GRADE 1 to 12 School
DAILY LESSON PLAN Teacher
I .OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency:
D. Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s 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
CROSSING BAYABAS NATIONAL HIGH SCHOOL Grade Level 12
JENNIFER P. BALAIS Learning Area BREAD AND PASTRY PRODUCTION
Teaching Dates and Time NOVEMBER 14, 2019/10:35 AM-12:05 PM Quarter 3RD QUARTER
The learner demonstrates understanding of the core concept and underlying theories in preparing and presenting
gateaux, tortes and cakes.
The learner demonstrates competencies in preparing and presenting gateaux, tortes and cakes.
Use appropriate equipment according to required pastry and bakery products and standard operating procedures.
Cool sponges and cakes according to established standards and procedures.TLE_HEBP912TC-IIIa-f-7
At the end of the lesson, the learners must be able to:
 Enumerate the appropriate tools and equipment for sponges and cakes.
 Express importance in using the appropriate tools and equipment in baking and the significance of
cooling sponges and cakes.
 Cool sponges and cakes according to established standards and procedures.
1. Required equipment and materials for sponge and cakes
2. Cooling temperature of sponge and cakes
*The facilitator reminded
the whole class of the House
Page 87 Rules ( Cleanliness, Early
Attendance)
Slide Decks
Teacher provides the objectives of the lesson and invokes prior knowledge. * The review was developed
by using the learners’ prior
knowledge.
Ask these following questions to serve as a review from the previous topic:
1. What are the main ingredients used for variety of sponge and cakes?
2. What are the specific temperatures used for different types of sponge and cakes?
3. How to pre-heat the oven?
4. What are the different types of sponge and cakes?
5. Name the different techniques use in preparing sponges and cakes.
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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
* In this case, the teacher
uses a PICTURE to start the
Show these pictures to the learners and let them identify one by one to give them a hint of the lesson.
new lesson that will also
develops the critical
thinking skills of her
students by asking HOTS
questions.
Guide questions:
1. What do think is the picture trying to imply?
2. How important is cooling the cake before storing?
3. What is the significance of using the correct materials and tools in baking?
The teacher gives additional input to images presented.
The teacher discuss about: *The teacher integrates ICT
by using Slide Decks in
presenting the new
1. Required equipment and materials for sponge and cakes
concepts. As an addition,
2. Cooling temperature of sponge and cakes more HOTS questions were
asked this time to enhance
the critical thinking skills
of the students.
The teacher gives additional input to the lesson. The teacher imparts new
knowledge to her students.
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F. Developing mastery
(leads to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H.. Making generalizations and
abstractions about the lesson
I. Evaluating learning
The teacher manages
Picture Identification (Individual Assessment) classroom structure to
engage learners in
1. The teacher will show a picture of baking tools and equipment. individual work.
2. Student will identify each picture presented.
Through this activity, the teacher can measure students’ mastery of the different baking tools and equipment.
How do you assess our lesson for today? Is it important? Why or why not? Do you think it is useful in our day to day
activities? In what instance for example can we apply this lesson in our daily living?
1. Name the required equipment and materials for sponge and cakes.
2. What is the cooling temperature for sponge and cakes?
Laboratory Activity: Giving positive feedbacks
on learners output.
1. The class will be divided into three (3) groups.
2. Every group needs to perform how to cool cakes according to established standards and procedures.
3. Students performance will be evaluated using the rubric below.
Note: This will be the same laboratory activity for baking sponge cake. This time, student will be separately evaluated
on how each group cools their own baked cake.
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 J. Additional activities for application or
remediation
The teacher will now choose selected learners to present output.

I. REMARKS

II. REFLECTION
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?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

JENNIFER P. BALAIS MELVIN B. TINIO SEGUNDINA C. RAMOS

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SHS Teacher II SHS-Focal Person/HT-1 Principal IV

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