GRADE 11 to 12 School Grade Level 9 (FOOD PROCESSING)

DAILY LESSON Teachers Learning Area T.L.E.

LOG Teaching Dates and Time Quarter 3rd

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
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learner demonstrate
independently the given method
of dispensing non-bulk
ingredients.
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
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Prepare to dispense ingredients
1. prepare the raw
materials
2.sorting and grading of raw
materials
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Prepare to dispense ingredients
1.preparation of raw materials
for salting, curing and smoking
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Prepare to dispense ingredients
1.identify appropriate
equipment tools and utensils
used in fermentation of fruits and
vegetables.
(TLE_AFFP9NB-IIIA-e-1)

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
(TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1)
(TLE_AFFP9NB-IIIA-e-1)
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 Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
Competency-Based Learning Competency-Based Learning Competency-Based Learning Competency-Based Learning
Material Material Material Material
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
CBLM CBLM CBLM CBLM

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 3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
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.
The teacher introduce a new As a recap, the teacher ask the
lesson about how to prepare the students what theyve learned
equipment, tools, and utensils. the previous lesson
1. What are the
equipment, tools and
utensils that you are
going to prepare and
identify each?
The teacher discuss the lesson The teacher ask the students do
on how to: the reporting and discuss the
1.prepare, clean, check and topic about on how to:
sanitize equipment, tools, 2. Prepare the raw
materials materials.
and utensils for salting, curing 3. Sorting and grading of
and smoking; raw materials.
2. identify the equipment, tools
and utensil that are being used.
The teacher present the pictures The teacher give additional
using Power Point Presentation inputs of what has been discuss
of equipment, tools, and utensils. by the students through a Power
Point Presentation or a videos
on how to prepare the raw
materials.
Teacher further discuss the Using PowerPoint presentation,
kitchen tools and utensils. teacher explains further about
the sorting and grading of raw
materials.
As a prelude, teacher asks
students the following motive
questions:
1. How you are going to
sort out and grading the 1.How you are going to prepare
raw materials?
The teacher discuss the lesson
about preparation of raw
materials for salting, curing and
smoking.
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.
Using PowerPoint presentation,
teacher expounds the concept
about the steps and procedures
on the preparation of meat and
Teacher uses learners
assignment as part of the review
of the previous lesson process.
Then ask the review question:
equipment, tools, materials and
utensils for fermentation and
pickling?
Teacher identify appropriate
equipment tools and utensils
used in fermentation of fruits and
vegetables.
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.
Teacher discuss the topic about
the basic equipment, tools and
utensils used in fermenting fruits
and vegetables.
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E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
Teacher explains the definition of
the kitchen tools and utensils.
Teacher shows some pictures of
equipments, tools and utensils
for the students to easily identity.
Teacher emphasizes the
significance of preparing the
equipment, tools and utensils in
order to have a systematic way
of performing the activities.
Teacher makes the students
engage and internalized that the
importance of having an
appropriate knowledge of
preparing and identifying the
equipment, tool and utensils.
Teacher ask the students
through the pictures being
presented in Power Point
Presentation for them to evaluate
what have they learned about the
lesson.
Agreement:
Teacher asks students to do a
research on how to prepare the
The teacher continues the
discussion of about sorting and
grading raw material based on
qualities that needs to be
considered.
Teacher provide/ draws
questions that would easily
understand on prepare, sort and
grading the materials.
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.
The concepts that teacher
implies the students to be skillful
enough in preparing, sorting and
grading upon the receiving the
raw materials.
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.
Agreement:
Teacher asks students to go
online and research about
poultry for curing, eggs for salting
and fish for smoking.
The teacher explains further the
proper cleaning of fish.
Teacher having a follow-up
questions just to assess their
understanding about the lesson.
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.
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.
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.
Agreement:
Teacher requires students to go
online and research about
Teacher elaborate the topic
about the basic equipment, tools
and utensils used in fermenting
fruits and vegetables and its uses
and function.
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.
The teacher emphasize the
importance of having a
knowledge in preparing
Equipment, tools and utensils
used in fermentation of fruits and
vegetables and how they are
going to apply.
Teacher deepens students
understanding of the concept
which relevance of preparing the
equipment, tools and utensils
used in fermentation of fruits and
vegetables in order for them to
be efficient upon doing their
activity.
The teacher draws interesting
questions for the students to
encourages to participate and
answer the questions as part of
their oral participation.
Agreement:
Teacher requires the students to
go online and research about
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 raw materials and do the preparation of raw materials for preparing equipment, tools, food preservation tools
reporting by group. salting, curing and smoking. materials and utensils for equipment and utensils for
fermentation and pickling. processing food by sugar
concentration.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in Note: To be determined upon the finalization of the results of the unit assessment
the evaluation
B. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? Note: To be determined upon the finalization of the results of the unit assessment
No. of learners who have caught
up with the lesson
D. No. of learners who continue to Note: To be determined upon the finalization of the results of the unit assessment
require remediation
E. Which of my teaching strategies Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners
worked well? Why did these work? 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 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
which my principal or supervisor set up which is flooded with plenty of chairs.
can help me solve?
G. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and
materials did I use/discover which effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
I wish to share with other
teachers?

PREPARED BY: CHECKED BY:

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 GRADE 11 to 12 School Grade Level 9 (FOOD PROCESSING)
DAILY LESSON Teachers Learning Area T.L.E.
LOG Teaching Dates and Time November 13-17, 2016 (week 2) Quarter 3rd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.OBJECTIVES
C. Content Standard
D. Performance Standard
D. Learning Competency/Objectives
Write the LC code for each.
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. weigh/measure non-bulk ingredients and additives according to production requirements
2. label dispensed ingredients according to workplace procedure
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method independently the given method independently the given method independently the given method
of dispensing non-bulk of dispensing non-bulk of dispensing non-bulk of dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients
1. answer questions 1.discuss the 1.perform salting a nd curing 1. labelling of product
comprehensively process of salting and curing.
(TLE_AFFP9NB-IIIA-e-1)
(TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1)

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 Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
2. LEARNING RESOURCES
E. References Competency-Based Learning Competency-Based Learning Competency-Based Learning
Material Material Material
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 5. Teachers Guide pages
6. Learners Materials pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR)portal
F. Other Learning Resource
3. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/Instances of
the new lesson
N. Discussing new concepts and
practicing new skills # 1
O. Discussing new concepts and
practicing new skills # 2
Curriculum Guide
CBLM
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.
The teachers reviewing some of
the topics that have been
discussed for previous series
meetings which covers about
preparing to dispense
ingredients.
The teacher draw some
questions for them to recall the
lesson.
The teacher should also give
some hints/clues for them to
refresh their minds about the
previous lesson
The teacher give proper
instructions about the formative
test.
The teacher assures the students
for them to set their minds in the
formative test.
Curriculum Guide
CBLM
The teacher introduce a new
lesson about recognizing the
importance of proper curing
procedures and techniques
accurately and systematically.
The teacher discuss the
topic about the process of salting during their performance activity.
and curing.
The teacher presenting
examples using the Power Point
Presentation methods of salting
and curing.
The teacher discuss about
the procedures of salting.
The teacher discuss more about
the process of curing.
Curriculum Guide
CBLM
The teachers organized the students
to get ready of their materials,
equipment, tools and utensils in
performing the salting.
The teacher facilitate the students
Presenting example during
performing the salting activity.
The teacher would see to it that every
students has a chance to perform the
task.
The teacher should set and organized
the working environment.
Curriculum Guide
CBLM
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
label a certain finished
product?
The teacher explain about :
- labeling of product
Teacher shows some
examples with the used of
Power Point Presentation,
for the students to
understand the labeling
packaged processed food
products.
Teacher discuss the topic
about the Labeling Law shall
be strictly enforced in which
containers of articles sold
should have the exact
Information.
Teacher further explain the
topic condition of packaged
finished food products.
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P. Developing mastery
(leads to Formative Assessment
3)
Q. Finding practical application of
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
T. Additional activities for application
or remediation
The teacher let the students be
ready in the formative test.
The teacher focus on the
administering the formative test
based the topic being discussed.
The teacher should conduct a
summative test for the students
to be assessed of what theyve
learned.
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.
Agreement:
Teacher asks students to go
online and research about
selection of appropriate
measuring/dispensing and
weighing equipment according to
dispensing requirements.
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 teacher should
encourage the students to know
the process of salting and curing.
The teacher wants the
students to perform the salting
and curing by their own skills.
The teacher highlights
the significance on how to
perform salting and curing
activity.
Agreement:
Teacher asks students to brings
tomorrow all the necessary
materials for salting activity.
The teachers should make sure that
all the students should follow the
standard procedures in performing the
activity.
Teacher deepens students
understanding of the concept of
selecting a right
measuring/dispensing and weighing
equipment according to dispensing
requirements for the students to
identify and figure out those
equipment.
Teacher give feedback and ask some
question based on their performance.
Agreement:
Teacher requires students to go
online and research about labeling the
dispensed ingredients according to
workplace procedures.
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.
The teacher emphasize the
importance of understanding
about labeling the products
with exact informations
given.
Teacher highlights the
significance of the
application of what the
student learned about
labeling with following the
Labeling Law as mandated.
The teacher draws
interesting questions for the
students to encourage to
participate and answer the
questions as part of their
oral participation.
Agreement:
Teacher requires the
students to go online and
research about how to make
a production report.
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 4. REMARKS

5. 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.
H. No. of learners who earned 80% in Note: To be determined upon the finalization of the results of the unit assessment
the evaluation
I. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for remediation
who scored below 80%
J. Did the remedial lessons work? Note: To be determined upon the finalization of the results of the unit assessment
No. of learners who have caught
up with the lesson
K. No. of learners who continue to Note: To be determined upon the finalization of the results of the unit assessment
require remediation
L. Which of my teaching strategies Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners
worked well? Why did these work? and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
M. What difficulties did I encounter 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
which my principal or supervisor set up which is flooded with plenty of chairs.
can help me solve?
N. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and
materials did I use/discover which effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
I wish to share with other
teachers?

PREPARED BY: CHECKED BY:

GRADE 11 to 12 School Grade Level 9 (FOOD PROCESSING)

DAILY LESSON Teachers Learning Area T.L.E.
LOG Teaching Dates and Time November 21-24, 2016 (week 3) Quarter 3rd

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A.OBJECTIVES
B.Content Standard
C.Performance Standard
Learning Competency/Objectives
Write the LC code for each.
II.CONTENT
LEARNING RESOURCES
G. References
9. Teachers Guide pages
10. Learners Materials pages
11. Textbook pages
12. Additional Materials from
Learning Resource (LR)portal
H. Other Learning Resource
I. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
1. explain about checking of equipment according to manufacturers 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
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. non-bulk ingredients.
The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method independently the given method independently the given method independently the given method
of dispensing non-bulk of dispensing non-bulk of dispensing non-bulk of dispensing non-bulk
ingredients. ingredients. ingredients. ingredients.
Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients Prepare to dispense ingredients
1. discuss the importance of 1. Reporting by group the 1. discuss the importance of 1. define OHS
checking and inspecting the importance of personal hygiene PPE 2. discuss importance of
equipment in order the students knowing it
have a precautions during at risk
and hazard will occur (TLE_AFFP9NB-IIIA-e-1)
(TLE_AFFP9NB-IIIA-e-1) (TLE_AFFP9NB-IIIA-e-1)
(TLE_AFFP9NB-IIIA-e-1)
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 Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
Found in the internet Found in the internet
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
www.health.state.com www.hse.gov.com www.einstein.yu.edu www.safeatwork.org.com
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
9
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E.Reviewing previous lesson or
presenting the new lesson
U. Establishing a purpose for the
lesson
V. Presenting examples/Instances of
the new lesson
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.
Teacher uses learners As a recap, the teacher ask the As a prelude, teacher ask the Teacher uses learners
assignment as part of the review students what theyve learned students about their assignments assignment as part of the
of the previous lesson process. the previous lesson. on relation to PPE : review of the previous lesson
Then ask a review question: 1.What is the importance of -How do you prevent cross- process. Then asks the review
-Why is it necessary to check checking and inspecting the contamination and food borne question:
and inspect the equipment? equipment? illnesses? 1. What is the importance
2.Why is it important to check of PPE
and inspect the equipment? 2. What are those type of
PPE?
The teacher explain : The students do the The teacher discuss the new The teacher define what is
- the importance of checking and Reporting by group while the lesson about the importance of OHS.
inspecting the equipment in order teacher is just facilitating them PPE in every workers in various
the students have a precautions while the reporting is going on. work settings.
during at risk and hazard will
occur.
The teacher shows some The teacher should also give The teacher presenting examples Teacher shows some examples
pictures through Power Point some hints/clues for them to with the used of Power Point with the used of Power Point
Presentation for the students can refresh their minds about the Presentation with the different Presentation, for the students to
easily relate and understand. previous lesson types of PPE which is vital to easily absorbed the lesson well.
health and safety on the job.

W. Discussing new concepts and
practicing new skills # 1
X. Discussing new concepts and
practicing new skills # 2
Y. Developing mastery
(leads to Formative Assessment
3)
Z. Finding practical application of
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 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.
Teacher making a run-though of
what has been discuss so that
the students can interact of what
theyve learned.
Teacher implies the importance
The teacher do some feedbacks
about the reporting as an
additional information about the
topic.
The teacher further explain about
those words where the students
cant understand.
The teacher draws some
questions and give a clues for
the students to participate
interacting their ideas.
The teacher focus on inculcating
The teacher explain the current
list of PPE recommended for use.
The teachers elaborate the ideas
with the ideal to have a selection
and proper use of PPE.
The teachers ask a catching
questions for the students to
refresh of about the lesson.
The teacher should encourage the
Teacher discuss the topic about
the goal of OHS to the students
to foster a safe work
environment.
Teacher further explain the
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.
Teacher provide a short review
of the lesson and asks
questions for them to interact
and give their own opinion and
understanding about the lesson.
The teacher emphasize the

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 concepts and skills in daily living
AA. Making generalizations and
abstractions about the lesson
BB. Evaluating learning
CC. Additional activities for application
or remediation
J. REMARKS
of checking and inspecting the
equipment in order to avoid the
hazard and risk during activity.
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.
Through Power Point
Presentation, the teacher point
out some questions that would
encourage the minds of the
students to assess of what
theyve learned.
Agreement:
Teacher asks students to go
online and research about
contamination and food safety
issues and do a group reporting.
the students to bear in their mind
about how to prevent cross
contamination and foodborne
illness.
The teacher emphasized the
significance of having a personal
hygiene to prevent cross
contamination and foodborne
illnesses.
The teacher give a catching
questions that would re-fresh the
students idea about the lesson.
Agreement:
Teacher asks students to go
online and research about PPE.
students to be familiarize and be
acquainted with the different types
of PPE to avoid hazard and to
have safety on the job.
Teacher deepens students
understanding the concept of
wearing the PPE most especially
at work.
Teacher encourage the students
to give their interaction by
answering the questions based on
the lesson.
Agreement:
Teacher requires students to go
online and research about OHS.
importance of having a
knowledge of OHS in every
working condition.
Teacher highlights the
importance of OHS for assuring
the conservation of valuable
manpower resources and
prevention of loss or damage to
lives and properties.
The teacher draws interesting
questions for the students to
encourage and participate to
answer the questions as part of
their oral participation.
Agreement:
Teacher announce to let the
students study about all the
lesson being tackled.

K. 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 Note: To be determined upon the finalization of the results of the unit assessment
80% in the evaluation
B. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons Note: To be determined upon the finalization of the results of the unit assessment
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue Note: To be determined upon the finalization of the results of the unit assessment
to require remediation
E. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners
strategies worked well? Why and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
did these work?
11
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 F. What difficulties did I 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
encounter which my principal set up which is flooded with plenty of chairs.
or supervisor can help me
solve?
G. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and
materials did I use/discover effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with
other teachers?

PREPARED BY: CHECKED BY:

GRADE 11 to 12 School Grade Level 9 (FOOD PROCESSING)

DAILY LESSON Teachers Learning Area T.L.E.
LOG Teaching Dates and Time November 28- December 2,, 2016 (week 4) Quarter 3rd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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,
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:
-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
12
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 B.Content Standard
C.Performance Standard
Learning Competency/Objectives
Write the LC code for each.
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learner demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Prepare to dispense ingredients
1. make a production report
(TLE_AFFP9NB-IIIA-e-1)
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Prepare to dispense ingredients
1. discuss the
importance of maintenance in
order to prolong the life span of
an equipment.
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Prepare to dispense ingredients
1.discuss the meaning of 5S.
(TLE_AFFP9NB-IIIA-e-1)
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Prepare to dispense ingredients
1.answer questions
comprehensively
(TLE_AFFP9NB-IIIA-e-1)

II.CONTENT
II.LEARNING RESOURCES
L. References
1.Teachers Guide pages
2.Learners Materials pages
3.Textbook pages
3.Additional Materials from
Learning Resource (LR)portal
M. Other Learning Resource
(TLE_AFFP9NB-IIIA-e-1)
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 Dispensing Non-Bulk Dispensing Non-Bulk Dispensing Non-Bulk
Ingredients(NB) Ingredients(NB) Ingredients(NB) Ingredients(NB)
From the internet source Competency-Based Learning Competency-Based Learning Competency-Based Learning
Material Material Material
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
CBLM CBLM CBLM CBLM

N. PROCEDURES
DD. Reviewing previous lesson or
presenting the new less.
EE. Establishing a purpose for the
lesson
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.
The teacher ask the students as The teacher introduce a new The teacher introduce a new lesson As a recap, the teacher ask
a review: lesson about maintaining a about the 5S. the students what theyve
- How to make a workplace setting. learned the previous lesson:
production report? -related to measure and/or
weigh ingredients.
The teacher present a new The teacher discuss the The teacher discuss the meaning of The teacher draw some
lesson using the Power Point topic about the importance of 5S. questions for them to recall
presentation on making a maintenance in order to prolong the lesson.
production report. the life span of an equipment.

13
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FF. Presenting examples/Instances of
the new lesson
GG. Discussing new concepts and
practicing new skills # 1
HH. Discussing new concepts and
practicing new skills # 2
II. Developing mastery
(leads to Formative Assessment
3)
JJ. Finding practical application of
concepts and skills in daily living
KK. Making generalizations and
abstractions about the lesson
LL. Evaluating learning
MM. Additional activities for application
or remediation
O. REMARKS
The teacher give another
examples in computing the
production report.
The teacher discuss about the
procedure for determining the
selling price of processed
products.
The teacher further explain about
financial recording.
The teacher draws another
examples on computing the
production report for the students
to practice solving.
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 encourage the
students to familiarize making
production reports and following
the steps on how to
determine the selling price of the
processed product.
The teacher site another
example for the students to
master in making production
report.
Agreement:
Teacher asks students to go
online and research about
maintenance requirements
according to workplace.
The teacher presenting
examples using the Power Point
Presentation for the students
easily distinguish the value of
maintaining the equipment.
The teacher discuss about
the advantage of maintaining the
facilities.
The teacher elaborate the topic
about the difference between
maintenance program and
maintenance schedule.
The teacher having a run through
of the lesson for the students to
refresh about the lesson.
The teacher should implies
the students to apply what
theyve learned about
maintenance.
The teacher emphasized
the importance of understanding
about maintenance for the
students to know how to maintain
the equipment.
The teacher ask a questions that
would make the students to
interact of what theyve learned.
Agreement:
Teacher ask the students to go
online and research about the
5S.
Teacher shows another example for
the students to easily connect the
lesson well.
The teacher explain about safety in
workplace setting.
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 have an overview about
the discuss for the students not to
forget the lesson.
The teacher wants the students to
learned and appreciate the Japanese
term of 5S in housekeeping system.
Teacher deepens students to adopt
and practice the 5S in their daily lives.
Teacher site some situation that
would lead to answering the 5S.
Agreement:
Teacher let the students to study
about the lesson on measure and /or
weigh ingredients.
The teacher should also
give some hints/clues for
them to refresh their minds
about the previous lesson
The teacher give proper
instructions about the
formative test.
The teacher assures the
students for them to set their
minds in the formative test.
The teacher let the students
be ready in the formative
test.
The teacher focus on the
administering the formative
test based the topic being
discussed.
The teacher should conduct
a summative test for the
students to be assessed of
what theyve learned.
The teacher let the students
perform a role play based on
what theyve learned the
lesson as part of their
performance task.
Agreement:
Teacher ask the students to
go online and research
about :How to complete the
dispensing process?
14
Jski.dv
P. 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.
H. No. of learners who earned Note: To be determined upon the finalization of the results of the unit assessment
80% in the evaluation
I. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for
remediation who scored
below 80%
J. Did the remedial lessons Note: To be determined upon the finalization of the results of the unit assessment
work? No. of learners who
have caught up with the
lesson
K. No. of learners who continue Note: To be determined upon the finalization of the results of the unit assessment
to require remediation
L. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners
strategies worked well? Why and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
did these work?
M. What difficulties did I 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
encounter which my principal set up which is flooded with plenty of chairs.
or supervisor can help me
solve?
N. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and
materials did I use/discover effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with
other teachers?

PREPARED BY: CHECKED BY:

GRADE 11 to 12 School Grade Level 9 (FOOD PROCESSING)

DAILY LESSON Teachers Learning Area T.L.E.
LOG Teaching Dates and Time December 5-9, 2016 (week 5) Quarter 3rd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

15
Jski.dv
 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,
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. 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
C .Performance Standard
.Learning Competency/Objectives
Write the LC code for each.
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teachers Guide pages
2.Learners Materials pages
3.Textbook pages
3.Additional Materials from
Learning Resource (LR)portal
B.Other Learning Resource
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learner demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Measure and/or weigh
ingredients
1.weigh/measure non-bulk
ingredients and additives
according to production
requirement
(TLE-AFFP9NB-IIIf-j-2)
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)
Competency-Based Learning
Material
Curriculum Guide
CBLM
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Measure and/or weigh
ingredients
1.label dispensed ingredients
according to workplace procedure
(TLE-AFFP9NB-IIIf-j-2)
Dispensing Non-Bulk
Ingredients(NB)
Competency-Based Learning
Material
Curriculum Guide
CBLM
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Measure and/or weigh
ingredients
1. select appropriate
measuring/dispensing and
weighing equipment according to
dispensing requirements
(TLE-AFFP9NB-IIIf-j-2)
Dispensing Non-Bulk
Ingredients(NB)
Competency-Based Learning
Material
Curriculum Guide
CBLM
The learner demonstrates
understanding on dispensing
non-bulk ingredients.
The learners demonstrate
independently the given method
of dispensing non-bulk
ingredients.
Measure and/or weigh
ingredients
1. confirm availability of
containers/bags and labels
according to dispensing
requirements.
(TLE-AFFP9NB-IIIf-j-2)
Dispensing Non-Bulk
Ingredients(NB)
Competency-Based Learning
Material
Curriculum Guide
CBLM

Q. 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

16
Jski.dv

Q. Reviewing previous lesson
or presenting the new lesson
R. Establishing a purpose for
the lesson
S. Presenting
examples/Instances of the
new lesson
T. Discussing new concepts
and practicing new skills # 1
H .Discussing new concepts and
practicing new skills # 2
I. Developing mastery
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.
Teacher uses learners As a recap, the teacher ask the As a prelude, teacher asks the Teacher uses learners
assignment as part of the review students what theyve learned students about selecting an assignment as part of the
of the previous lesson process. the previous lesson appropriate measuring/dispensing review of the previous lesson
Then asks the following review 1.What have you learn about and weighing equipment according process. Then ask the review
questions: preparing and identifying the to dispensing requirements. question:
1. How you are going to equipment, tools, and utensils for 1. How you are going to ensure
prepare food dispensing and inspecting the the availability of
preservation tools raw materials? containers/bags and labels.
equipment and utensils
for processing food by
sugar concentration?
The teacher discuss the lesson The teacher draw some The teacher discuss the new The teachers explain about :
on how to: questions on labelling dispensed lesson about selecting an 1. the importance of packaging
- prepare food preservation tools ingredients according to workplace appropriate measuring/dispensing 2. identify packaging materials
equipment and utensils for procedure and weighing equipment according for processed products;
processing food by sugar to dispensing requirements. 3. identify different packaging
concentration. tools and equipment;
4. enumerate appropriate
packaging materials for specific
type of
processed products;
The teacher present the pictures The teacher should also give The teacher presenting examples Teacher shows some examples
using Power Point Presentation some hints/clues on reading units with the used of Power Point with the used of Power Point
of equipment, tools, and utensils of measurements Presentation in order the students Presentation, for the students to
for processing food by sugar to recognized the appropriate easily recognized the packaging
concentration. measuring/dispensing and materials.
weighing equipment according to
dispensing requirements.
Teacher further identify the The teacher presented units of The teacher explain more about Teacher discuss the topic about
equipment, tools , apparatus and measures commonly used in those the appropriate the classifications of glass
utensil used in processing food cookery. measuring/dispensing and containers according to shape.
by sugar concentration. weighing equipment according to
dispensing requirements for the
students to identify and figure out
those equipment.
Teacher further explain their The teacher provides equivalents The teachers elaborate to have a Teacher further explain the
functions and uses of the and abbreviations of units and better understanding the uses and topic appropriate packaging
equipment, tools, apparatus and measurements applications of those equipment. materials for some processed
utensils and how it is applied. products.
Teacher shows some pictures of The teacher let the students The teachers ask catching Teacher provide a short review
17
Jski.dv
(leads to Formative Assessment
3)
J .Finding practical application of
concepts and skills in daily living
K .Making generalizations and
abstractions about the lesson
L. Evaluating learning
M .Additional activities for
application or remediation
V.REMARKS
equipments, tools and utensils
for the students to easily identity
and recognized its uses and
functions.
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.
Teacher should entails the
significance of preparing the
equipment, tools and utensils in
processing food by sugar
concentration so that the
students are be able to know in
preparation of the next process.
Through Power Point
Presentation, the teacher give
some clues just to overview the
lesson topic for them to recall of
what has been discuss.
Agreement:
Teacher asks students to have
study and review about:
1.Preparing and identify the
equipment, tools, and utensils for
dispensing
2.inspecting the raw materials
practice proper labelling
dispensed ingredients.
The teacher allows the students
label properly dispensed
ingredients according to
workplace procedure.
The teacher emphasized the
significance of correct labelling of
dispensed ingredients.
The teacher allows each learner
to weigh and label an ingredient
of his/her choice.
Agreement:
Teacher asks students to go
online and research about
selection of appropriate
measuring/dispensing and
weighing equipment according to
dispensing requirements.
questions for the students to
refresh of about the lesson.
The teacher should create an a
unique teaching
technique/strategy for the
students to be interested on
acquiring the knowledge of
selecting an appropriate
measuring/dispensing and
weighing equipment according to
dispensing requirements for the
students to identify and figure out
those equipment.
Teacher deepens students
understanding of the concept of
selecting an appropriate
measuring/dispensing and
weighing equipment according to
dispensing requirements for the
students to identify and figure out
those equipment.
Teacher encourages students to
give their interaction by answering
the questions based on the
selecting an appropriate
measuring/dispensing and
weighing equipment according to
dispensing requirements for the
students to identify and figure out
those equipment.
Agreement:
Teacher requires students to go
online and research about
ensuring availability of
containers/bags and labels.
of the lesson and asking
questions for them to interact
and give their own opinion and
understanding about the lesson.
The teacher emphasize the
importance of having a
knowledge in ensuring the
availability of containers/bags
and labels in order to be ready
on the next activity.
Teacher highlights the
importance of ensuring the
availability of containers/bags
and labels for a continuous
process.
The teacher draws interesting
questions for the students to
encourage to participate to
answer the questions as part of
their oral participation.
Agreement:
Teacher requires the students
to go online and research about
checking of equipment
according to manufacturers
specification.
18
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VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
U. No. of learners who earned Note: To be determined upon the finalization of the results of the unit assessment
80% in the evaluation
V. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for
remediation who scored
below 80%
W. Did the remedial lessons Note: To be determined upon the finalization of the results of the unit assessment
work? No. of learners who
have caught up with the
lesson
X. No. of learners who continue Note: To be determined upon the finalization of the results of the unit assessment
to require remediation
Y. Which of my teaching Cooperative Learning and Multimedia teaching strategies were very useful in teaching the lessons considering the fact that majority of the learners were dependent learners
strategies worked well? Why and were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
did these work?
Z. What difficulties did I 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
encounter which my principal set up which is flooded with plenty of chairs.
or supervisor can help me
solve?
AA. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and
materials did I use/discover effect, and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with
other teachers?

19
Jski.dv
 GRADE 11 to 12
DAILY LESSON
LOG
A.OBJECTIVES
B. Content Standard
C. Performance Standard
R. Learning Competency/Objectives
Write the LC code for each.
S. CONTENT
T. LEARNING RESOURCES
A. References
1.Teachers Guide pages
2.Learners Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
School Grade Level 9 (FOOD PROCESSING)
Teachers Learning Area T.L.E.
Teaching Dates and Time December 12-16, 2016 (week 6) Quarter 3rd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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:
-clean dispensing equipment according to manufacturers specifications and workplace procedures
-identify maintenance requirements and unacceptable equipment/utensil conditions according to workplace procedures
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing non-
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. bulk ingredients.
The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method independently the given method independently the given method independently the given method of
of dispensing non-bulk of dispensing non-bulk of dispensing non-bulk dispensing non-bulk ingredients.
ingredients. ingredients. ingredients.
Complete the dispensing Complete the dispensing Complete the dispensing Complete the dispensing process.
process. process. process. 1. discuss a new lesson about the
1.discuss difference between 1. discuss terminology that 1. discuss ways to keep and three primary ways to approach
cleaning and sanitizing would be used for sanitizing improve production facilities equipment maintenance
stable efficient at the lowest
(TLE-AFFP9NB-Iva-b-3) (TLE-AFFP9NB-Iva-b-3) cycle cost (TLE-AFFP9NB-Iva-b-3)
(TLE-AFFP9NB-Iva-b-3)
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 Cleaning and sanitizing of Maintaining and storage of Maintaining and storage of
dispensing equipment dispensing equipment dispensing equipment dispensing equipment
From the internet source. From the internet source Competency-Based Learning From the internet source
Material
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
CBLM
www.foodsafetymagazine.com www.foodsafetymagazine.com http://www.foodmanufacturing.com/
20
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 IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
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.
The teacher introduce a new The teacher introduce a new The teacher introducing a new As a recap, the teacher ask the
lesson about cleaning and lesson about sanitizing process. lesson about the total productive students ask what theyve learned
sanitizing. maintenance. the previous lesson:
-What is total productive
maintenance?
The teacher solicits ideas from The teacher discuss the The teacher discuss the The teacher discuss a new lesson
students to discuss the difference topic about some terminology objective which to keep and about the three primary ways to
between cleaning and sanitizing. that would be used for sanitizing. improve production facilities approach equipment maintenance.
stable efficient at the lowest
cycle cost.
The teacher asks students to site The teacher presenting Teacher shows video clips on The teacher should also expound
a situation that would easily examples using the Power Point sanitary practices for the her/his discussion about the
identify the difference between Presentation for the students students to understand the emphasis of preventive, run-to-
cleaning and sanitizing. easily recognized the process of lesson well. failure and predictive maintenance.
sanitization.
The teacher discuss about The teacher discuss about The teacher explain about The teacher further explain that
cleaning and sanitizing those the two methods of sanitization basic policy maintenance during evaluation this identify all
food contact surfaces. and how it is being applied. control. procedures, including parts
programs, recordkeeping, and
workflows that support the
maintenance effort.
The teacher further explain The teacher elaborate the topic The teacher further explain the The teacher elaborate the topic that
about: about the application of the two basic elements for actual emphasized the placed of work
-What are the common cleaning methods in a working area. maintenance control. orders for the repair or replacement
agents? of key items that can bring down a
machine which done in certain
industry.
The teacher draws another The teacher have a run through The teacher have an overview The teacher having a run-though of
examples on distinguishing of the lesson for the students to about the discussion for the what has been discuss, for the
between cleaning and sanitizing. refresh about the lesson. students not to forget the lesson. students to differentiate the three
primary ways to approach
equipment maintenance.
The teacher emphasized the The teacher implies the The teacher wants the students The teacher wants to appreciate the
significance of valuing the students to apply what theyve to learned and appreciate the value of the three primary ways to
attitude of being cleaned and learned about sanitizing. use of maintenance control. approach equipment maintenance.
sanitized most especially in
dealing foods.
21
Jski.dv
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
The teacher encourage the
students to understand between
cleaning and sanitizing in every
lives and in working setting.
The teacher give a situation and
let them have a role paly as part
of their performance.
Agreement:
Teacher asks students to go
online and research about the
process of sanitation.
The teacher emphasized
the importance of understanding
about sanitizing.
The teacher let the students to
answer the given question:
1. Enumerate the methods
of sanitizing. And
explain.
Agreement:
Teacher ask the students to go
online and research about the
total productive maintenance.
Teacher deepens students to
adhere the application of
maintenance control.
Teacher draws situational
question that would trigger the
minds of the students to think
how to manage the maintenance
control.
Agreement:
Teacher asks students to go
online and research about
preventive maintenance.
The teacher encourage the students
to familiarized the three primary
ways to approach equipment
maintenance.
The teacher ask some related
question that would challenge their
minds to think and remember the
lesson.
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
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
BB. No. of learners who earned Note: To be determined upon the finalization of the results of the unit assessment
80% in the evaluation
CC. No. of learners who require Note: To be determined upon the finalization of the results of the unit assessment
additional activities for
remediation who scored below
80%
DD. Did the remedial lessons Note: To be determined upon the finalization of the results of the unit assessment
work? No. of learners who
have caught up with the lesson
EE. No. of learners who continue to Note: To be determined upon the finalization of the results of the unit assessment
require remediation
FF. Which of my teaching 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
strategies worked well? Why were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.
did these work?
GG. What difficulties did I 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
encounter which my principal set up which is flooded with plenty of chairs.
or supervisor can help me
solve?
HH. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect,
materials did I use/discover and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with
other teachers?

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 PREPARED BY: CHECKED BY:

GRADE 11 to 12 School Grade Level 9 (FOOD PROCESSING)

DAILY LESSON Teachers Learning Area T.L.E.
LOG Teaching Dates and Time Jan. 2-5, 2016 (week 7) Quarter 3rd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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,
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:
-records are completed according to workplace procedures
B. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding on dispensing understanding on dispensing understanding on dispensing understanding on dispensing non-
non-bulk ingredients. non-bulk ingredients. non-bulk ingredients. bulk ingredients.
C. Performance Standard The learner demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
independently the given method independently the given method independently the given method independently the given method of
of dispensing non-bulk of dispensing non-bulk of dispensing non-bulk dispensing non-bulk ingredients.
ingredients. ingredients. ingredients.
Learning Competency/Objectives Complete the dispensing Complete the dispensing Complete the dispensing Complete the dispensing process.
Write the LC code for each. process. process. process. 1. answer questions with
1. answer questions 1. discuss the definition of a 1.discuss each of the comprehension
comprehensively tagging-out Seven Basic Steps for Lock-out (TLE-AFFP9NB-Iva-b-3)
(TLE-AFFP9NB-Iva-b-3) (TLE-AFFP9NB-Iva-b-3) Tag-out
(TLE-AFFP9NB-Iva-b-3)
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 Maintaining and storage of Maintaining and storage of
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II.LEARNING RESOURCES
A. References
1.Teachers Guide pages
2.Learners Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living the mind of the students to
Competency-Based Learning
Material
Curriculum Guide
CBLM
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.
The teacher allows the students
to review for the test
The teacher draw some
questions for them to recall the
lesson.
The teacher gives clues/hints for
thorough review of the lesson.
The teacher gives proper
instructions about the formative
test.
The teacher assures the students
to set their minds in the test.
. The teacher let the students be
ready in the test.
The teacher wants to inculcate
seriously focus on the test given.
equipment/utensil
Competency-Based Learning
Material
Curriculum Guide
CBLM
The teacher introduce a new
lesson about tag-out system.
The teacher discuss the
definition of a tagging-out.
The teacher site more example
about tagging-out of equipment.
The teacher discuss about
purposes of equipment tag-out
bill.
The teacher further explain about
the tag documents that needs to
complied.
The teacher draws another for
the students to interact the
questions and answer portion.
The teacher emphasized
the significance of valuing the
tagging-out system most
dispensing equipment
Competency-Based Learning
Material
Curriculum Guide
CBLM
The teacher continue the
discussion about the seven
Seven Basic Steps for Lock-out test.
Tag-out
The teacher discuss each of the . The teacher draw some questions
Seven Basic Steps for Lock-out for them to recall the lesson.
Tag-out
Teacher shows another
example for the students to
understand the relevance of
Seven Basic Steps for Lock-out
Tag-out
The teacher explain about the
purpose of the Seven Basic
Steps for Lock-out Tag-out
The teacher further explain the
Seven Basic Steps for Lock-out
Tag-out on the application in
work setting.
The teacher have an overview
about the discussion for the
students not to forget the lesson.
The teacher wants the students
to learned and develop their
selves of in practicing the
dispensing equipment
From the internet source
Curriculum Guide
http://www.foodmanufacturing.com/
The teacher let the students to
prepare themselves in a formative
The teacher should also give some
hints/clues for them to refresh their
minds about the previous lesson.
The teacher give proper instructions
about the formative test.
The teacher assures the students
for them to set their minds in the
formative test.
The teacher let the students be
ready in the formative test.
The teacher focus on the
administering the formative test
based the topic being discussed.
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H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V.REMARKS
The teacher highlights the
significance of having knowledge
on the particular lesson.
Through Power Point
Presentation, the teacher give a
completion type of test. Let the
students answer the test
Agreement:
Teacher asks the students to go
online and research about
tagging-out.
especially preventing improper
operation of equipment.
The teacher encourage the
students to understand the
purpose of tagging-out the
equipment to hazard and risk.
The teacher draws a questions
and let the students to answer
the questions.
Agreement:
Teacher asks students to go
online and research about
Seven Basic Steps for Lock-out
Tag-out
Seven Basic Steps for Lock-out
Tag-out
Teacher deepens students to
emphasized the application of
Seven Basic Steps for Lock-out
Tag-out during in a work setting.
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
Agreement:
Teacher announce the students
to study their lesson for a
formative test next meeting.
The teacher should conduct a
summative test for the students to
be assessed of what theyve
learned.
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
step of lock-out which notify all
those who need to know that a lock-
out tag-out procedure is taking
place.
Agreement:
Teacher asks the students to go
online and research about records
are completed according to
workplace procedures.

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Note: To be determined upon the finalization of the results of the unit assessment
evaluation
B.No. of learners who require additional Note: To be determined upon the finalization of the results of the unit assessment
activities for remediation who scored
below 80%
C.Did the remedial lessons work? No. of Note: To be determined upon the finalization of the results of the unit assessment
learners who have caught up with the
lesson
D.No. of learners who continue to require Note: To be determined upon the finalization of the results of the unit assessment
remediation
E. Which of my teaching strategies 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
worked well? Why did these were not confident enough in sharing their ideas, thoughts and feeling concerning the subject. Active participation via group discussions was evident.

25
Jski.dv
 work?
F. What difficulties did I encounter 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
which my principal or supervisor set up which is flooded with plenty of chairs.
can help me solve?
G. What innovation or localized Examples used to illustrate the concepts were contextualized. For instance, in teaching text structures such as chronological order, comparison and contrast, cause and effect,
materials did I use/discover and problem and solution, the texts used included the Brief History of the School, Pasig River, Typhoon Sendong, etc.
which I wish to share with other
teachers?

PREPARED BY: CHECKED BY:

26
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