1) The document outlines a daily lesson plan for a Bread and Pastry Production class covering basic concepts, the relevance of the course, and a collaborative group activity on the historical periods of bread and pastry production. 2) Students were divided into four groups to present on the Neolithic Period, Classic Antiquity, Middle Ages, and Renaissance Period through a photo essay, role playing, interactive demonstration, or power point presentation. 3) The lesson aimed to discuss the evolution of bread and pastry production over different historical periods from hunter-gatherer societies to modern advancements, and how the skills can benefit students' future.

1. DepEd Order No. 42, s. 2016
Grades 1 – 12 School: BALETE NATIONAL HIGH SCHOOL Grade & Section: Grade 7 & 8
Daily Lesson Log Teacher: Karen M. de Liña Subject: Bread and Pastry Production G7 & 8
Date & Time: Quarter:
I. OBJECTIVES/LEARNING
OUTCOME
a. Explain basic concepts in bread and pastry production
b. Discuss the relevance of the course
c. Actively participate in all class activities
A. Content Standards The learner demonstrates understanding of basic concepts and underlying theories in bread and pastry production.
B. Performance Standards
The learner independently demonstrate common competencies in bread and pastry production as prescribed in the
TESDA Training Regulations
II. CONTENT Basic Concepts in Bread and Pastry Production; Relevance of the Course
LEARNING RESOURCES CG, TG, Internet
A. References
1. Curriculum guide pages Page 1
2. Textbook Pages N/A
3. Additional Resources
https://www.quora.com/Baking-What-is-the-difference-in-the-process-between-bread-and-pastry ;
http://www.breadinfo.com/history.shtml
4. Other Learning Resources
III. PROCEDURES
A. Presenting the new lesson
Do you have any idea about the origin of bread and pastry production?
Can you tell something about it?

2. B. Establishing a purpose for the
lesson
What is the difference in the process of bread and pastry?
What do you think are the basic ingredients used for bread and pastry production?
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills
As a student, what is the relevance of knowing the bread and pastry production?
Do you think, learning bread and pastry production can help you in the future? Why or Why not?
E. Discussing new concepts and
practicing new skills
Collaborative Learning/Cooperative Learning
The class will be divided into four groups. Each group will discuss the historical perspective of bread and pastry and
will choose on how they will present their topics. The first option is present a photo essay, second option is a role
playing, third option is interactive demonstration and lastly is the power point presentation
Group I – Neolithic Period
Group II – Classic Antiquity
Group III - Middle Ages
Group IV – Renaissance Period
F. Developing mastery
From the activity, what are the historical periods in bread and pastry production?
Cite some important details from each period.
Identify from the given pictures
which is bread and which is pastry?

3. G. Finding practical application of
concepts and skills in daily living
Why do you think bread and pastry production evolved very quickly?
How bread and pastry production can help people?
H. Making Generalization and
abstraction about the lesson
Based from the presentation, what are historical perspectives of bread and pastry production?
Neolithic Period
• Marked the transition from hunter/gatherer to agrarian based communities
Classic Antiquity
• The Egyptians and Greeks became the first cultures to advance the science of bread
The Middle Ages
• Marked by a decline in agrarian life, shortages in grain, more urbanization and disease
Renaissance Period
• The 16th
and 17th
centuries saw strain on grain supplies coupled with dramatic urban growth
I. Evaluating learning
Direction: Identify what period in bread and pastry production is being described.
____1. Marked the transition from hunter/gatherer to agrarian based communities
____2. Marked by a decline in agrarian life, shortages in grain, more urbanization and disease
____3. Increased access to sugar sped developments
____4. The Egyptians and Greeks became the first cultures to advance the science of bread
____5. The first guild in France was established: the Tamaliers
J. Additional Activities for
application or remediation
Direction: Fill in the blanks with the correct word to complete the statement.
1. The _________ is marked by the shift from mobile hunting and gathering societies to fixed agrarian-based
communities and the development of key items.
2. The ________ became the first cultures to advance the science of bread
3. Baking undergoes transformation by ____ century in technology as well as organization.
4. In Renaissance period, Decorative display work was born with the use of ______
5. Neolithic period from 10, 000 BCE to ____ BCE.

4. IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities
C. Which of my teaching strategies
worked well?
D. What difficulties did I encounter
E. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?
Noted by:
Maria A. Macabulos
Principal II
Prepared by:
Karen M. de Liña
Teacher I