applications of concepts and
skills in daily living
Given the opportunity to own a business that relates with cookery are you
confident to manage it? Explain your answer
H. Making generalizations and
abstractions about the lesson
Recapitulation of the lesson
I. Evaluating learning Teacher made test
J. Additional activities for
application or remediation
Name successful entrepreneurs from your area or locality whose business is
related to cookery.
V. REMARKS ____Out of _____students reached the mastery level
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
Grade 8_____out of ______students reached the mastery level
B. No. of learners who
require additional
activities for
remediation
Grade 8_______
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______
D. No. of students who
continue to require Grade __________

E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 2-3
Date:
I. OBJECTIVES
The learner demonstrates an understanding of one’s Personal Competencies and Skills
( PECs)
The learner recognizes his/ her PECs and prepare an activity plan that aligns with that
of a practitioner/entrepreneur in cookery.
C. Learning
LO 1. Recognize Personal Competencies and Skills(PECs)
needed in cookery
1.1. Identify and assess one’s PECs
1.2 Identify and assess a practitioner’s PECs
1.3 Compare self with a practicing entrepreneur
1.4 Identify areas for improvement, development and growth
TLE_PECS7/8-00-1

II. CONTENT
Assessment of Personal Competencies and Skills (PECs)vis-à-vis PECs of a practicing
entrepreneur/ employee
1.1 Characteristics
1.2 Attributes
1.3 Lifestyles
1.4 Skills
1.5 Traits
A. References
2. Learner’s Material pages
3.Textbook pages
portal
https://m.youtube.com/watch?v=DzxLJqsZb-w
Successful Filipino Entrepreneur- Motivational Movie-YouTube
Personal entrepreneurial competencies-SlideShare app. June 6, 2015
B. Other Learning Resources
Commercial Cooking Exploratory 7/8
Curriculum Guide page 1
IV. PROCEDURES
Review previous lesson
the lesson
MOTIVATION- Show videos of successful entrepreneurs particularly in cookery. Ask the
students about the implication of the video shown.
C. Presenting
ANALYSIS: Base on the video shown, can you identify the PECs needed in cookery?

lesson
ACTIVITY- Group Activity:
Direction: Answer the following questions. Share your answer to the class.
Group 1- Explain the importance of assessing one’s PECs before engaging in
cooking/entrepreneurial activity?
Group 2- What are the desirable personal characteristics, attributes, lifestyles, skills, and
traits of a prospective chef/ entrepreneur? Why are these important?
Group 3- Why there is a need to assess one’s PECs in terms of characteristics,
attributes, lifestyles, skills, and traits before starting a particular business?
Group 4- What is the importance of evaluating PECs of a successful entrepreneur?
What helpful insights can you draw from this activity?
Questions:
1. How was your experience in discovering your strengths and the areas to be develop?
2. Did you gain valuable experience in exchanging insights with your group and
classmates?
ABSTRACTION- The teacher will provide a power point presentation discussing the
characteristics, attributes, lifestyles skills and traits of a successful entrepreneur
F. Developing Mastery
(Leads to Formative Assessment)
Why is there a need to compare and align one’s PECs with the PECs of a successful
entrepreneur?
Answer the table below:
MY PECS
Characteristics
Attributes
Lifestyles
Skills
Traits
Analyze and reflect on your answer.

Write your conclusion on the space provided:
Conclusion:___________________________________________
Let the students summarize the lesson
I. Evaluating learning
Interview a successful entrepreneur in your area whose type of business is related with
culinary. Focus your interview on PECs and other business-related attributes that
helped them become successful. Write and analyze the result of the interview.
V. REMARKS ____Out of _____students reached the mastery level
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______

strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 4-5
Date:
I. OBJECTIVES
The learner demonstrates an understanding of one’s Personal Competencies and Skills (
PECs)
The learner recognizes his/ her PECs and prepare an activity plan that aligns with that of
a practitioner/entrepreneur in cookery.

C. Learning
LO 1. Environment and Market
1.1.discuss swot analysis
1.2 generate a business idea based on the swot analysis
TLE_PECS7/8-00-1
II. CONTENT SWOT ANALYSIS
A. References
2. Learner’s Material pages
3.Textbook pages
portal
https://www.youtube.com/watch?v=NVwQNOIu808
https://www.youtube.com/watch?v=qJyU5RqS_rk
IV. PROCEDURES
PRE-ASSESSMENT
the lesson
MOTIVATION- Show pictures of successful food establishment and chef related to
culinary/cookery and also provide a video presentation showing food productions,
services, customers, and entrepreneurial activities in the locality.
Ask the students about the implication of the pictures and video shown.
C. Presenting
lesson
ANALYSIS: Base on the pictures and video shown can you analyze the economic, cultural
and social conditions prevailing in an area.
ACTIVITIES:
Group 1-Make a map showing the environment and market of
your locality. Emphasize the business establishment

related to cookery.
Group 2- Draw the food products produced and sold
in your locality.
Group 3- Role playing showing the services, entrepreneurial
activities and buying habits in your locality.
Group 4- List down the target customers within your locality.
Group 5- List down the possible competitors in your locality.
Questions:
1.1 Can you identify the cookery products, services, customers,
and entrepreneurial activities in your locality?
1. 2. Did you gain valuable experience in exchanging insights with your group and
classmates?
ABSTRACTION-. The teacher will provide a power point presentation about the
environment and market which emphasize the SWOT ANALYSIS.
My Best Business Idea
Direction: Write down the activities on the available spaces provided to create the
best business idea.
Strength (S) Weaknesses (W)
Opportunities (O) Threats ( T)

Conclusion:___________________________________________
Interview:
Select a successful chef entrepreneur/practitioner. Conduct an interview using the set of
questions below. Document the interview and present this to the class.
Questions:
1. How did you identify your costumers?
2. What where your considerations in selecting your costumers?
3. Explain how your products or service becomes unique compared
to other products?
4. Did you consult somebody before you engage in this business?
Cite sample insights that you gain from the consultation.
5. What where your preparations before you started the actual
business?
6. What strategy did you consider to have a unique selling
proposition to your product or service?
Let the students summarize the lesson

Draw your own product brand which you think needed in your locality;
Scoring Rubric.
CRITERIA POINTS YOUR SCORE
Relevance 50
Applicability 20
Presentation 20
Neatness 10
Interview a successful entrepreneur in your area whose type of business is related with
cookery. Focus your interview on PECs and other business-related attributes that helped
them become successful. Write and analyze the result of the interview.
V. REMARKS ____Out of _____students reached the mastery level.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_________
C. Did the remedial
learners who have
caught up with the
lesson
Yes_____
Grade 8_________
No______
D. No. of students who Grade 8______

continue to require
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
GRADE 8
DAILY

LESSON LOG Demonstration
Dates and Time
Quarter
Day: 6
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the use and maintenance of equipment in
cookery
The learners independently use and maintain tools, equipment, and materials in cookery
according to standard operating procedures
C. Learning
LO1. Utilize appropriate kitchen tools, equipment, and paraphernalia
1.1 Identify/Name the types of tools, equipment, and paraphernalia
1.2 Discuss the types of kitchen tools, equipment, and paraphernalia based on the
materials they made.
1.3 Enumerate the types of tools, equipment, and paraphernalia
TLE_HECK7/8UT-Oa-1
II. CONTENT
Types of Kitchen Tools, Equipment, and paraphernalia
A. References LM Commercial Cooking
1.Teacher’s Guide pages 13
2.Learner’s Material pages 7-12
3.Textbook pages 7-12
portal
http://www.slideshare.net/lynettealcaide/material-of-kitchen-tools
B. Other Learning Resources Cookery NC II

IV. PROCEDURES
Have a brainstorming on the kitchen tools
the lesson
MOTIVATION-Parade of pictures through power point presentation. (Picture analysis,
ask the students about the implication of the pictures presented.
C. Presenting
lesson
ANALYSIS- Based on the pictures shown, can you identify the kitchen tools and
equipment?
ACTIVITY –The group will be given a picture of kitchen tools and equipment, Let them
discuss the materials it was made.
Guide questions:
1. Can you identify/Name the kitchen tool and equipment?
2. How about the materials they are made of?
3. What did you discover after the given activity?
ABSTRACTION-Discussion through power point presentation
● Types of Kitchen Tools, Equipment, and Paraphernalia
●Materials of Kitchen Utensils and Equipment
APPLICATION-Value Bag
The student will pick up pieces of folded paper and they will answer the term written on
it.
List down the kitchen tools and equipment found at the T.L.E. Laboratory and Identify
the materials of the tools and equipment .Follow the format below:
Kitchen tools/Equipment Material

I. Evaluating learning Short Quiz- Teacher made test
Make a compilation of Kitchen tools and equipment. Compile your output in the group
portfolio.
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
Grade 8_________
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
Grade 8_________
continue to require
strategies worked well? Why
did these work?
encounter which my
principal or supervisor can
help me solve?

G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 7-8
Date:
I. OBJECTIVES
cookery
C. Learning
LO1. Utilize appropriate kitchen tools, equipment, and paraphernalia
1.4 Identify the uses of tools, and equipment
1.5 Discuss the uses of kitchen tools, and equipment
1.6 Demonstrate the proper ways of using kitchen tools and equipment
TLE_HECK7/8UT-Oa-1
II. CONTENT
Uses of Kitchen Tools, Equipment and paraphernalia

1. Teacher’s Guide
pages
13
2. Learner’s Material
pages
9-12
4.Additional Materials
from Learning
Resource (LR)
portal
http://housewares.about.com/od/kitchenwareaccessories/tp/cookingutensilslist.htm
B. Other Learning
Resources
Cookery NC II
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall the lesson on The types of kitchen tools, equipment, and paraphernalia
B. Establishing a
purpose for the lesson
MOTIVATION-Video presentation. (Video analysis, ask the students about the implication of
the video presented).
C. Presenting
examples/instances of
the new lesson
ANALYSIS- Based on the video presentation, can you identify the uses of kitchen tools and
equipment?
D. Discussing new
concepts and practicing
new skills #1
ACTIVITY –The group will be given a picture of kitchen tools and equipment, Let them
discuss the uses of each materials to be presented by their chosen leader.
Guide questions:
1. Can you identify/Name the kitchen tool and equipment?
2. How about the uses of each kitchen tool and equipment?
E. Discussing new ABSTRACTION

concepts and practicing
new skills #2
Discussion through power point presentation
● Uses of Kitchen tools and equipment
Video presentation
● Uses of kitchen Tools and Equipment
(Leads to Formative
Assessment)
APPLICATION-Role playing
Each group will prepare a short skit demonstrating the proper use of kitchen tools and
equipment.
applications of concepts
and skills in daily living
Visit the T.L.E. Laboratory and find out the kitchen tools and equipment available, List down
your findings in your notebook.
Follow the format below:
Kitchen tools/Equipment Uses
1.
2.
3.
4.
5.
H. Making
generalizations and
abstractions about the
lesson
Scoring Rubric for Demonstration
Score/ Rate
Demonstrated and identified 15 kitchen utensils 100

Demonstrated and identified 11 and below kitchen
utensils
80
J. Additional activities
for application or
remediation
Make a compilation of Kitchen tools and equipment and their uses.
VI. REFLECTION
earned 80% on the
formative
assessment
require additional
activities for
remediation
Grade 8_________
C. Did the remedial
learners who have
caught up with the
lesson
Grade 8_________
continue to require
strategies worked
well? Why did these

work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?
GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 9
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the use and maintenance of
equipment in cookery
B. Performance Standards The learners independently use and maintain tools, equipment, and materials in

cookery according to standard operating procedures
C. Learning
LO2. Maintenance of Kitchen Tools, Equipment, and Paraphernalia
2.1 Identify the types of chemical for cleaning and sanitizing tools and
equipment.
2.2 Discuss the uses and methods of applying chemical for cleaning and
sanitizing tools and equipment
2.3 Select the appropriate chemical for cleaning and sanitizing tools and
equipment.
TLE_HECK7/8MT-OB-2
II. CONTENT
Types of Chemicals for Cleaning and Sanitizing Equipment and Utensils
1. Teacher’s Guide pages 13
2. Learner’s Material pages 17-18
portal
https://prezi.com/0w6k4atzme6r/methods-of-cleaning-sanitizing-kitchen-tools-
and-equipment/
http://www.foodsafetysite.com/resources/pdfs/EnglishServSafe/ENGSection11Cle
aning.pdf
IV. PROCEDURES
Recall the lesson on The uses of kitchen tools and equipment
the lesson
MOTIVATION-Parade of Pictures (Picture analysis, ask the students about the
implication of the picture shown).

C. Presenting
lesson
ANALYSIS- Based on the pictures shown, can you identify the pictures?
In what particular task do we usually use these chemicals?
ACTIVITY –The group will be given a task to discuss within their group the types
of chemicals they used a home and let them identify each uses and methods of
application to be presented by their chosen leader.
Guide questions:
1. Can you identify the types of chemicals that you listed?
2. How about the uses of each kitchen chemicals?
ABSTRACTION
Types of chemicals
●Cleaning/cleaner
●Sanitizing/sanitizer
APPLICATION-Role playing
Each group will prepare an advertisement on the proper ways of using chemicals
for cleaning and sanitizing kitchen tools and equipment.
On your notebook List down the chemicals for cleaning and sanitizing tools and
equipment. Follow the format below:
CLEANER USES SANITIZER METHODS
1.
2.
3.

4.
5.
I. Evaluating learning Short Quiz
Make a compilation of Kitchen tools and equipment and their uses.
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
Grade 8_________
lesson
Grade 8_________
continue to require
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me

solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
GRADE 8
DAILY

Dates and Time
Quarter
Day: 10
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the use and maintenance of equipment
in cookery
The learners independently use and maintain tools, equipment, and materials in
C. Learning
LO2. Maintenance of Kitchen Tools, Equipment, and Paraphernalia
2.1 Know the advantages and disadvantages of different chemical
sanitizers
2.2 Understand the advantages and disadvantages of different chemical
sanitizers
2.3 Cite the importance of knowing the advantages and disadvantages of
Different chemical sanitizers
TLE_HECK7/8MT-OB-2
II. CONTENT
Advantages and Disadvantages of Different Chemical Sanitizers
http://www.answers.com/Q/What_are_the_advantages_and_disadvantages_of_differen
t_chemical_sanitizers?#slide=10

portal http://spas.forumotion.com/t10-advantages-disadvantages-of-sanitizers
IV. PROCEDURES
Recall the lesson on The types of chemicals for cleaning and sanitizing kitchen tools
and equipment
the lesson
MOTIVATION-Picture puzzle (Picture analysis, Let the students assemble the picture
puzzle.)
C. Presenting
lesson
ANALYSIS- Based on the picture puzzle that you form, can you identify each
chemicals?
In what particular task do we usually use these chemicals?
ACTIVITY –The group will be given a task to discuss within their group the
advantages and disadvantages of chemicals they used a home to be presented by
their chosen leader.
Guide questions:
1. Can you tell the effects of using chemicals as cleaning and sanitizing
agent?
2. How about the advantages and disadvantages of using these chemicals?
ABSTRACTION
chemical
● Advantages
● Disadvantages
APPLICATION-Do self- Check 2.1
The students will complete the table on page 20 of the LM-Commercial Cooking.
Chemical Advantage Disadvantage

Chlorine 1.
2.
1.
2.
Iodine 1.
2.
1.
2.
Quaternary Ammonium
Compounds
1.
2.
1.
2.
At home list down the available chemicals and its corresponding advantages and
disadvantages. Write your answer in your Notebook.
I. Evaluating learning Short Quiz-Teacher made test
Make a compilation of Chemicals with advantages and disadvantages. Compile your
output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for remediation
Grade 8_________
Grade 8_________

lesson
continue to require
strategies worked well?
Why did these work?
encounter which my
can help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 11- 12
Date:
I. OBJECTIVES
cookery
C. Learning
LO2. Maintenance Appropriate Kitchen Tools, Equipment, and Paraphernalia
2.1 Identify the steps involve in cleaning and sanitizing kitchen tools and
equipment
2.2 Discuss the steps involve in cleaning and sanitizing kitchen tools and
equipment
2.3 Follow the steps involve in cleaning and sanitizing kitchen tools and
equipment.
2.4 Apply the basic maintenance of tools and equipment according to
Manufacturer’s instructions.
TLE_HECK7/8MT-OB-2
II. CONTENT Steps in Cleaning and Sanitizing Utensils

pages
19-20
portal
https://prezi.com/0w6k4atzme6r/methods-of-cleaning-sanitizing-kitchen-tools-and-
equipment/
https://www.youtube.com/watch?v=RAFMIXPq9BE
IV. PROCEDURES
Recall the lesson on The advantages and disadvantages of chemicals for cleaning and
sanitizing kitchen tools and equipment
the lesson
MOTIVATION-Video presentation (Video analysis, Ask the students about the implication of
the video presented towards the lesson)
C. Presenting
lesson
ANALYSIS- Based on the video presentation, What can you say about the
video?
-What are the things to be done to clean and sanitize kitchen
tools and equipment?
ACTIVITY –The group will be given a task to discuss within their group the steps to follow in
cleaning and sanitizing kitchen tools and equipment at home, to be presented by their
chosen leader.
Guide questions:
1. Why do you think food safety is vital to us?
2. What are the things to keep in mind to make us safe and prevent
contamination in preparing foods?

ABSTRACTION
Discussion through power point presentation/Video presentation
● Steps in Cleaning and sanitizing kitchen tools and equipment
according to standard operating procedures.
-Washing
-Sanitizing; and
- Drying
APPLICATION
The group will re demonstrate the safe and Correct Ways of cleaning kitchen tools and
equipment according to standard operating procedures.
Group 1 & 2- Washing
Group 3 & 4- Sanitizing
Group 5- Drying
.List down the practices at home in cleaning and sanitizing kitchen tools and equipment and
find out if it corresponds to the steps that you learned. Record your answer on your quiz
notebook
Scoring Rubrics for Cleaning and Sanitizing Kitchen Tools and Equipment
4 Follows correct procedure in cleaning & Sanitizing Kitchen Tools and
equipment & perform the skill very satisfactorily w/out supervision & with
initiative.

3 Follows correctly procedure in cleaning & Sanitizing Kitchen Tools and
equipment & perform the skill satisfactorily w/out assistance or supervision
2 Follows correct procedure in cleaning & Sanitizing Kitchen Tools and
equipment with minor errors & performs the skill satisfactorily with some
assistance and/or supervision
1 Was not able to Follow procedure in cleaning & Sanitizing Kitchen Tools
and equipment & perform the skill
unsatisfactorily
Make your own list of procedures in cleaning and sanitizing kitchen tools and equipment
according to standard procedures
VI. REFLECTION
earned 80% on the
require additional
activities for remediation
Grade 8_________
lesson
Grade 8_________
continue to require

strategies worked well?
Why did these work?
encounter which my
can help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 13-14
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the use and maintenance of
equipment in cookery
The learners independently use and maintain tools, equipment, and materials in

C. Learning
LO2. Maintenance Appropriate Kitchen Tools, Equipment, and Paraphernalia
2.1 Identify the steps involve in cleaning kitchen premises
2.2 Discuss the steps involve in cleaning kitchen premises
2.3 Follow the steps involve in cleaning kitchen premises
2.4 Apply the appropriate ways of cleaning kitchen premises
TLE_HECK7/8MT-OB-2
II. CONTENT
Cleaning Kitchen Premises
pages
21-23
portal
https://www.youtube.com/watch?v=-nvPtUJnaTU
https://www.youtube.com/watch?v=BHjzjReJFjE
IV. PROCEDURES
Recall the lesson on the steps of cleaning and sanitizing kitceh tools and equipment
the lesson
MOTIVATION-Video presentation (Video analysis, Ask the students about the
implication of the video presented towards the lesson)
C. Presenting
lesson
ANALYSIS- Based on the video presentation, What can you say about the
video?
-What are the things to be done in cleaning kitchen premises?
D. Discussing new concepts and ACTIVITY –The group will discuss the ways to follow in cleaning kitchen premises

practicing new skills #1 which are familiar to them especially practices in cleaning the kitchen at home.
Guide questions:
1. How do you clean your kitchen at home??
2. Why do we need to follow certain procedures in doing the task?
ABSTRACTION
● Steps in Cleaning kitchen premises according to standard
procedures
a. Floor area
b. Storage area
APPLICATION
The group will demonstrate the safe and Correct Ways of cleaning kitchen premises
according to standard operating procedures.
List down the practices at home in cleaning kitchen premises and find out if it
corresponds to the steps that you learned. Record your answer on your quiz
notebook
Scoring Rubrics for Cleaning and Sanitizing Kitchen Tools and Equipment
4 Follows correct procedure in cleaning Kitchen premises & perform
the skill very satisfactorily w/out supervision & with initiative.
3 Follows correctly procedure in cleaning kitchen premises & perform
the skill satisfactorily w/out assistance or supervision
2 Follows correct procedure in cleaning kitchen premises with minor
errors & performs the skill satisfactorily with some assistance and/or
supervision

1 Was not able to Follow procedure in cleaning kitchen premises &
perform the skill unsatisfactorily.
Make your own list of procedures in cleaning kitchen premises according to
standard procedures
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_________
C. Did the remedial
learners who have
caught up with the
lesson
Grade 8_________
continue to require
strategies worked
well? Why did these
work?

encounter which my
can help me solve?
wish to share with
other teachers?
GRADE 8
DAILY
LESSON LOG
Demonstration Quarter

Dates and Time
Day: 15-16
Date:
I. OBJECTIVES
cookery
C. Learning
LO 3. Store and stack kitchen tools and equipment
3.1 Identify the steps in cleaning and storing tools and equipment
3.2 Discuss the steps in cleaning and storing tools and equipment
3.3 Demonstrate the steps in cleaning and storing cooking tools and
equipment
TLE_HECK7/8MT-0c-3
II. CONTENT How to Clean and Store Cooking Tools and Equipment
pages
25-26
portal
https://www.youtube.com/watch?v=2V8n49HO1yA
https://www.youtube.com/watch?v=sq1sAbghCp
https://www.youtube.com/watch?v=laZfmlc9-OE
IV. PROCEDURES

Recall the lesson on the steps of cleaning kitchen premises
the lesson
MOTIVATION-Video presentation (Video analysis, Ask the students about the implication of
the video presented towards the lesson)
C. Presenting
lesson
ANALYSIS- Based on the video presented, What have you observed from
The video?
-What are the importance of being clean especially in the
Kitchen ?
-How about keeping the kitchen organized?
cookery
APPLICATION-Role play
The group will prepare a short skit demonstrating the proper ways of cleaning and storing
cooking tools and equipment.
Visit the school canteen and observe the canteen personnel on how to clean and store
cooking tools and equipment, Write your findings in your notebook and report in the class,
Scoring Rubrics for Role playing
Criteria SCORE
20 15 10 5
Relevance to the theme
Delivery
Memorization of Dialogue

Group Cooperation
16-20 Excellent Output
11-15 Very Good
6-10 Fair Output
5-and below Poor Out put
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_________
C. Did the remedial
learners who have
caught up with the
lesson
Grade 8_________
continue to require
strategies worked

well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 17
Date:
I. OBJECTIVES
cookery
C. Learning
3.1 Identify the 10 steps in organizing kitchen cabinets
3.2 Discuss/Follow the 10 steps in organizing kitchen cabinets
3.3 Demonstrate the 10 steps in organizing kitchen cabinets
TLE_HECK7/8MT-0c-3
II. CONTENT 10 Steps for Organizing Kitchen Cabinets

portal
https://www.youtube.com/watch?v=ghFqMIj7iEM
https://www.youtube.com/watch?v=QEKXJDexmEs
IV. PROCEDURES
Recall the lesson on how to clean and store cooking tools and equipment
the lesson
MOTIVATION-Video presentation (Video analysis, Ask the students about the implication
of the video presented towards the lesson)
C. Presenting
lesson
ANALYSIS- Based on the video presented, Can you tell what the video is
all about?
-Why it is important to follow certain procedures in doing the
task?
ACTIVITY –Given a scenario at home, Tell the students to list down some procedures to
follow in organizing kitchen cabinets, to be presented by their chosen leader in front of
the class.
Guide questions:
1. How do you organize your kitchen cabinets at home?
2. Why do we need to follow certain procedures in organizing our kitchen
Cabinets?
ABSTRACTION
● 10 steps in organizing kitchen cabinets
F. Developing Mastery APPLICATION-Role play

(Leads to Formative Assessment) The group will prepare a short skit demonstrating the 10 steps to follow in organizing
kitchen cabinets.
At home, how do you organize your kitchen cabinets? Write your answer in your
notebook.
Scoring Rubrics for Role playing
Criteria SCORE
20 15 10 5
Relevance to the theme
Delivery
Memorization of Dialogue
Group Cooperation/Participation
16-20 Excellent Output
11-15 Very Good
6-10 Fair Output
5-and below Poor Out put
VI. REFLECTION
earned 80% on the

require additional
activities for
remediation
Grade 8_________
C. Did the remedial
learners who have
caught up with the
lesson
Grade 8_________
continue to require
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 18-19
Date:
I. OBJECTIVES
cookery
C. Learning
3.1 Determine the proper storage and stacking of kitchen tools and
equipment
3.2 Discuss/Explain the proper storage and stacking of kitchen tools and

equipment
3.3 Cite the importance of proper storage and stacking of kitchen tools
and equipment
TLE_HECK7/8MT-0c-3
II. CONTENT Proper Storage and stacking of kitchen tools and Equipment
portal
https://www.youtube.com/watch?v=2V8n49HO1yA
IV. PROCEDURES
Recall the lesson on the 10 steps in organizing kitchen cabinets
the lesson
MOTIVATION-Parade of pictures (Picture analysis-showing picture of proper storage
and stacking of kitchen tools and equipment, Ask the students about the implication of
the picture shown.)
C. Presenting
lesson
ANALYSIS- Based on the pictures shown, Can you tell what the picture is
all about?
-What have you observed from the picture?
ACTIVITY –The group will be given a pictures of an organized kitchen cabinets, Let them
discuss the proper storage and stacking of kitchen tools and equipment by just
observing the picture given to them to be presented by their chosen leader in front of
the class through the guide questions:.

1. How can we attain an organize kitchen cabinets?
2. Is it important to organize the kitchen cabinets? Why
ABSTRACTION
● Proper storage and stacking of kitchen tools and equipment
● Importance of proper storage and stacking of kitchen tools and
equipment
APPLICATION-The group will visit the school canteen. They will observe how canteen
staff store and stack kitchen tools and equipment. Each group will take note their
observation and make comments/suggestion on how to improve their storing and
stacking procedures.
Individual Performance
Value bag-The students will pick up pieces of folded paper and they will explain the
statement about proper storage and stacking of kitchen tools and equipment.
Scoring Rubrics for Observation on Proper Storage & Stacking of Tools
Accuracy (100%) Scoring Criteria
Demonstrated & perform 5 proper ways of storing & stacking
tools & equipment
tools & equipment
tools & equipment

tools & equipment
tools & equipment
Failed to demonstrate & perform any storing & stacking
procedures of tools & equipment
C. Additional activities for
Make a compilation of pictures showing proper storage and stacking of tools and
equipment. Compile your output in the group Portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_________
C. Did the remedial
learners who have
caught up with the
lesson
Grade 8_________
continue to require
strategies worked

well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 20
Date:
I. OBJECTIVES
The learners demonstrate an understanding in performing mensuration and calculation
in cookery
B. Performance Standards The learners independently measure and calculate ingredients in cookery
C. Learning
LO 1. Carry out Measurements and Calculations in a Required Task
1.1. Identify the types of measuring tools

Write the LC Code for each 3.2 Discuss the uses of measuring tools
3.3 Describe the functions of measuring tools
TLE_HECK7/8PM-0d-4
II. CONTENT Types of Measuring Tools and Their Uses
A. References LM Commercial Cooking-OHSP
portal
http://www.realfoodkosher.com/top-7-measuring-tools-every-kitchen-needs/
http://sugarfreecooking.about.com/od/KitchenEssentials/tp/Understanding-Measuring-
Tools.htm
IV. PROCEDURES
Recall the lesson on the proper storage and stacking of kitchen tools and equipment
the lesson
MOTIVATION-Parade of pictures (Picture analysis-showing picture of measuring tools
use in cooking or baking, Ask the students about the implication of the picture shown.)
C. Presenting
lesson
ANALYSIS- Based on the pictures shown, What can you say about the
picture?
-In What particular activity do we usually use the measuring
tools?
-Can you give an example of ingredients that uses measuring
tool?
ACTIVITY –The group will be given a picture of measuring tools, Let them discuss the
uses or function of measuring tools base from their ideas. Ask the students to follow
the guide questions in doing the activity.

Guide Questions:
1. Can you name or identify the picture of measuring tool?
2. What is the function of measuring tool assigned in your group?
3. What did you feel after the given activity?
ABSTRACTION
● Types of Measuring Tools
● Function or uses of measuring tools
APPLICATION-Charade
The group will choose a leader to act the uses of measuring tools and the rest of the
group members will give the correct answer. The group who can answer in a short
period of time will be declared as winner.
Value bag-The students will pick up pieces of folded paper and they will describe
the function of measuring tool..
I. Evaluating learning Short quiz- Teacher made test
Make a compilation of measuring tools and their uses. Compile your output in the
group Portfolio.
VI. REFLECTION
earned 80% on the
require additional
Grade 8_________

activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
Grade 8_________
continue to require
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 21-22
Date:
I. OBJECTIVES

The learners demonstrate an understanding in performing mensuration and calculation in
cookery
C. Learning
1.1. Identify the measuring techniques of ingredients
1.2 Explain the measuring techniques of ingredients
1.3 Follow the measuring techniques of ingredients
TLE_HECK7/8PM-0d-4
II. CONTENT
Measuring techniques of Ingredients
Dry and Liquid Ingredients
portal
https://www.youtube.com/watch?v=qzr82EuiJu0
https://www.youtube.com/watch?v=hzhk_E8YnWA&list=PLMEHJLa6NWFlzAczV88y0vDJJkwq7
YvsY
IV. PROCEDURES
Recall the lesson on the types of measuring tools and their uses
the lesson
MOTIVATION- Video presentation on measuring techniques of
Ingredients. Ask the students about the implication of the
Video towards the lesson
C. Presenting
ANALYSIS- Based on the video presented, What the video is all about?
-What have you observed from the video?

lesson -What are the techniques use in measuring the ingredients?
ACTIVITY –The group will be given an actual ingredients and measuring tool, Let them
measure the ingredients using the techniques which are familiar to them. Ask the students to
follow the guide questions in doing the activity.
Guide Questions:
1. Can you identify the techniques you use in measuring the ingredients?
2. Why measuring techniques is vital in cooking?
3. What skill did you discover after the given activity?
ABSTRACTION
Discussion on measuring techniques of ingredients through power point presentation
● Dry Ingredients
● Liquid Ingredients
APPLICATION- Demonstration:
The group will demonstrate the measuring techniques of ingredients following the
enterprise standards.
Given a recipe of puto, siopao, kutchinta, and maja blanca. Identify and list down the
ingredients used. Follow the format below:
Recipe Dry Liquid
Puto
siopao
kutchinta
Maja blanca
SCORING Rubric for Measuring Techniques of Ingredients
4 Follows correct procedure in measuring ingredients & perform the skill very

satisfactorily w/out supervision & with initiative.
3 Follows correctly procedure in measuring ingredients & perform the skill
satisfactorily w/out assistance or supervision
2 Follows correct procedure in measuring ingredients with minor errors &
performs the skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow procedure in measuring ingredients & perform the
skill unsatisfactorily
Make a compilation of dry and liquid ingredients with corresponding measurements. Compile
your output in the group Portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_________
C. Did the remedial
learners who have
caught up with the
lesson
Grade 8_________
continue to require
strategies worked

GRADE 8
DAILY LESSON
LOG
Demonstration
Dates and Time
Quarter
Day: 23-24
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding in performing mensuration and calculation in cookery
C. Learning
1.1. Identify the steps involve in measuring ingredients correctly
1.2 Discuss/ follow the steps involve in measuring ingredients correctly
1.3 Demonstrate the correct way of measuring ingredients according to recipe requirement
TLE_HECK7/8PM-0d-4
II. CONTENT Measuring Ingredients Correctly
portal
https://www.youtube.com/watch?v=0v-ulU_mi7o
IV. PROCEDURES

Recall the lesson on the types of measuring techniques of ingredients
the lesson
MOTIVATION- Video presentation on measuring techniques of
Ingredients. Ask the students about the implication of the
C. Presenting
lesson
ANALYSIS- Based on the video presented, What does the video all about?
-What have you observed from the video?
-What are the measuring tool used?
-Is there any techniques used in measuring?
ACTIVITY –The group will be given an actual ingredients and measuring tool, Let them measure
the ingredients using the techniques which are familiar to them. Ask the students to follow the
guide questions in doing the activity.
Guide Questions:
1. Can you identify the techniques you use in measuring the ingredients?
2. Why measuring techniques is vital in cooking?
3. What are the steps involved in measuring dry and liquid ingredients?
ABSTRACTION
Discussion:
Measuring techniques of ingredients through power point presentation
● Dry Ingredients
● Liquid Ingredients
Demonstration:
The teacher will demonstrate the steps in measuring ingredients accurately based on the recipe
requirement.
APPLICATION- Re-Demonstration:
The group will be re demonstrate the steps in measuring ingredients according to recipe
requirement.

Pick and Tell-The student will pick up pieces of paper on the bowl and let them explain the he
statement written on it.
SCORING Rubric for Measuring Ingredients Accurately
4 Follows correct procedure in measuring ingredients accurately & perform the skill
very satisfactorily w/out supervision & with initiative.
3 Follows correctly procedure in measuring ingredients accurately & perform the skill
satisfactorily w/out assistance or supervision
2 Follows correct procedure in measuring ingredients accurately with minor errors &
performs the skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow procedure in measuring ingredients accurately & perform
the skill unsatisfactorily
Make a compilation of dry and liquid ingredients with corresponding measurements. Compile
your output in the group Portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial Yes______

learners who have
caught up with the
lesson
Grade 8__________
No______
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 25
Date:
I. OBJECTIVES
cookery
C. Learning
1.1. Know the different Measurement abbreviations
3.2 Understand the different measurement abbreviations
3.3 Give the measurement abbreviations and its importance.
TLE_HECK7/8PM-0d-4
II. CONTENT Measurement Abbreviations
A. References Commercial Cooking
pages
17-19

3.Textbook pages
portal
https://www.youtube.com/watch?v=SzHTy00Lie0
https://www.youtube.com/watch?v=93-o5o4itYo
B. Other Learning Resources NC II
IV. PROCEDURES
Recall the lesson on how to measure ingredients correctly
the lesson
MOTIVATION- Video presentation on measurement abbreviations
Ask the students about the implication of the
C. Presenting
lesson
ANALYSIS- Based on the video presentation, What are the things that you observe from the
video?
-Why do we need to abbreviate measurement in cooking?
- What are the forms used in abbreviations?
ACTIVITY –Each group will be given cooking term, Let them abbreviate the term given. Ask
the students to follow the guide questions in doing the activity.
Guide Questions:
1. How can we read the cooking measurement in an easiest way?
2. What are the importance of measurement abbreviations?
ABSTRACTION
Discussion:
Measurements and Abbreviations through power point presentation
● Dry Ingredient Abbreviations
● Liquid Ingredient Abbreviations
● Oven Temperature Abbreviations

Pick and Tell-The student will pick up pieces of paper on the bowl and let them give the
correct abbreviation written on it
On your notebook, List down the cooking term and measurement with their corresponding
abbreviations.
I. Evaluating learning Short Quiz-Teacher Made Test
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______

GRADE 8
DAILY LESSON
LOG
Demonstration
Dates and Time
Quarter
Day: 26
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding in performing mensuration and calculation in cookery
C. Learning
1.1. Identify the different measurement and their equivalents
1.2 Determine the measurement and their equivalents
1.3 Familiarize oneself in the measurements and their equivalents
1.4 Give the measurements and their equivalents

TLE_HECK7/8PM-0d-4
II. CONTENT Equivalent Measurement
A. References Commercial Cooking (OHSP)
pages
20-22
3.Textbook pages
portal
https://www.youtube.com/watch?v=wszRf0A3btk
https://www.youtube.com/watch?v=IBf2Qngrhas
IV. PROCEDURES
Recall the lesson on measurement abbreviations
the lesson
MOTIVATION- Video presentation on equivalent measurement
Ask the students about the implication of the
Video.
C. Presenting
lesson
ANALYSIS- Based on the video presentation, Let the student share their ideas or
understanding on the video
ACTIVITY –Given the sample recipe, Let group write the equivalent of the ingredients. Let them
Guide Questions:
1. Can you give the equivalent of the ingredients written on the recipe??
2. Why do we need to be familiar with the equivalent measurements?

3. Is the equivalent measurements beneficial to you?
ABSTRACTION
Discussion on the equivalent measurements through power point presentation
APPLICATION
Ask the students to complete the table below by using the information found in class textbooks or
modules
4 Tablespoons ____(1)_____ 2 ounces
1 cup 16 T 8 ounces
___(3)____1 lb. 16 ounces 1 pint
1T 3 tsp _(4)___1/2 ounce
½ cup __(5)__T 4 ounces
On your quiz notebook, Give the equivalent of the following measurements
1. 3tsp=_______T
2. 1pt.=_______C
3. 2 c=_______lb. butter
4. 1c=________T
5. 2 ½ SUGAR=______lb.
List down some recipes and give the measurement equivalents, Record your answer on your
notebook.
VI. REFLECTION
A. No. of learners who Grade 8_____out of ______students reached the mastery level

earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 27
Date:

I. OBJECTIVES
cookery
C. Learning
1.1. Identify the units of measurements
1.2 Convert the system of measurements according to recipe requirements.
TLE_HECK7/8PM-0d-4
II. CONTENT Conversion of Weights and Measure
3.Textbook pages
portal
http://www.peteducation.com/category.cfm?c=0+1305&&
https://www.youtube.com/watch?v=_0Q3OBPzCJo
https://www.youtube.com/watch?v=asbjOiF_Ybw
IV. PROCEDURES
Recall the lesson on Equivalent measurements
the lesson
MOTIVATION- Showing a conversion chart on the units of measurement
C. Presenting
lesson
ANALYSIS- Sharing
Let the students share their ideas on the chart presented to them.
D. Discussing new concepts and ACTIVITY –Given the actual ingredients (dry and liquid) and measuring tools, Let the

practicing new skills #1 group convert the ingredients into a specific unit of measurements. Let them follow the
guide questions in doing the activity.
Guide Questions:
1. How do you find the activity?
2. What are the unit of measurements you use in converting the ingredients?
ABSTRACTION
Discussion on the conversion of weights and measures through power point presentation
●Table of weights and measures (how to measure liquids)
●How to measure dry ingredients (quick conversions)
●Using cup and spoons
●Oven temperatures
APPLICATION
Let the group convert the actual ingredients by using the unit of measurements through
actual demonstration
Group 1-liquid
Group 2-dry ingredients
Group 3- using cup and spoons
Group 4 & 5- Oven temperature
Given the recipe of oatmeal cookies, Let the students Convert the ingredients into unit of
measurements.
Scoring rubric for conversion of weights and measures

4 Follows correct conversion of weights and
measure & perform the skill very satisfactorily
w/out supervision & with initiative.
measures & perform the skill satisfactorily
w/out assistance or supervision
measures with minor errors & performs the
skill satisfactorily with some assistance and/or
supervision
1 Was not able to Follow correct conversion of
weights and measures & perform the skill
unsatisfactorily
Compile different recipes and convert the ingredients into units of measurement. Compile
your output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial
learners who have
Yes______
Grade 8__________
No______

caught up with the
lesson
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
GRADE 8
DAILY

Dates and Time
Quarter
Day: 28-29
Date:
I. OBJECTIVES
cookery
C. Learning
1.1. Identify/Determine the correct ingredients for substitution
1.2. Follow correct procedures in substitution of ingredients
1.3 Perform substitution of ingredients according to recipe requirements.
TLE_HECK7/8PM-0d-4
II. CONTENT Substitution of Ingredients
3.Textbook pages
portal
https://www.youtube.com/watch?v=kNMSHNgrc10
https://www.youtube.com/watch?v=EnoSa-XHfPc
IV. PROCEDURES
A. Reviewing previous lesson or Recall the lesson on conversion of weights and measures

the lesson
MOTIVATION- Video presentation on the substitution of ingredients
Let the students analyze what the video is all about.
C. Presenting
lesson
ANALYSIS- Sharing of ideas
Let the students share their ideas on the video presentation and its implication towards the
lesson.
ACTIVITY –Situational
The group will be given a situation inside the kitchen laboratory. Given a scenario wherein the
ingredients is not available to prepare and cook a particular dish or recipe. Let the group plan
a substitution of ingredients available to comply the needed ingredients in cooking. Let them
Guide Questions:
2. What are the things to keep in mind when the unavailability of ingredients occurs?
3.Why does substitution of ingredients is vital in cooking?
ABSTRACTION
Discussion on:
- the substitution of ingredients through power point presentation
- Video presentation
APPLICATION
Demonstration-The group will be given an actual ingredients and copy of the recipe or dish.
They will perform a process of substitution according to the recipe requirements.
Prepare the following substitution of ingredients:
Butter=_________?

skills in daily living Egg=___________?
Sifted flour’=_______?
Honey=________?
Molasses=______?
Scoring rubric for substitution of ingredients
4 Follows correct procedures in substitution of ingredients & perform the skill
very satisfactorily w/out supervision & with initiative.
3 Follows correctly the procedures in substitution of ingredients & perform the
skill satisfactorily w/out assistance or supervision
2 Follows correctly the procedures in substitution of ingredients with minor errors
& performs the skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow correct procedures in substitution of ingredients &
perform the skill unsatisfactorily
Collect at least 5 recipes and substitute the ingredients .Compile your output in your
portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______

C. Did the remedial
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 30
Date:
I. OBJECTIVES
cookery
C. Learning
LO 2. Calculate cost of Production
2.1 Define Expenses
2.2. Compute the expenses according to cost of production.
TLE_HECK7/8PM-0e-5
II. CONTENT
Costing the Finished Products/Recipes
Expenses
3.Textbook pages
http://www.thefreedictionary.com/expense
https://www.youtube.com/watch?v=QpYX4GfSiHA

portal https://www.youtube.com/watch?v=UIe_a-yLtAM
IV. PROCEDURES
Recall the lesson on the substitution of ingredients
the lesson
MOTIVATION- Show sample of the computation for the expenses through power point
presentation
C. Presenting
lesson
Let the students share their ideas on the sample computation of the expenses
ACTIVITY
The group will be given a sample recipe. Let the group compute the expenses of the
ingredients indicated in the recipe provided. Let them follow the guide questions in doing the
activity.
Guide Questions:
2. Why it is necessary to compute the expenses of the dish or recipe?
3. What mathematical operation did you use in the computation of expenses?
ABSTRACTION
Discussion on:
- Definition of expenses
- The food cost/expenses through power point presentation
- Video presentation on the computation of the expenses
APPLICATION- Group work
Let the group compute for the expenses of the following dish or recipe:

Group 1- Cookies
Group 2- Cupcake
Group 3-Chiffon cake
Group 4-Pandesal
Group 5-Ensaymada
Individual Performance-Board work
Let the students compute the expenses given on the board.
Collect at least 5 recipes and Compute the expenses of the ingredients. Compile your output in
your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade8_____
C. Did the remedial
learners who have
caught up with the
lesson
Yes____
No____ Grade8___________

continue to require
Grade8________
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 31
Date:
I. OBJECTIVES
cookery
C. Learning
2.1 Define mark-up
2.2 Analyze/follow the formula of peso mark up
2.2. Compute peso mark-up according to cost of production
TLE_HECK7/8PM-0e-5

II. CONTENT
Mark-up
3.Textbook pages
portal
http://www.merriam-webster.com/dictionary/markup
http://www.dictionary.com/browse/markup
https://www.youtube.com/watch?v=jkQMN-7uDuI
IV. PROCEDURES
Recall the lesson on the computation of food cost/expenses
the lesson
MOTIVATION- Show sample of the computation for the peso mark-up through power
point presentation
C. Presenting
lesson
Let the students share their ideas on the sample computation of mark-up
ACTIVITY
The group will be given a sample expenses of food cost. Let the group compute the mark-
up base on their knowledge on food costing. Let them follow the guide questions in doing
the activity.
Guide Questions:
2. Why it is necessary to compute the mark-up of any food cost?
3. What mathematical operation did you use in the computation of mark-up?

ABSTRACTION
Discussion on:
- Definition of mark-up
- The peso mark-up formula through power point presentation
- Video presentation on the computation of mark-up
Let the group compute for the peso mark-up of the following dish or recipe base on the
formula of mark-up:
Group 1-Adobo
Group 2- Menudo
Group 3-Afritada
Group 4-Tinolang Manok
Group 5-Mechado
Let the students compute the peso mark-up given on the board.
Collect at least 5 recipes and Compute the peso mark-up of the product. Compile your
output in your portfolio.
VI. REFLECTION
earned 80% on the

require additional
activities for
remediation
Grade 8_______
C. Did the remedial
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 32
Date:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding in performing mensuration and calculation in

cookery
C. Learning
2.1 Define selling price
2.2 Analyze/follow the formula of the selling price
2.2. Compute the selling price according to cost of production
TLE_HECK7/8PM-0e-5
II. CONTENT
Selling Price
3.Textbook pages
4. Additional Materials from
portal
http://www.thefreedictionary.com/selling+price
https://www.youtube.com/watch?v=UZtP7gY_IHA
https://www.youtube.com/watch?v=S_cIRSM5bQE
IV. PROCEDURES
Recall the lesson on the computation of peso mark-up
the lesson
MOTIVATION- Show sample of the computation for the selling through power point
presentation
C. Presenting
lesson
Let the students share their ideas on the sample computation of the selling price

ACTIVITY
The group will be given a scenario of food production (production of cookies). Let the
group compute the selling price of the product base on their knowledge on food costing.
Let them follow the guide questions in doing the activity.
Guide Questions:
2. Can you give the formula of the selling price
3. Why it is necessary to compute the selling price of any food products?
4. What mathematical operation did you use in the computation of the selling price?
ABSTRACTION
Discussion on:
- Definition of the selling price
- The selling price formula through power point presentation
- Video presentation on the computation of the selling price
Let the group compute for the selling price of the following food products base on the
formula of the selling price and the corresponding yields:
Group 1-Puto
Group 2-Siopao
Group 3-bibingka
Group 4-Maja blanca
Group 5-Palitaw
Let the students compute the selling price of the food products provided on the board.
H. Making generalizations and Recapitulation of the lesson

Collect at least 5 recipes with corresponding yields and Compute the selling price of the
product. Compile your output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______
strategies worked
well? Why did these
work?
encounter which my

can help me solve?
wish to share with
other teachers?
GRADE 8
DAILY

Dates and Time
Quarter
Day: 33
Date:
I. OBJECTIVES
cookery
C. Learning
2.1 Define profit
2.2 Value the importance of gaining profit in the production of food
2.3 Cite the benefits/advantages of gaining profit in food production or business
2.4 Calculate the profit of food production
TLE_HECK7/8PM-0e-5
II. CONTENT
Profit
3.Textbook pages
portal
http://dictionary.cambridge.org/dictionary/english/profit
http://www.thefreedictionary.com/profit
https://www.youtube.com/watch?v=IQuYnADhuwo
https://www.youtube.com/watch?v=vyrNADdSG60

IV. PROCEDURES
Recall the lesson on the computation of the selling price
Have a brainstorming on the definition of profit
the lesson
MOTIVATION- Show sample of computation in gaining profit through power point
presentation
C. Presenting
lesson
Let the students share their ideas on the sample presented.
ACTIVITY
Given a scenario of someone who engage in small business. Let the group discuss the
advantages of having a business. Let them follow the guide questions in doing the
activity.
Guide Questions:
2. Can you give the reason why people engage in business?
3. Why it is necessary to understand the nature of business?
4. What is the main objective of an entrepreneur?
ABSTRACTION
Discussion on:
- Definition of profit
- The importance/advantages of profit in food production
- Video presentation on the computation of profit
Given the following recipe, Let the group estimate each ingredients and Compute for the

profit following the given formula. Let them explain their output in the class.
Formula: Percentage profit= Selling Price-Cost Price X Cost Price
Cost Price
Name of Recipe Yields Profit
Group 1-Puto 10 ?
Group 2-Siopao 15 ?
Group 3-bibingka 20 ?
Group 4-Maja blanca 25 ?
Group 5-Palitaw 30 ?
Let the students compute the profit of the given recipe provided on the board.
Collect at least 5 recipes with corresponding yields and Compute the selling price of the
product. Compile your output in your portfolio.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial Yes______

GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 34
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the interpretation of diagrams, plans, and
kitchen layouts
B. Performance Standards The learners independently interpret kitchen/shop layouts based on given blueprints
C. Learning
LO 1. Read and Interpret Kitchen Plans
1.1. Identify the different types of lines used in architectural drawings.
1.2. Discuss the function of lines used in architectural drawings
1.3. Draw the different types of lines according to specifications in the blueprint
TLE_HECK7/8KL-0f-6
II. CONTENT
Interpret kitchen layout
Alphabet of Lines
A. References Commercial cooking
1. Teacher’s Guide pages n/a

2. Learner’s Material pages pp.40-41
3.Textbook pages
portal
http://schoolworkhelper.net/technical-drawing-alphabet-of-line/
https://www.youtube.com/watch?v=jj4mUHzTSYc
https://www.youtube.com/watch?v=DCwo0W8aW9o
IV. PROCEDURES
Recall the previous lesson on the principles of costing
the lesson
MOTIVATION
Showing different types of lines through power point presentation or video presentation.
Ask the students about the implication of presentation
C. Presenting
lesson
ACTIVITY-Group work
Each group will be given a set of drawing material (bond paper & pencil). Ask them to
draw the different lines which are familiar to them and discuss the function of each type
of line. Let them follow the guide questions in doing the activity.
Guide Questions:
2. Can you name or identify the lines you draw?
3. How about the function of each lines?
4. In what particular job does the lines commonly used?
ABSTRACTION
Discussion on:

- The alphabet of lines
-Function of lines
APPLICATION-Group Work:
The group will draw any object/part of the house using the alphabet of lines
Group 1-Roof
Group 2-Wall
Group 3-Door
Group 4-Window
Group 5-Ceiling
Cite the importance of the alphabet of lines in architectural drawings
Rubrics for Scoring the Alphabet of Lines/Drawings
Criteria Score
Content 20 15 10 5
Applicability
Presentation
Neatness
Interpretation of Scores:
16-20-Excellent Output
11-15 Very Good
6-10 Fair Output
5 and below-Poor Output

Given the different types of lines, plan a simple layout of your own kitchen.
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
Grade 8_______
C. Did the remedial
learners who have
caught up with the
lesson
Yes______
Grade 8__________
No______
strategies worked
well? Why did these
work?
encounter which my
can help me solve?

wish to share with
other teachers?
GRADE 8
DAILY
LESSON LOG
Demonstration
Dates and Time
Quarter
Day: 35
Date:
I. OBJECTIVES
The learners demonstrate an understanding in the interpretation of diagrams, plans, and
kitchen layouts
B. Performance Standards The learners independently interpret kitchen/shop layouts based on given blueprints
C. Learning
LO 1. Read and Interpret Kitchen Plans
1.1 Identify the different kitchen floor plans and symbols
1.2 Discuss the kitchen Floor plans and symbols

1.3 Draw/sketch simple kitchen layout using kitchen plans and symbols
TLE_KECK7/8KL-0f-6
II. CONTENT
Interpret kitchen layout
Kitchen Floor Plans and Symbols
A. References Commercial cooking
1. Teacher’s Guide pages n/a
2. Learner’s Material pages pp.51-53
3.Textbook pages
portal
http://content.cteonline.org/resources/documents/35/35a2a92d/3512a92d5da7e3be8ad
a54c723bf67448495382e/kitchenFloorPlanSymbolsAppliances.pdf
https://www.youtube.com/watch?v=F0JZq8IQ1dU
IV. PROCEDURES
Recall the previous lesson on the alphabet of lines
the lesson
MOTIVATION
Showing kitchen floor plans and symbols through power point presentation or video
presentation. Ask the students about the implication of presentation
C. Presenting
lesson
ACTIVITY-Group work
Each group will be given a set of drawing material (Manila paper and Marking pen). Ask
them to draw any symbols use in making kitchen layout which are familiar to them. Let
them follow the guide questions in doing the activity.
Guide Questions:

DLL - Cookery 7&8 (1).doc · version 1.doc

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