dll-food-processing.docx

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GRADE 11 to 12
DAILY LESSON
LOG
School DUMINGAG NATIONAL HIGH SCHOOL Grade Level 9 (FOOD PROCESSING)
Teachers ERMA G. JALEM Learning Area T.L.E.
Teaching Dates and Time Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
At the end of the session, the learners are expected to:
1. Prepare and identify the equipment, tools, and utensils for dispensing
2. inspect the raw materials
A. Content Standard The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learner demonstrates
B. Performance Standard The learner demonstrate
independently the given method
of dispensing non-bulk
ingredients.
The learners demonstrate
ingredients.
ingredients.
ingredients.
C. Learning Competency/Objectives
Write the LC code for each.
Prepare to dispense ingredients
1.prepare, clean, check and
sanitize equipment, tools,
materials
and utensils for salting, curing
and smoking;
2. identify the equipment, tools
and utensil that are being used
1. prepare the raw
materials
2.sorting and grading of raw
materials
1.preparation of raw materials
for salting, curing and smoking
(TLE_AFFP9NB-IIIA-e-1)
1.identify appropriate
equipment tools and utensils
used in fermentation of fruits and
vegetables.
III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
V. LEARNING RESOURCES
A. References Competency-Based Learning
Material
Competency-Based Learning
Material
Material
Material
1. Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2. Learner’s Materials pages CBLM CBLM CBLM CBLM

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3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
VI. PROCEDURES These steps should be done 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 conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
The teacher introduce a new
lesson about how to prepare the
equipment, tools, and utensils.
As a recap, the teacher ask the
students what they’ve learned
the previous lesson
1. What are the
equipment, tools and
utensils that you are
going to prepare and
identify each?
As a prelude, teacher asks
students the following motive
questions:
1. How you are going to
sort out and grading the
raw materials?
Teacher uses learners’
assignment as part of the review
of the previous lesson process.
Then ask the review question:
1.How you are going to prepare
equipment, tools, materials and
utensils for fermentation and
pickling?
B. Establishing a purpose for the
lesson
The teacher discuss the lesson
on how to:
1.prepare, clean, check and
sanitize equipment, tools,
materials
and utensils for salting, curing
and smoking;
2. identify the equipment, tools
and utensil that are being used.
The teacher ask the students do
the reporting and discuss the
topic about on how to:
2. Prepare the raw
materials.
3. Sorting and grading of
raw materials.
about preparation of raw
materials for salting, curing and
smoking.
Teacher identify appropriate
equipment tools and utensils
vegetables.
C. Presenting examples/Instances of
the new lesson
The teacher present the pictures
using Power Point Presentation
of equipment, tools, and utensils.
The teacher give additional
inputs of what has been discuss
by the students through a Power
Point Presentation or a videos
on how to prepare the raw
materials.
Through Power Point
Presentation, the teacher ask
questions to the students as their
oral recitation on understanding
about the preparation of meat
and poultry for curing, eggs for
salting and fish for smoking.
Teacher asks the students as
their oral recitation to give
another examples aside from the
given examples in order for them
to understand more about the
lesson.
D. Discussing new concepts and
practicing new skills # 1
Teacher further discuss the
kitchen tools and utensils.
Using PowerPoint presentation,
teacher explains further about
the sorting and grading of raw
materials.
Using PowerPoint presentation,
teacher expounds the concept
about the steps and procedures
on the preparation of meat and
Teacher discuss the topic about
the basic equipment, tools and
utensils used in fermenting fruits
and vegetables.

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poultry for curing, eggs for salting
and fish for smoking.
E. Discussing new concepts and
Teacher explains the definition of
the kitchen tools and utensils.
The teacher continues the
discussion of about sorting and
grading raw material based on
qualities that needs to be
considered.
The teacher explains further the
proper cleaning of fish.
Teacher elaborate the topic
about the basic equipment, tools
and utensils used in fermenting
fruits and vegetables and its uses
and function.
F. Developing mastery
(leads to Formative Assessment
3)
Teacher shows some pictures of
equipment’s, tools and utensils
for the students to easily identity.
Teacher provide/ draws
questions that would easily
understand on prepare, sort and
grading the materials.
Teacher having a follow-up
questions just to assess their
understanding about the lesson.
Teacher provide a short review of
the lesson and asking questions
for them to interact and give their
own opinion and understanding
about the lesson.
G. Finding practical application of
concepts and skills in daily living
Teacher emphasizes the
significance of preparing the
equipment, tools and utensils in
order to have a systematic way
of performing the activities.
Teacher highlights the
significance of a thorough
understanding of the concepts on
preparing the raw materials, sort
and grading the materials in
order to have a knowledge on
receiving and dealing fresh raw
materials.
Students’ knowledge and skills in
preparing raw materials for
salting, curing and smoking is
very essential in which the
students should be equipped in
dealing raw material in food
processing.
The teacher emphasize the
importance of having a
knowledge in preparing
Equipment, tools and utensils
vegetables and how they are
going to apply.
H. Making generalizations and
abstractions about the lesson
Teacher makes the students
engage and internalized that the
importance of having an
appropriate knowledge of
preparing and identifying the
equipment, tool and utensils.
The concepts that teacher
implies the students to be skillful
enough in preparing, sorting and
grading upon the receiving the
raw materials.
Teacher deepens students’
understanding of the concept of
preparing raw materials for
salting, curing and smoking such
that this would enhance their
idea on how to prepare and
manage the raw materials for
salting, curing and smoking.
understanding of the concept
which relevance of preparing the
equipment, tools and utensils
vegetables in order for them to
be efficient upon doing their
activity.
I. Evaluating learning Teacher ask the students
through the pictures being
presented in Power Point
Presentation for them to evaluate
what have they learned about the
lesson.
Teacher encourages the
students to give their opinions
and understanding with the
different characteristics and
qualifications of fresh raw
materials that needs to be reject
or accept.
Teacher encourages students to
give their interaction by
answering the questions based
on the different steps and
procedure in preparing raw
materials for salting, curing and
smoking.
The teacher draws interesting
questions for the students to
encourages to participate and
answer the questions as part of
their oral participation.
J. Additional activities for application
or remediation
Agreement:
Teacher asks students to do a
research on how to prepare the
Agreement:
Teacher asks students to go
online and research about
Agreement:
Teacher requires students to go
Agreement:
Teacher requires the students to
go online and research about

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raw materials and do the
reporting by group.
preparation of raw materials for
salting, curing and smoking.
preparing equipment, tools,
materials and utensils for
fermentation and pickling.
food preservation tools
equipment and utensils for
processing food by sugar
concentration.
VII. REMARKS
VIII. 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 questions.
A. No. of learners who earned 80%
in the evaluation
Note: To be determined upon the finalization of the results of the unit assessment
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners
and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
At the moment the learning environment is not ideal for 21st
century learners considering the absence of interactive technology in teaching and the current classroom physical
set up which is flooded with plenty of chairs.
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and
effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
PREPARED BY: CHECKED BY:

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GRADE 11 to 12
DAILY LESSON
LOG
Teaching Dates and Time Quarter FOURTH
A.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
guides.
1. weigh/measure non-bulk ingredients and additives according to production requirements
2. label dispensed ingredients according to workplace procedure
C. Content Standard The learner demonstrates
D. Performance Standard The learner demonstrate
ingredients.
ingredients.
ingredients.
ingredients.
D. Learning Competency/Objectives
1. answer questions
comprehensively
1.discuss the
process of salting and curing.
1.perform salting a nd curing
1. labelling of product
1. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
3. LEARNING RESOURCES
E. References Competency-Based Learning
Material
Material
Material
6. Learner’s Materials pages CBLM CBLM CBLM CBLM
7. Textbook pages
F. Other Learning Resource
4. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students

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K. Reviewing previous lesson or
The teachers reviewing some of
the topics that have been
discussed for previous series
meetings which covers about
preparing to dispense
ingredients.
lesson about recognizing the
importance of proper curing
procedures and techniques
accurately and systematically.
The teachers organized the students
to get ready of their materials,
performing the salting.
assignment as part of the
review of the previous
lesson process. Then ask
the review question:
label a certain finished
product?
L. Establishing a purpose for the
lesson
The teacher draw some
questions for them to recall the
lesson.
The teacher discuss the
topic about the process of salting
and curing.
The teacher facilitate the students
during their performance activity.
The teacher explain about :
- labeling of product
M. Presenting examples/Instances of
the new lesson
The teacher should also give
some hints/clues for them to
refresh their minds about the
previous lesson
The teacher presenting
examples using the Power Point
Presentation methods of salting
and curing.
Presenting example during
performing the salting activity.
Teacher shows some
examples with the used of
Power Point Presentation,
for the students to
understand the labeling
packaged processed food
products.
N. Discussing new concepts and
The teacher give proper
instructions about the formative
test.
The teacher discuss about
the procedures of salting.
The teacher would see to it that every
students has a chance to perform the
task.
Teacher discuss the topic
about the Labeling Law shall
be strictly enforced in which
containers of articles sold
should have the exact
Information.
O. Discussing new concepts and
The teacher assures the students
for them to set their minds in the
formative test.
The teacher discuss more about
the process of curing.
The teacher should set and organized
the working environment.
Teacher further explain the
topic condition of packaged
finished food products.
P. Developing mastery
3)
The teacher let the students be
ready in the formative test.
The teacher let the students
identify the different procedures
in salting and curing for them to
familiarize and be able to perform
the activity.
The teachers should make sure that
all the students should follow the
standard procedures in performing the
activity.
Teacher provide a short
review of the lesson and
asking questions for them to
interact and give their own
opinion and understanding
about the lesson.
Q. Finding practical application of
The teacher focus on the
administering the formative test
The teacher should
encourage the students to know
importance of understanding

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based the topic being discussed. the process of salting and curing. about labeling the products
with exact informations
given.
R. Making generalizations and
The teacher should conduct a
summative test for the students
to be assessed of what they’ve
learned.
The teacher wants the
students to perform the salting
and curing by their own skills.
selecting a right
measuring/dispensing and weighing
equipment according to dispensing
requirements for the students to
identify and figure out those
equipment.
significance of the
application of what the
student learned about
labeling with following the
Labeling Law as mandated.
S. Evaluating learning Through Power Point
Presentation, the teacher give
completion type of test.
That would be answered by the
students.
1. The process by which bacteria
or other microorganisms are
unintentionally transferred from one
substance or object to another, with
harmful effect.
2. It is used by workers in
various work settings.
3. A cross-disciplinary area
concerned with protecting the safety,
health and welfare of people engaged in
work or employment.
The teacher highlights
the significance on how to
perform salting and curing
activity.
Teacher give feedback and ask some
question based on their performance.
The teacher draws
interesting questions for the
students to encourage to
participate and answer the
questions as part of their
oral participation.
T. Additional activities for application
or remediation
Agreement:
selection of appropriate
measuring/dispensing and
weighing equipment according to
dispensing requirements.
Agreement:
Teacher asks students to brings
tomorrow all the necessary
materials for salting activity.
Agreement:
online and research about labeling the
dispensed ingredients according to
workplace procedures.
Agreement:
Teacher requires the
students to go online and
research about how to make
a production report.
5. REMARKS
6. 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
H. No. of learners who earned 80%
in the evaluation
I. No. of learners who require
additional activities for remediation

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who scored below 80%
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these work?
M. What difficulties did I encounter
can help me solve?
N. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
ERMA G. JALEM JOSEPHINE L. HANGAD
Teacher Head Teacher V

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GRADE 11 to 12
DAILY LESSON
LOG
guides.
1.
1. explain about checking of equipment according to manufacturer’s specification
2. discuss the contamination and food safety issues
3. identify the appropriate personal protective equipment (PPE) according to workplace procedures
4. explain the goal and objective of OHS
B.Content Standard The learner demonstrates
C.Performance Standard The learner demonstrate
ingredients.
ingredients.
ingredients.
ingredients.
Learning Competency/Objectives
1. discuss the importance of
checking and inspecting the
equipment in order the students
have a precautions during at risk
and hazard will occur
1. Reporting by group the
importance of personal hygiene
1. discuss the importance of
PPE
1. define OHS
2. discuss importance of
knowing it
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
LEARNING RESOURCES
H. References Found in the internet Found in the internet
10. Learner’s Materials pages
11. Textbook pages

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I. Other Learning Resource www.health.state.com www.hse.gov.com www.einstein.yu.edu www.safeatwork.org.com
J. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
E.Reviewing previous lesson or
Then ask a review question:
-Why is it necessary to check
and inspect the equipment?
the previous lesson.
1.What is the importance of
checking and inspecting the
equipment?
2.Why is it important to check
and inspect the equipment?
As a prelude, teacher ask the
students about their assignments
on relation to PPE :
-How do you prevent cross-
contamination and food borne
illnesses?
review of the previous lesson
process. Then asks the review
question:
1. What is the importance
of PPE
2. What are those type of
PPE?
U. Establishing a purpose for the
lesson
The teacher explain :
- the importance of checking and
inspecting the equipment in order
the students have a precautions
during at risk and hazard will
occur.
The students do the
Reporting by group while the
teacher is just facilitating them
while the reporting is going on.
The teacher discuss the new
lesson about the importance of
PPE in every workers in various
work settings.
The teacher define what is
OHS.
V. Presenting examples/Instances of
the new lesson
The teacher shows some
pictures through Power Point
Presentation for the students can
easily relate and understand.
some hints/clues for them to
refresh their minds about the
previous lesson
The teacher presenting examples
with the used of Power Point
Presentation with the different
types of PPE which is vital to
health and safety on the job.
Teacher shows some examples
Presentation, for the students to
easily absorbed the lesson well.
W. Discussing new concepts and
Teacher further discuss the
purpose of checking and
inspecting to specifies the
circumstances where inspection
is required to ensure healthy and
safe conditions are maintained.
The teacher do some feedbacks
about the reporting as an
additional information about the
topic.
The teacher explain the current
list of PPE recommended for use.
the goal of OHS to the students
to foster a safe work
environment.
X. Discussing new concepts and
The teacher highlighted the
topics what should the inspection
cover in which this will depend
on type of work equipment, its
use and the conditions to which it
is exposed.
The teacher further explain about
those words where the students
can’t understand.
The teachers elaborate the ideas
with the ideal to have a selection
and proper use of PPE.
topic about the objective of
OHS in order to protect workers
against the dangers of injury,
sickness or death through safe
and healthful working
conditions.

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Y. Developing mastery
3)
Teacher making a run-though of
what has been discuss so that
the students can interact of what
they’ve learned.
The teacher draws some
questions and give a clues for
the students to participate
interacting their ideas.
The teachers ask a catching
refresh of about the lesson.
Teacher provide a short review
of the lesson and asks
questions for them to interact
and give their own opinion and
Z. Finding practical application of
Teacher implies the importance
of checking and inspecting the
equipment in order to avoid the
hazard and risk during activity.
The teacher focus on inculcating
the students to bear in their mind
about how to prevent cross
contamination and foodborne
illness.
The teacher should encourage the
students to be familiarize and be
acquainted with the different types
of PPE to avoid hazard and to
have safety on the job.
knowledge of OHS in every
working condition.
AA. Making generalizations and
Teacher should entails the
significance of checking and
inspecting the equipment for
them to check the conditions of
the equipment whether in needs
to be repair or considered as
waste.
The teacher emphasized the
significance of having a personal
hygiene to prevent cross
contamination and foodborne
illnesses.
understanding the concept of
wearing the PPE most especially
at work.
importance of OHS for assuring
the conservation of valuable
manpower resources and
prevention of loss or damage to
lives and properties.
BB. Evaluating learning Through Power Point
Presentation, the teacher point
out some questions that would
encourage the minds of the
students to assess of what
they’ve learned.
The teacher give a catching
questions that would re-fresh the
students idea about the lesson.
Teacher encourage the students
to give their interaction by
answering the questions based on
the lesson.
encourage and participate to
CC. Additional activities for application
or remediation
Agreement:
contamination and food safety
issues and do a group reporting.
Agreement:
online and research about PPE.
Agreement:
online and research about OHS.
Agreement:
Teacher announce to let the
students study about all the
lesson being tackled.
K. REMARKS
L. 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
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the

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lesson
D. No. of learners who continue
to require remediation
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?
materials did I use/discover
which I wish to share with
other teachers?

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GRADE 11 to 12
DAILY LESSON
LOG
guides.
-monitor accurate of measuring/dispensing equipment to identify variation in operating conditions according to production requirements
-report identify variation in equipment operation maintenance requirements according to workplace reporting requirements
-maintain workplace according to housekeeping standards
B.Content Standard The learner demonstrates
C.Performance Standard The learner demonstrate
ingredients.
ingredients.
ingredients.
ingredients.
1. make a production report
1. discuss the
importance of maintenance in
order to prolong the life span of
an equipment.
1.discuss the meaning of 5S.
1.answer questions
comprehensively
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
II.LEARNING RESOURCES
N. References From the internet source Competency-Based Learning
Material
Material
Material
1.Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2.Learner’s Materials pages CBLM CBLM CBLM CBLM
3.Textbook pages
3.Additional Materials from

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O. Other Learning Resource
P. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
DD. Reviewing previous lesson or
presenting the new less.
The teacher ask the students as
a review:
- How to make a
production report?
lesson about maintaining a
workplace setting.
The teacher introduce a new lesson
about the 5S.
As a recap, the teacher ask
the students what they’ve
learned the previous lesson:
-related to measure and/or
weigh ingredients.
EE. Establishing a purpose for the
lesson
The teacher present a new
lesson using the Power Point
presentation on making a
production report.
topic about the importance of
maintenance in order to prolong
the life span of an equipment.
The teacher discuss the meaning of
5S.
questions for them to recall
the lesson.
FF. Presenting examples/Instances of
the new lesson
The teacher give another
examples in computing the
production report.
Presentation for the students
easily distinguish the value of
maintaining the equipment.
Teacher shows another example for
the students to easily connect the
lesson well.
The teacher should also
give some hints/clues for
them to refresh their minds
about the previous lesson
GG. Discussing new concepts and
The teacher discuss about the
procedure for determining the
selling price of processed
products.
the advantage of maintaining the
facilities.
The teacher explain about safety in
workplace setting.
The teacher give proper
instructions about the
formative test.
HH. Discussing new concepts and
financial recording.
The teacher elaborate the topic
about the difference between
maintenance program and
maintenance schedule.
The teacher further explain the
general safety precaution concerning
people or facilities although they may
vary depending on the trade which
they are in.
The teacher assures the
students for them to set their
minds in the formative test.
II. Developing mastery
3)
The teacher draws another
examples on computing the
production report for the students
to practice solving.
The teacher having a run through
of the lesson for the students to
refresh about the lesson.
The teacher have an overview about
the discuss for the students not to
forget the lesson.
be ready in the formative
test.
JJ. Finding practical application of
The teacher wants the students
to learned to compute in order to
ensure that the seller does not
lose in the selling enterprise.
The teacher should implies
the students to apply what
they’ve learned about
maintenance.
The teacher wants the students to
learned and appreciate the Japanese
term of 5S in housekeeping system.
administering the formative
test based the topic being
discussed.
KK. Making generalizations and
The teacher encourage the
students to familiarize making
The teacher emphasized
the importance of understanding
Teacher deepens students to adopt
and practice the 5S in their daily lives.
The teacher should conduct
a summative test for the

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production reports and following
the steps on how to
determine the selling price of the
processed product.
about maintenance for the
students to know how to maintain
the equipment.
students to be assessed of
what they’ve learned.
LL. Evaluating learning The teacher site another
example for the students to
master in making production
report.
The teacher ask a questions that
would make the students to
interact of what they’ve learned.
Teacher site some situation that
would lead to answering the 5S.
perform a role play based on
what they’ve learned the
lesson as part of their
performance task.
MM.Additional activities for application
or remediation
Agreement:
maintenance requirements
according to workplace.
Agreement:
Teacher ask the students to go
online and research about the
5S.
Agreement:
Teacher let the students to study
about the lesson on measure and /or
weigh ingredients.
Agreement:
Teacher ask the students to
go online and research
about :How to complete the
dispensing process?
Q. REMARKS
R. 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
H. No. of learners who earned
I. No. of learners who require
below 80%
J. Did the remedial lessons
lesson
K. No. of learners who continue
L. Which of my teaching
did these work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or localized

16
Jski.dv
other teachers?

17
Jski.dv
GRADE 11 to 12
DAILY LESSON
LOG
Teaching Dates and Time Quarter FOURTH
O. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
guides.
1. weigh/measure non-bulk ingredients and additives according to production requirement
2. label dispensed ingredients according to workplace procedure
3. select appropriate measuring/dispensing and weighing equipment according to dispensing requirements
4. confirm availability of containers/bags and labels according to dispensing requirements.
P. Content Standard The learner demonstrates
C .Performance Standard The learner demonstrate
ingredients.
ingredients.
ingredients.
ingredients.
.Learning Competency/Objectives
Measure and/or weigh
ingredients
1.weigh/measure non-bulk
ingredients and additives
according to production
requirement
ingredients
1.label dispensed ingredients
according to workplace procedure
(TLE-AFFP9NB-IIIf-j-2)
ingredients
1. select appropriate
dispensing requirements
(TLE-AFFP9NB-IIIf-j-2)
ingredients
1. confirm availability of
containers/bags and labels
according to dispensing
requirements.
(TLE-AFFP9NB-IIIf-j-2) (TLE-AFFP9NB-IIIf-j-2)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
Dispensing Non-Bulk
Ingredients(NB)
III.LEARNING RESOURCES
A.References Competency-Based Learning
Material
Material
Material
Material
2.Learner’s Materials pages CBLM CBLM CBLM CBLM
3.Textbook pages

18
Jski.dv
B.Other Learning Resource
T. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
Q. Reviewing previous lesson
or presenting the new lesson
Then asks the following review
questions:
prepare food
preservation tools
equipment and utensils
for processing food by
sugar concentration?
the previous lesson
1.What have you learn about
preparing and identifying the
equipment, tools, and utensils for
dispensing and inspecting the
raw materials?
As a prelude, teacher asks the
students about selecting an
appropriate measuring/dispensing
and weighing equipment according
to dispensing requirements.
review of the previous lesson
process. Then ask the review
question:
1. How you are going to ensure
the availability of
containers/bags and labels.
R. Establishing a purpose for
the lesson
on how to:
- prepare food preservation tools
equipment and utensils for
concentration.
questions on labelling dispensed
ingredients according to workplace
procedure
The teacher discuss the new
lesson about selecting an
appropriate measuring/dispensing
and weighing equipment according
to dispensing requirements.
The teachers explain about :
1. the importance of packaging
2. identify packaging materials
for processed products;
3. identify different packaging
tools and equipment;
4. enumerate appropriate
packaging materials for specific
type of
processed products;
S. Presenting
examples/Instances of the
new lesson
The teacher present the pictures
using Power Point Presentation
of equipment, tools, and utensils
for processing food by sugar
concentration.
some hints/clues on reading units
of measurements
The teacher presenting examples
Presentation in order the students
to recognized the appropriate
Teacher shows some examples
Presentation, for the students to
easily recognized the packaging
materials.
T. Discussing new concepts
and practicing new skills # 1
Teacher further identify the
equipment, tools , apparatus and
utensil used in processing food
by sugar concentration.
The teacher presented units of
measures commonly used in
cookery.
The teacher explain more about
those the appropriate
dispensing requirements for the
students to identify and figure out
the classifications of glass
containers according to shape.

19
Jski.dv
those equipment.
H .Discussing new concepts and
Teacher further explain their
functions and uses of the
equipment, tools, apparatus and
utensils and how it is applied.
The teacher provides equivalents
and abbreviations of units and
measurements
The teachers elaborate to have a
better understanding the uses and
applications of those equipment.
topic appropriate packaging
materials for some processed
products.
I. Developing mastery
3)
Teacher shows some pictures of
equipment’s, tools and utensils
for the students to easily identity
and recognized its uses and
functions.
practice proper labelling
dispensed ingredients.
The teachers ask catching
refresh of about the lesson.
Teacher provide a short review
of the lesson and asking
questions for them to interact
and give their own opinion and
J .Finding practical application of
Teacher implies the importance
of preparing the equipment, tools
and utensils in processing food
by sugar concentration order to
familiarized and apply what they
have learned.
The teacher allows the students
label properly dispensed
ingredients according to
workplace procedure.
The teacher should create an a
unique teaching
technique/strategy for the
students to be interested on
acquiring the knowledge of
selecting an appropriate
those equipment.
knowledge in ensuring the
availability of containers/bags
and labels in order to be ready
on the next activity.
K .Making generalizations and
Teacher should entails the
significance of preparing the
concentration so that the
students are be able to know in
preparation of the next process.
significance of correct labelling of
dispensed ingredients.
those equipment.
importance of ensuring the
availability of containers/bags
and labels for a continuous
process.
L. Evaluating learning Through Power Point
Presentation, the teacher give
some clues just to overview the
lesson topic for them to recall of
what has been discuss.
The teacher allows each learner
to weigh and label an ingredient
of his/her choice.
Teacher encourages students to
give their interaction by answering
the questions based on the
those equipment.
encourage to participate to
M .Additional activities for
application or remediation
Agreement:
Teacher asks students to have
study and review about:
Agreement:
Agreement:
Agreement:
Teacher requires the students
to go online and research about

20
Jski.dv
1.Preparing and identify the
equipment, tools, and utensils for
dispensing
2.inspecting the raw materials
selection of appropriate
ensuring availability of
containers/bags and labels.
checking of equipment
according to manufacturer’s
specification.
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
U. No. of learners who earned
V. No. of learners who require
below 80%
W. Did the remedial lessons
lesson
X. No. of learners who continue
Y. Which of my teaching
did these work?
Z. What difficulties did I
encounter which my
help me solve?
AA. What innovation or localized
other teachers?

21
Jski.dv
GRADE 11 to 12
DAILY LESSON
LOG
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
-clean dispensing equipment according to manufacturer’s specifications and workplace procedures
-identify maintenance requirements and unacceptable equipment/utensil conditions according to workplace procedures
B. Content Standard The learner demonstrates
understanding on dispensing non-
bulk ingredients.
C. Performance Standard The learner demonstrate
ingredients.
ingredients.
ingredients.
independently the given method of
dispensing non-bulk ingredients.
U. Learning Competency/Objectives
Complete the dispensing
process.
1.discuss difference between
cleaning and sanitizing
process.
1. discuss terminology that
would be used for sanitizing
process.
1. discuss ways to keep and
improve production facilities
stable efficient at the lowest
cycle cost
(TLE-AFFP9NB-Iva-b-3)
Complete the dispensing process.
1. discuss a new lesson about the
three primary ways to approach
equipment maintenance
(TLE-AFFP9NB-Iva-b-3) (TLE-AFFP9NB-Iva-b-3) (TLE-AFFP9NB-Iva-b-3)
V. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Cleaning and sanitizing of
dispensing equipment
Cleaning and sanitizing of
Maintaining and storage of
X. LEARNING RESOURCES
A. References From the internet source. From the internet source Competency-Based Learning
Material
From the internet source
2.Learner’s Materials pages CBLM
3.Textbook pages
B. Other Learning Resource www.foodsafetymagazine.com www.foodsafetymagazine.com http://www.foodmanufacturing.com/

22
Jski.dv
I
V.PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
lesson about cleaning and
sanitizing.
lesson about sanitizing process.
The teacher introducing a new
lesson about the total productive
maintenance.
students ask what they’ve learned
the previous lesson:
-What is total productive
maintenance?
lesson
The teacher solicits ideas from
students to discuss the
difference between cleaning and
sanitizing.
topic about some terminology
that would be used for sanitizing.
objective which to keep and
improve production facilities
stable efficient at the lowest
cycle cost.
The teacher discuss a new lesson
about the three primary ways to
approach equipment maintenance.
C. Presenting examples/Instances
of the new lesson
The teacher asks students to site
a situation that would easily
identify the difference between
cleaning and sanitizing.
Presentation for the students
easily recognized the process of
sanitization.
Teacher shows video clips on
sanitary practices for the
students to understand the
lesson well.
The teacher should also expound
her/his discussion about the
emphasis of preventive, run-to-
failure and predictive maintenance.
cleaning and sanitizing those
food contact surfaces.
the two methods of sanitization
and how it is being applied.
The teacher explain about
basic policy maintenance
control.
The teacher further explain that
during evaluation this identify all
procedures, including parts
programs, recordkeeping, and
workflows that support the
maintenance effort.
The teacher further explain
about:
-What are the common cleaning
agents?
The teacher elaborate the topic
about the application of the two
methods in a working area.
basic elements for actual
maintenance control.
The teacher elaborate the topic that
emphasized the placed of work
orders for the repair or replacement
of key items that can bring down a
machine which done in certain
industry.
(leads to Formative Assessment 3)
The teacher draws another
examples on distinguishing
between cleaning and sanitizing.
The teacher have a run through
of the lesson for the students to
refresh about the lesson.
The teacher have an overview
about the discussion for the
students not to forget the lesson.
The teacher having a run-though of
what has been discuss, for the
students to differentiate the three
primary ways to approach
equipment maintenance.

23
Jski.dv
significance of valuing the
attitude of being cleaned and
sanitized most especially in
dealing foods.
The teacher implies the
students to apply what they’ve
learned about sanitizing.
to learned and appreciate the
use of maintenance control.
The teacher wants to appreciate
the value of the three primary ways
to approach equipment
maintenance.
students to understand between
cleaning and sanitizing in every
lives and in working setting.
the importance of understanding
about sanitizing.
Teacher deepens students to
adhere the application of
maintenance control.
The teacher encourage the students
to familiarized the three primary
ways to approach equipment
maintenance.
I. Evaluating learning The teacher give a situation and
let them have a role paly as part
of their performance.
The teacher let the students to
answer the given question:
1. Enumerate the methods
of sanitizing. And
explain.
Teacher draws situational
question that would trigger the
minds of the students to think
how to manage the maintenance
control.
The teacher ask some related
question that would challenge their
minds to think and remember the
lesson.
J. Additional activities for
Agreement:
process of sanitation.
Agreement:
Teacher ask the students to go
total productive maintenance.
Agreement:
preventive maintenance.
Agreement:
Teacher announce the students to
study all the lesson for a next
meeting quiz.
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
BB. No. of learners who earned
CC. No. of learners who require
remediation who scored below
80%
DD. Did the remedial lessons
have caught up with the lesson
EE. No. of learners who continue to
require remediation
FF. Which of my teaching
did these work?
Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners and
were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
GG.What difficulties did I
encounter which my principal

24
Jski.dv
or supervisor can help me
solve?
HH. What innovation or localized
other teachers?
Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect,
and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.

25
Jski.dv
GRADE 11 to 12
DAILY LESSON
LOG
A. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
-records are completed according to workplace procedures
B. Content Standard The learner demonstrates
understanding on dispensing non-
bulk ingredients.
C. Performance Standard The learner demonstrate
ingredients.
ingredients.
ingredients.
independently the given method of
dispensing non-bulk ingredients.
process.
1. answer questions
comprehensively
process.
1. discuss the definition of a
tagging-out
process.
1.discuss each of the
“Seven Basic Steps for Lock-out
Tag-out”
Complete the dispensing process.
1. answer questions with
comprehension
I.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Report on the unacceptable
equipment/utensil
II.LEARNING RESOURCES
A. References Competency-Based Learning
Material
Material
Material
From the internet source
2.Learner’s Materials pages CBLM CBLM CBLM
3.Textbook pages
B. Other Learning Resource http://www.foodmanufacturing.com/
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students

26
Jski.dv
The teacher allows the students
to review for the test
lesson about tag-out system.
The teacher continue the
discussion about the seven
Tag-out”
The teacher let the students to
prepare themselves in a formative
test.
lesson
questions for them to recall the
lesson.
definition of a tagging-out.
The teacher discuss each of the
Tag-out”
. The teacher draw some questions
for them to recall the lesson.
C. Presenting examples/Instances
of the new lesson
The teacher gives clues/hints for
thorough review of the lesson.
The teacher site more example
about tagging-out of equipment.
Teacher shows another
example for the students to
understand the relevance of
Tag-out”
The teacher should also give some
hints/clues for them to refresh their
minds about the previous lesson.
The teacher gives proper
instructions about the formative
test.
purposes of equipment tag-out
bill.
The teacher explain about the
purpose of the “Seven Basic
Steps for Lock-out Tag-out”
The teacher give proper instructions
about the formative test.
The teacher assures the
students to set their minds in the
test.
the tag documents that needs to
complied.
Tag-out” on the application in
work setting.
The teacher assures the students
for them to set their minds in the
formative test.
(leads to Formative Assessment 3)
. The teacher let the students be
ready in the test.
The teacher draws another for
the students to interact the
questions and answer portion.
The teacher have an overview
about the discussion for the
students not to forget the lesson.
The teacher let the students be
ready in the formative test.
The teacher wants to inculcate
the mind of the students to
seriously focus on the test given.
the significance of valuing the
tagging-out system most
especially preventing improper
operation of equipment.
to learned and develop their
selves of in practicing the
Tag-out”
administering the formative test
based the topic being discussed.
The teacher highlights the
significance of having knowledge
on the particular lesson.
students to understand the
purpose of tagging-out the
equipment to hazard and risk.
Teacher deepens students to
emphasized the application of
Tag-out” during in a work setting.
The teacher should conduct a
summative test for the students to
be assessed of what they’ve
learned.
I. Evaluating learning Through Power Point
Presentation, the teacher give a
completion type of test. Let the
students answer the test
The teacher draws a questions
and let the students to answer
the questions.
Teacher draws situational
question that would trigger the
minds of the students to think
how to use and apply the “Seven
Basic Steps for Lock-out Tag-
out”
Through Power Point Presentation,
the teacher give a completion type
of test. Let the students answer the
test.
1. A system to warn or
let you know whether something in
your workplace should either be
operated with extra care and alone.
2. It is part of seven

27
Jski.dv
step of lock-out which notify all
those who need to know that a lock-
out tag-out procedure is taking
place.
J. Additional activities for
Agreement:
Teacher asks the students to go
tagging-out.
Agreement:
Seven Basic Steps for Lock-out
Tag-out
Agreement:
Teacher announce the students
to study their lesson for a
formative test next meeting.
Agreement:
Teacher asks the students to go
online and research about records
are completed according to
workplace procedures.
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
A.No. of learners who earned 80% in the
evaluation
B.No. of learners who require additional
activities for remediation who scored
below 80%
C.Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D.No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these
work?
Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners and
were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
F. What difficulties did I encounter
can help me solve?
which I wish to share with other
teachers?
Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect,
and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.

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