SESSION1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES:
The learner demonstrates
understanding of the core
concept and underlying
A. Content Standards theories in preparing and
presenting gateaux, tortes
and cakes
The learner demonstrates
understanding of the core
concept and underlying
theories in preparing and
presenting gateaux, tortes
and cakes
The learner demonstrates
understanding of the core
concept and underlying
theories in preparing and
presenting gateaux, tortes
and cakes
The learner demonstrates
understanding of the core
concept and underlying
theories in preparing and
presenting gateaux, tortes
and cakes

The learner demonstrate
competencies in preparing
B. Performance Standards
and presenting gateaux,
tortes and cakes
The learner demonstrate The learner demonstrate The learner demonstrate
competencies in preparing competencies in preparing competencies in preparing
and presenting gateaux, and presenting gateaux, and presenting gateaux,
tortes and cakes tortes and cakes tortes and cakes

C. Learning Competencies/
Define Petit Fours and its types. Identify the different guidelines Value the importance of making Apply the skills and knowledge in
Objectives and procedures in making petit petit fours making petit fours.
fours.

II. CONTENT Petit fours and its type

Guidelines in making Petit Fours Evaluating opinions Assessment/Demonstration

III.LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Bread and Pastry Production Bread and Pastry Production Bread and Pastry Production Bread and Pastry Production
Pages Page 133 Page 134-135 Page 134-135
3. Textbook Pages
4. Additional Materials
from Learning
http:/www.breadandpastrypro http:/www.breadandpastryprod http:/www.breadandpastrypro http:/www.breadandpastryprod
Resource (LR) portal duction.com uction.com duction.com uction.com
B. Other Learning
Resources
IV. PROCEDURES
Unlocking of Difficulties Video presentation (Petit fours Presentation of types of
A. Reviewing previous
lesson or presenting the
(presentation of word using a Guidelines and its process) products/samples by pictures Mis en place
new lesson word puzzle) or actual samples in front of the Assesment/demonstration
class.
B. Establishing a purpose Ask: Have you ever attended a Ask: What did you observe on Students will identify each of
for the lesson
cocktail party? A buffet in a the video? Did you observe the the sample products. Demonstration
restaurant or hotel? Or the Mis en Place process?
desserts elegantly set on silver
 trays, glass receptacles and cake
pedestals?
C. Presenting examples/ Cite examples from the LM Cite examples from the LM Cite examples from the LM
instances of the new
lesson (Brain-teasers) (Brain-teasers) (Brain-teasers)
D. Discussing new concepts What is the importance of petit
and practicing new skills
#1 fours in a course?
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery What are the types of petit fours Identifying the guidelines.
(Leads to Formative
Assessment 3) and its classification. (recitation)
G. Finding practical
applications of concepts Teachers demonstration
and skills in daily living

H. Making generalizations Ask: What is the importance in What are guidelines in making
and abstractions about
the lesson making Petit fours? petit fours?

I. Evaluating learning Evaluating opinions Quiz Quiz 1-25 item Activity: Return Demonstration

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTIONS
A. No.of learners who
earned 80% on the
formative assessment
B. B. No.of learners who
require additional
activities for
remediation.
C. C. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
D. D. No.of learners who
continue to require
remediation
E. E. Which of my teaching  Question and answer  Group Discussion  Practicum
strategies worked well?
Why did these work?
(discussion)