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Paul College of Bocaue Page 1 of


Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Domain/ Component HOME ECONOMICS 10 (Cookery) No. of Meetings 1


 Cleaning and Maintaining Kitchen Date Submitted June 2, 2017
Content
Premises Inclusive Dates June 5-9, 2017
Grade Level 10 No. of Hours per Meeting 2 hours

Content Standards: The learner


(taken from the Syllabus)  demonstrate an understanding of basic concepts and underlying theories and principles in cleaning and maintaining kitchen premises
Performance Standards: The learner should be:
(taken from the Syllabus)  maintain clean kitchen premises, tools, and equipment in commercial cooking
The learners should be able to
Learning Competency:  identify the different types of cooking utensils and equipment
(taken from the Syllabus)
 wash dishes, cooking utensils, glasses, and flatware
 identify the different kitchen tools and equipment and their uses,
Learning Objectives:  explain the importance of the cleanliness and sanitation of the kitchen,
(to be formulated by the teacher)  demonstrate proper procedures in washing dishes, cooking utensils, glasses, flatware, storing clean dishes and utensils,
 value the importance of cleaning and maintaining kitchen premises
Essential Question:  How can you promote cleanliness and sanitation in the kitchen?
(to be formulated by the teacher)
Essential Understandings:  Cleanliness and sanitation in the kitchen involves a step-by-step procedure in cleaning and sanitizing using appropriate materials, supplies and equipment.
(to be formulated by the teacher)
 Cleanliness is next to Godliness Outcome-Based Performance Components  Advocates for peace and universal well-being
Values Integration
 Explorers and Problem Solvers

Daily Routine: The class starts and ends with a prayer.


Week 1
Stage 1 Engage - Activating Prior Knowledge
Activity: Ask the students their knowledge about cooking:
1. Are you knowledgeable enough in cooking?
2. What meal you usually cook in your home?
3. How do you prepare the meal that you’re going to cook?
4. Are you aware of the sanitation in your kitchen?
Stage 2 Explore, Explain, Extend - Delivery of Content
Activity: Discuss the different Kitchen Tools and Equipment and their uses (Present this with the use of PowerPoint)
A. Cooking Equipment
1. Primary Cooking Equipment
St. Paul College of Bocaue Page 2 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Range Oven Steam Kettle Broiler Griddles Fryers Steam Cooker

2. Auxiliary Cooking Equipment

Mixer Slicer Grinder Chopper Molder Blender Peelers Corers Waffle iron

Toaster Egg cooker Coffee maker Food warmer Refrigerator


St. Paul College of Bocaue Page 3 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

B. Utensils used in commercial cooking

Serving trays Soup bowl Utility tray Grater Can Opener Food mills Kitchen Shear Measuring cups and spoon Serving Spoons

Wire whips Saucepots Flour sifter Double broiler Baking pans Roast pan Utility tray Mixing bowl

Colanders Dish pans Strainers Frying pan Wok Tong Knives

Dough cutter Chopping board Scooper Ladle Kitchen forks Rolling pin Kitchen scale
St. Paul College of Bocaue Page 4 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Present Essential Question: How can you promote cleanliness and sanitation in the kitchen?
Present Essential Understanding: Cleanliness and sanitation in the kitchen involves a step-by-step procedure in cleaning and sanitizing using appropriate materials, supplies and equipment.
 General guidelines in the cleanliness and sanitation of the kitchen
Here some essentials to keep in mind in maintaining cleanliness at the high standard.
1. Physical equipment and kitchen layout should be conducive to good sanitary practices.
2. Dishes, glasses, utensils, tools, and equipment should be thoroughly cleaned and properly sanitized.
3. Floors, walls, ceilings, counters, tables, and chairs, should be cleaned regularly.
4. Vermin and rodents should be eliminated from the kitchen premises, especially the food area.
5. Disposal of garbage and rubbish should be done daily.
6. Adequate employee supervision, as well as a program of educating employees on sanitation, should be maintained.
 Procedure in washing dishes, cooking utensils, glasses, and flatware; Storing clean dishes and utensils
a. Scrapping and removal of leftover food and waste from soiled dishes. Waste should be put through an opening in a soiled dish table leading to a garbage receptacle underneath or into a
garbage disposer.
b. Pre-rinsing dishes in lukewarm or cold water to remove food particles or soil that otherwise may “bake” on during the washing process.
c. Washing in clean water at 140 degrees F or higher for at least two minutes. This treatment will sanitize the dishes, which may then be removed and allowed to air dry.
d. Another step that often may come first – soaking – is also employed in washing pots and pans, flatware, or dishes with heavy coatings of food or grease.
Activity 2: Show a video of washing dishes, cooking utensils, glasses, and flatware; Storing clean dishes and utensils to the class
Stage 3 Evaluate - Assessment
Activity: Graded Recitation (15 points)
Answer the following questions:
1. Why knowledge and skills in using the kitchen tools and equipment is important?
2. Why do we need to follow the procedures in cleaning kitchen tools and equipment?
3. Why is absolute hygiene and sanitation important in the kitchen?

Note: Demonstration of proper procedures in washing dishes, cooking utensils, glasses, and flatware, storing clean dishes and utensils will be done every cooking activity.

Resources: Books
(Websites, Materials, Other print materials) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014
Materials: Board and marker, laptop
Remarks:
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
Submitted by: Reviewed by: Noted by: Approved by:

Mr. Jonathan M. Bernardo / Ms. Kareen Grace C. Germiniano Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
Subject Teachers STL - TLE HS Academic Chair Directress-Principal
St. Paul College of Bocaue Page 5 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Domain/ Component: HOME ECONOMICS 10 No. of Meetings: 1


Date Submitted June 9, 2017
Content:  Organizing and Preparing Food
Inclusive Dates June 13-16, 2017
Grade Level 10 No. of Hours per Meeting: 2 hours

Content Standards: The learner


(taken from the Syllabus)  demonstrate understanding of basic concepts and underlying theories and principles in organizing and preparing food.
Performance Standards: The learner
(taken from the Syllabus)  organize and prepare a variety of food in accordance with the general food preparation techniques.
The learners should be able to
Learning Competency:  demonstrate the procedure in getting ready for food preparation,
(taken from the Syllabus)  choose properly different food items such as dairy products, dry goods, condiments, seasoning, sauces, herbs and spices, fruits and vegetables, fish and seafood,
poultry, deli, and beverages.
 explain the importance of organizing and preparing food,
Learning Objectives:  discuss the procedure involved in getting ready for food preparation,
(to be formulated by the teacher)  describe the different food items,
 organize a systematic order of doing things.
Essential Question:  Why is it important to organize and prepare food?
(to be formulated by the teacher)
Essential Understanding:  Organizing and preparing food can prevent unnecessary waste, loss of nutrients, and preserve the freshness and good quality of ingredients.
(to be formulated by the teacher)
 Community Outcome-Based Performance Components  Responsive
Values Integrated  Communicator
 Team player
Daily Routine: The class starts and ends with a prayer.
Week 2
Stage 1 Engage - Activating Prior Knowledge

Present Essential Question to the students: Why is it important to organize and prepare food?
Socialized Recitation: Call on volunteers to write the answers on the board one by one. Then ask each volunteer student to explain briefly what he/she has written on the board.
Present Essential Understanding: Organizing and preparing food can prevent unnecessary waste, loss of nutrients, and preserve the freshness and good quality of ingredients.

State the objectives:


 explain the importance of organizing and preparing food,
 discuss the procedure involved in getting ready for food preparation,
 describe the different food items,
 organize a systematic order of doing things
St. Paul College of Bocaue Page 6 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Stage 2 Explore, Explain, Extend - Delivery of Content


Activity 1: Discuss the procedure involved in getting ready for food preparation
A. Preparing the tools and equipment to use.
It is essential that we should know what tools and equipment are appropriate for the dish or recipe you are preparing and that you should have the knowledge and skill on how to use
each properly. Position them within reach to save on time and travel. Remember that large equipment like ovens, ranges, mixers, grillers slicers, refrigerators, and freezers are attached to
their permanent stations. The location of these equipment is important to save steps and energy.
B. Assembling and preparing ingredients for menu items.
a. Check your recipe calculation and study carefully the measurements of the ingredients, especially if the recipe is to be enlarged or reduced depending the number of portion
serving required.
b. Collect your ingredients immediately before the start of your presentation. Be sure the ingredients are available. If not, take immediate action.
c. Weigh or measure each ingredient as indicated in the recipe. Check and recheck each measurement. Be sure that your weighing scale is properly calibrated and your volume
metric measurement using cups, teaspoons and quarts are done using correct technique of measurement.
C. Planning for the process of work
Arrange the ingredients, tools, and equipment in the best order of use so that the phases of work can move in the easiest, quickest, and simplest manner possible. Position each
ingredient and tool within reach. Allow both hands to be used in a smooth rhythmic manner. Store frequently used items within minimum reach and less frequent ones within maximum
reach and less frequent ones within maximum reach or near the work center.
D. Allotting time for work to be done.
Always have a schedule for work. Post it where it can be seen easily. Timing is critical in food preparation to ensure high quality products; that is, prepared and served on time and
at the right temperature. Observe critical points in the process flow of preparation of recipe.

Activity 2: (Group Reporting) Describe the different food items. Students will form a pair. Each pair will be given a picture of food items that they’re going to report or describe.

Dairy products Dry goods Condiments, seasonings, and sauces Herbs and spices Fruits and vegetables

Deli Products Poultry Fish and seafoods Beverages

Give a follow up explanation every after report.


St. Paul College of Bocaue Page 7 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Stage 3 Evaluate - Assessment


Activity: Graded Recitation (10 points)
Answer the following questions:
1. What advantages can be derived from buying fresh fruits and vegetables? Canned fruits and vegetables? Cite three (3) advantages for each.
2. Why is timing very important in food preparation, especially in commercial cooking? Cite at least four (4) reasons.
Assignment:
Tell students that they’re going to prepare the first dish next meeting which is the Clubhouse Sandwich. Ask them to form their group with a leader. Give to them the list of ingredients needed
in preparing the said dish. The procedure will explain next meeting during cooking time. The leader will assign each member of the materials needed to bring in preparing the said dish:
1. Tools
2. Ingredients
3. Hairnet
4. Apron
5. Towel
6. Plastic gloves

Resources: Books
(Websites, Materials, Other print materials) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
https://www.google.com.ph/search?q=dairy+products&source= Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014
lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwj-
2MPihLDUAhVI2LwKHVI1DVkQ_AUIBigB&biw=1366&bih=659&dpr=
1#tbm=isch&q=beverages&imgrc=KYmbsMDXX2oshM:

Materials: Board and marker, laptop, different pictures of food items

Remarks:
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
___________________________________________________
Submitted by: Checked by: Reviewed by: Approved by:

Mr. Jonathan M. Bernardo / Ms. Kareen Grace C. Germiniano Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
Subject Teachers STL - TLE HS Academic Chair Directress-Principal
St. Paul College of Bocaue Page 8 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Domain/ Component: HOME ECONOMICS 10 No. of Meetings: 1


Introduction
 Concepts in cookery
Content: Date Submitted: June 27, 2016
 Relevance of the course
 Career opportunities
June 30, 2015 (Week 3) Continuation of previous No. of Hours per Meeting: 2 hours
Inclusive Dates:
topic

Content Standards: The learner should be


(taken from the Syllabus)  demonstrate an understanding of core concepts and principles in cookery.
Performance Standards: The learner should be:
(taken from the Syllabus)  apply core competencies in cookery as prescribed in the TESDA Training Regulation
The learners should be able to
 explain concepts in cookery
Learning Competency:
 discuss the relevance of the course
(taken from the Syllabus)
 explore career opportunities in cookery

After the discussion, the students are expected to:


Learning Objective:  identify the different kitchen tools and equipment and their uses,
(to be formulated by the  explain the importance of the cleanliness and sanitation of the kitchen,
teacher)  demonstrate proper procedures in washing dishes, cooking utensils, glasses, flatware, storing clean dishes and utensils,
 value the importance of all the proper ways in cookery.
Essential Understanding:  Commercial cooking is cooking for business and profit. It involves quantity preparations. It means preparing food at a quantity that will meet the demand of a
(to be formulated by the great number of customer.
teacher)
Essential Question:  How can be a successful in the field of commercial cooking?
(to be formulated by the
teacher)
 Creativity
 Care
Values Integrated
 Responsibility
 Discipline

Daily Routine: The class starts and ends with a prayer.

Week 3
St. Paul College of Bocaue Page 9 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Stage 1 Engage - Drawing of Prior Knowledge


Activity: Ask the students their knowledge about cooking:
1. Are they knowledgeable enough in cooking?
2. What meal they usually cook in their home?
3. How are they preparing the meal that they going to cook?

Stage 2 Explore, Explain, Extend - Delivery of Content


Activity: Discuss the following:
 Different kitchen tools and equipment and their uses
 General guidelines in the cleanliness and sanitation of the kitchen
 Procedures in washing dishes, cooking utensils, glasses, and flatware, storing clean dishes and utensils.

Stage 3 Evaluate - Assessment


Activity: Graded Recitation (15 points)
Answer the following questions:
1. Why knowledge and skills in using the kitchen tools and equipment is important?
2. Why do we need to follow the procedures in cleaning kitchen tools and equipment?
3. Why is absolute hygiene and sanitation important in the kitchen?
Note: Demonstration of proper procedures in washing dishes, cooking utensils, glasses, and flatware, storing clean dishes and utensils will be done every cooking activity.

Resources: Books
(Websites, Materials, Other print materials) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014

Materials: Board and marker, laptop

Remarks:
__________________________________________________________________________________________________________________________________________________________________
________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
________________________________________________

Submitted by: Reviewed by: Noted by: Approved by:

Mr. Jonathan M. Bernardo Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
St. Paul College of Bocaue Page 10 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Subject Teacher STL - TLE HS Academic Chair Directress-HS Principal

Domain/ Component: HOME ECONOMICS 10 No. of Meetings: 1


Content: PREPARE CLUBHOUSE SANDWICH Date Submitted: June 30, 2016
Inclusive Dates: July 5, 2016 No. of Hours per Meeting: 2 hours

Content Standards: The learner should be-


 demonstrate understanding of preparing and cooking clubhouse sandwich
Performance Standards: The learner should be:
 independently prepare clubhouse sandwich
The learners should be able to
 perform mise en place (to put everything in place)
Learning Competency:
 prepare and cook clubhouse sandwich
 present egg clubhouse sandwich
 evaluate the finished product
After the discussion, the students are expected to:
Learning Objective:  perform mise en place (to put everything in place)
(to be formulated by the  prepare and cook clubhouse sandwich
teacher)  present clubhouse sandwich
 evaluate the finished product
Essential Understanding:  Sandwiches are a favorite item of people across cultures. It is one of the easiest and nourishing food to prepare for the young and old alike.
(to be formulated by the
teacher)
Essential Question:  How to make clubhouse sandwich?
(to be formulated by the
teacher)
St. Paul College of Bocaue Page 11 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

 Creativity
 Care
Values Integrated
 Responsibility
 Discipline

Daily Routine: The class starts and ends with a prayer.

Week 4
Stage 1 Engage - Drawing of Prior Knowledge
Activity: Ask the following questions to students:
1. Have you eaten different kinds of sandwich?
2. What kind of sandwich have you eaten?
3. Which kind of sandwich you mostly prefer to eat? Why?
Stage 2 Explore, Explain, Extend - Delivery of Content
Activity: Introduce Clubhouse Sandwich
a. Ingredients – eggs, bacon, ham, chicken, lettuce, tomato, etc.
b. Nutritive value

Stage 3 Evaluate – Assessment


Activity 1: Students will prepare mise en place at the HE Room
a. wearing of hairnet and apron
b. washing of their hands and sanitize
b. washing all tools and dishes needed (wash and dry all needed tools)
c. separating the dry and wet ingredients in a bowl

Activity 2: Cook clubhouse sandwich according to procedures

Activity 3: Present clubhouse sandwich

Criteria: Palatability/Taste – 20
Appearance - 15
Presentation – 15
Total – 50 points

Resources: Books
(Websites, Materials, Other print materials) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014
St. Paul College of Bocaue Page 12 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Materials: Board and marker, laptop

Remarks:
__________________________________________________________________________________________________________________________________________________________________
________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
________________________________________________

Submitted by: Reviewed by: Noted by: Approved by:

Mr. Jonathan M. Bernardo Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
Subject Teacher STL - TLE HS Academic Chair Directress-HS Principal

Domain/ Component: HOME ECONOMICS 10 No. of Meetings: 1/week


Content: PREPARING VARIETY OF APPETIZERS Date Submitted: July 14, 2016
Inclusive Dates: July 12, 2016 (carry over to July 19, 2016) No. of Hours per Meeting: 2 hours/week

Content Standards: The learner should be able to understand:


(taken from the Syllabus)  the knowledge, skills, and attitudes required in preparing appetizers
Performance Standards: The learner should be:
(taken from the Syllabus)  independently prepares appetizers
Learning Competency: The learners should be able to
(taken from the Syllabus)  identify tools and equipment needed in the preparation of appetizers
 clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks
St. Paul College of Bocaue Page 13 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

 follow workplace safety procedures


 classify appetizers according to ingredients
 identify ingredients according to the given
 prepare and cook variety of appetizers
 present appetizers attractively
 evaluate the finished product using rubric
After the discussions, the students are expected to
 identify tools and equipment needed in the preparation of appetizers
 clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks
Learning Objectives:
 follow workplace safety procedures
(to be formulated by the
 classify appetizers according to ingredients
teacher)
 identify ingredients according to the given recipe of appetizer
 prepare a variety of appetizers
 present appetizers attractively
Essential Understandings:  Appetizers are served as an introduction in formal dinner. It provides a natural transition to the meal. They can fill in lightly the hungry stomach of guest as they
(to be formulated by the wait and gather while the main courses of the meal are being prepared.
teacher)
Essential Question:  Why do many people prefer to eat meal with appetizer?
(to be formulated by the  How to make a variety of appetizers?
teacher)
 Cooperation
 Discipline
Values Integrated
 Care
 Responsibility.

Daily Routine: The class starts and ends with a prayer.

Week 5 carry over to Week 6


Stage 1 Engage - Drawing of Prior Knowledge
Activity: Ask the following questions to students:
1. Have you attended in a formal occasion?
2. What usually the first meal to be served in a formal occasion?
3. In your own eating habit, are you preferring to eat some food that will only stimulate your tummy/stomach before the main dish?
4. What kind of appetizer you usually prefer to eat?
Present Essential Question: Why do many people prefer to eat an appetizer before the main meal?
St. Paul College of Bocaue Page 14 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Stage 2 Explore, Explain, Extend - Delivery of Content


Activity: Have a discussion about appetizers – are an assortment of delicacies served in small or bite-sized portions. They consist of a variety of food such as nuts, cheese, canapes, hors d’oeuvres, fancy
cakes and sandwiches, stuffed eggs,
crunchy vegetables with dips, grilled fillets, shrimps, squids, oysters, mussels, cocktail hotdogs, sausages, meat, liver, ham, bacon, and chicken.
Present Essential Understanding: Appetizers are served as an introduction in formal dinner. It provides a natural transition to the meal. They can fill in lightly the hungry stomach of guest as
they wait and gather while the main courses of
the meal is being prepared.
Discuss also the classification of appetizers:
 Fruit appetizers
 Canapes
 Grilled or over-the-coal appetizer
 Party breads and pastries
 Tasty tidbits
 Vegetable hors d’oeuvres
 Beverages
Prepare the students for their cooking activity (they will cook by group). Tell the ingredients and explain the procedures for each recipe:
1. Ham and cheese canapes
2. Chicken lollipop
3. Sweet chili prawns
Stage 3 Evaluate - Assessment
Activity: Students will perform mise en place at the HE Room
a. wearing of hairnet and apron
b. washing of their hands and sanitize
b. washing all tools and dishes needed (wash and dry all needed tools)
c. separating the dry and wet ingredients in a bowl
Activity 2: Cook three appetizers according to procedures
Activity 3: Present variety of appetizers
Criteria: Palatability/Taste – 20
Appearance - 15
Presentation – 15
Total – 50 points

Resources: Books
(Websites, Software, Materials, etc) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014
Materials: Kitchen tools and equipment
Remarks:
St. Paul College of Bocaue Page 15 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

__________________________________________________________________________________________________________________________________________________________________
________________
__________________________________________________________________________________________________________________________________________________________________
________________
Submitted by: Reviewed by: Noted by: Approved by:

Mr. Jonathan M. Bernardo Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
Subject Teacher STL - TLE HS Academic Chair Directress-HS Principal

Domain/ Component: HOME ECONOMICS 10 No. of Meetings: 1/week


Content: PREPARING VARIETY OF APPETIZERS Date Submitted: July 22, 2016
July 19, 2016 (carry over/continuation to July 26, No. of Hours per Meeting: 2 hours/week
Inclusive Dates:
2016)

Content Standards: The learner should be able to understand:


(taken from the Syllabus)  the knowledge, skills, and attitudes required in preparing appetizers
Performance Standards: The learner should be:
(taken from the Syllabus)  independently prepares appetizers
The learners should be able to
 identify tools and equipment needed in the preparation of appetizers
 clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks
 follow workplace safety procedures
Learning Competency:
 classify appetizers according to ingredients
(taken from the Syllabus)
 identify ingredients according to the given
 prepare and cook variety of appetizers
 present appetizers attractively
 evaluate the finished product using rubric
After the discussions, the students are expected to
 identify tools and equipment needed in the preparation of appetizers
 clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks
Learning Objectives:
 follow workplace safety procedures
(to be formulated by the
 classify appetizers according to ingredients
teacher)
 identify ingredients according to the given recipe of appetizer
 prepare a variety of appetizers
 present appetizers attractively
Essential Understandings:  Appetizers are served as an introduction in formal dinner. It provides a natural transition to the meal. They can fill in lightly the hungry stomach of guest as they
(to be formulated by the wait and gather while the main courses of the meal are being prepared.
St. Paul College of Bocaue Page 16 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

teacher)
Essential Question:  Why do many people prefer to eat meal with appetizer?
(to be formulated by the  How to make a variety of appetizers?
teacher)
 Cooperation
 Discipline
Values Integrated
 Care
 Responsibility.

Daily Routine: The class starts and ends with a prayer.

Week 6 carry over to Week 7


Stage 1 Engage - Drawing of Prior Knowledge
Activity: Ask the following questions to students:
1. Have you attended in a formal occasion?
2. What usually the first meal to be served in a formal occasion?
3. In your own eating habit, are you preferring to eat some food that will only stimulate your tummy/stomach before the main dish?
4. What kind of appetizer you usually prefer to eat?
Present Essential Question: Why do many people prefer to eat an appetizer before the main meal?
Stage 2 Explore, Explain, Extend - Delivery of Content
Activity: Have a discussion about appetizers – are an assortment of delicacies served in small or bite-sized portions. They consist of a variety of food such as nuts, cheese, canapes, hors d’oeuvres, fancy
cakes and sandwiches, stuffed eggs,
crunchy vegetables with dips, grilled fillets, shrimps, squids, oysters, mussels, cocktail hotdogs, sausages, meat, liver, ham, bacon, and chicken.
Present Essential Understanding: Appetizers are served as an introduction in formal dinner. It provides a natural transition to the meal. They can fill in lightly the hungry stomach of guest as
they wait and gather while the main courses of
the meal is being prepared.
Discuss also the classification of appetizers:
 Fruit appetizers
 Canapes
 Grilled or over-the-coal appetizer
 Party breads and pastries
 Tasty tidbits
 Vegetable hors d’oeuvres
 Beverages
Prepare the students for their cooking activity (they will cook by group). Tell the ingredients and explain the procedures for each recipe:
1. Ham and cheese canapes
2. Chicken lollipop
3. Sweet chili prawns
St. Paul College of Bocaue Page 17 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Stage 3 Evaluate - Assessment


Activity: Students will perform mise en place at the HE Room
a. wearing of hairnet and apron
b. washing of their hands and sanitize
b. washing all tools and dishes needed (wash and dry all needed tools)
c. separating the dry and wet ingredients in a bowl
Activity 2: Cook three appetizers according to procedures
Activity 3: Present variety of appetizers
Criteria: Palatability/Taste – 20
Appearance - 15
Presentation – 15
Total – 50 points

Resources: Books
(Websites, Software, Materials, etc) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014
Materials: Kitchen tools and equipment
Remarks:
__________________________________________________________________________________________________________________________________________________________________
________________
____________________________________________________________________________________________________________________________________________________
______________________________
Submitted by: Reviewed by: Noted by: Approved by:

Mr. Jonathan M. Bernardo Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
Subject Teacher STL - TLE HS Academic Chair Directress-HS Principal

Domain/ Component: HOME ECONOMICS 10 No. of Meetings: 1/week


Content:  Preparing Stock, Sauces, and Soups Date Submitted: July 28, 2016
Inclusive Dates: August 2, 2016 No. of Hours per Meeting: 2 hours/week

The learner should be able to understand


Content Standards:
 basic concepts and underlying theories in preparing stock and soups
(taken from the Syllabus)
 concepts and principles in storing and reheating stocks, sauces, and soups
The learner should be:
Performance Standards:
 prepares a variety of stocks, sauces, and soups used in different cultures
(taken from the Syllabus)
 independently demonstrates competencies in storing and reheating stocks, sauces, and soups
St. Paul College of Bocaue Page 18 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

The learners should be able to


 prepare stocks for menu items
Learning Competency:  prepare sauces required for menu items
(taken from the Syllabus)  prepare soups required for menu items
 store and reconstitute stocks, sauces, and soups
 evaluate the finished product
After the discussion, the students are expected to:
 identify tools and equipment needed in the preparation of stock, sauces, and soups
 clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks
Learning Objectives:
 identify ingredients of different kinds of soups
(to be formulated by the
 prepare variety of stock, sauces and soups
teacher)
 evaluate the finished product
 follow workplace safety procedures
 present soup attractively
Essential Understandings:  Soup is an essential and nutritious part of our diet. It can be part of a meal or a meal in itself when served with some crusty bread and salad.
(to be formulated by the  Most soups come from stocks prepared by cooks and are used as base for sauces as well as for soups. Stocks is a liquid in which meat, chicken, fish, bones, and
teacher) vegetables are cooked and their flavors and essences are extracted.
Essential Question:  Why are soups important in a meal?
(to be formulated by the  Where does the different stock came from for making a soup and sauces?
teacher)
 Cooperation
Values Integrated
 Discipline
(to be formulated by the
 Care
teacher)
 Responsibility.

Daily Routine: The class starts and ends with a prayer.

Week 8
Stage 1 Engage - Drawing of Prior Knowledge
Activity: Ask the students the following questions:
1. Have you taste different kind of soup?
2. Do you prefer to eat with soup? Why?

Stage 2 Explore, Explain, Extend - Delivery of Content


Activity: Present Essential Understanding: Soup is an essential and nutritious part of our diet. It can be part of a meal or a meal in itself when served with some crusty bread and salad.
Most soups come from stocks prepared by cooks and are used as base for sauces as well as for soups. Stocks is a liquid in which meat, chicken, fish, bones, and
St. Paul College of Bocaue Page 19 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

vegetables are cooked and their flavors and


essences are extracted.
Discuss the classification of soups
 Clear soup – thin soup consisting mostly of broths, bouillons, consommés, and vegetable soup.
 Thick soup – highly flavored soups with viscous or jellied liquid and some solids
 Special and National – these can be both clear and thick soups.

Proceed the discussion about the Sauces


Sauces – liquid seasonings that enhances the flavors of food. It may be warm or cold.
Types of Sauces
 Bechamel or Cream – originally prepared from veal stock. The term is now applied to cream sauce. It is made from milk and/or cream with white roux. It is used with
vegetables or cream dishes.
 Espaghole – brown sauce made from onion, celery, butter, flour, and brown roux. It is used in many meat and poultry dishes.
 Hollandaise – a yellow sauce made from egg yolk, butter, lemon juice, and gastric mixture.
 Tomato sauce – red sauce prepared from tomato product like stocks, seasoning and roux. This is an ideal sauce for many meat, poultry, fish, vegetable, and pasta dishes.
 Veloute – white sauce made from chicken or fish with a light roux. It is used with chicken or fish dishes.

Prepare the students for their cooking activity (they will cook by group). Tell the ingredients and explain the procedure.
1. Cream of Tomato Soup
2. Mixed Vegetable Soup
3. Cream of Vegetable Soup
4. Cream of Corn Soup
5. Chicken Soup
6. Cream of Chicken Soup
7. Barbecue Sauce
8. Lemon Cucumber Sauce
9. Cheese Sauce
10. Tomato Sauce
Stage 3 Evaluate - Assessment
Activity: Students will perform mise en place at the HE Room
a. wearing of hairnet and apron
b. washing of their hands and sanitize
b. washing all tools and dishes needed (wash and dry all needed tools)
c. separating the dry and wet ingredients in a bowl
Activity 2: Cook three appetizers according to procedures
Activity 3: Present variety of appetizers
Criteria: Palatability/Taste – 20
Appearance - 15
St. Paul College of Bocaue Page 20 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Presentation – 15
Total – 50 points

Resources: Books
(Websites, Software, Materials, etc) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014
Materials: Laptop, Kitchen tools and equipment
Remarks:
__________________________________________________________________________________________________________________________________________________________________
________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
________________________________________________

Submitted by: Reviewed by: Noted by: Approved by:

Mr. Jonathan M. Bernardo Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
Subject Teacher STL - TLE HS Academic Chair Directress-HS Principal
St. Paul College of Bocaue Page 21 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

Domain/ Component: HOME ECONOMICS 10 No. of Meetings: 1/week


Content:  Preparing Stock, Sauces, and Soups Date Submitted: August 11, 2016
Inclusive Dates: August 2, 2016 (carry over to August 9 and 16, 2016) No. of Hours per Meeting: 2 hours/week

The learner should be able to understand


Content Standards:
 basic concepts and underlying theories in preparing stock and soups
(taken from the Syllabus)
 concepts and principles in storing and reheating stocks, sauces, and soups
The learner should be:
Performance Standards:
 prepares a variety of stocks, sauces, and soups used in different cultures
(taken from the Syllabus)
 independently demonstrates competencies in storing and reheating stocks, sauces, and soups
The learners should be able to
 prepare stocks for menu items
Learning Competency:  prepare sauces required for menu items
(taken from the Syllabus)  prepare soups required for menu items
 store and reconstitute stocks, sauces, and soups
 evaluate the finished product
After the discussion, the students are expected to:
 identify tools and equipment needed in the preparation of stock, sauces, and soups
 clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks
Learning Objectives:
 identify ingredients of different kinds of soups
(to be formulated by the
 prepare variety of stock, sauces and soups
teacher)
 evaluate the finished product
 follow workplace safety procedures
 present soup attractively
Essential Understandings:  Soup is an essential and nutritious part of our diet. It can be part of a meal or a meal in itself when served with some crusty bread and salad.
(to be formulated by the  Most soups come from stocks prepared by cooks and are used as base for sauces as well as for soups. Stocks is a liquid in which meat, chicken, fish, bones, and
teacher) vegetables are cooked and their flavors and essences are extracted.
Essential Question:  Why are soups important in a meal?
(to be formulated by the  Where does the different stock came from for making a soup and sauces?
teacher)
Values Integrated  Cooperation
St. Paul College of Bocaue Page 22 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

 Discipline
(to be formulated by the
 Care
teacher)
 Responsibility.

Daily Routine: The class starts and ends with a prayer.

Week 8 (carry over to Week 9 and 10)


Stage 1 Engage - Drawing of Prior Knowledge
Activity: Ask the students the following questions:
1. Have you taste different kind of soup?
2. Do you prefer to eat with soup? Why?

Stage 2 Explore, Explain, Extend - Delivery of Content


Activity: Present Essential Understanding: Soup is an essential and nutritious part of our diet. It can be part of a meal or a meal in itself when served with some crusty bread and salad.
Most soups come from stocks prepared by cooks and are used as base for sauces as well as for soups. Stocks is a liquid in which meat, chicken, fish, bones, and
vegetables are cooked and their flavors and
essences are extracted.
Discuss the classification of soups
 Clear soup – thin soup consisting mostly of broths, bouillons, consommés, and vegetable soup.
 Thick soup – highly flavored soups with viscous or jellied liquid and some solids
 Special and National – these can be both clear and thick soups.

Proceed the discussion about the Sauces


Sauces – liquid seasonings that enhances the flavors of food. It may be warm or cold.
Types of Sauces
 Bechamel or Cream – originally prepared from veal stock. The term is now applied to cream sauce. It is made from milk and/or cream with white roux. It is used with
vegetables or cream dishes.
 Espaghole – brown sauce made from onion, celery, butter, flour, and brown roux. It is used in many meat and poultry dishes.
 Hollandaise – a yellow sauce made from egg yolk, butter, lemon juice, and gastric mixture.
 Tomato sauce – red sauce prepared from tomato product like stocks, seasoning and roux. This is an ideal sauce for many meat, poultry, fish, vegetable, and pasta dishes.
 Veloute – white sauce made from chicken or fish with a light roux. It is used with chicken or fish dishes.

Prepare the students for their cooking activity (they will cook by group). Tell the ingredients and explain the procedure.
1. Cream of Tomato Soup
2. Mixed Vegetable Soup
3. Cream of Vegetable Soup
4. Cream of Corn Soup
St. Paul College of Bocaue Page 23 of
Document Title: Teaching-Learning Plan Subject: Grade 10 T.L.E Quarter: 1st SY: 2017-2018 23
Bocaue, Bulacan

5. Chicken Soup
6. Cream of Chicken Soup
7. Barbecue Sauce
8. Lemon Cucumber Sauce
9. Cheese Sauce
10. Tomato Sauce
Stage 3 Evaluate - Assessment
Activity: Students will perform mise en place at the HE Room
a. wearing of hairnet and apron
b. washing of their hands and sanitize
b. washing all tools and dishes needed (wash and dry all needed tools)
c. separating the dry and wet ingredients in a bowl
Activity 2: Cook three appetizers according to procedures
Activity 3: Present variety of appetizers
Criteria: Palatability/Taste – 20
Appearance - 15
Presentation – 15
Total – 50 points

Resources: Books
(Websites, Software, Materials, etc) Basbas, Leonora D.; Jasimal, Belen M.; Patino, Mary Jane DR.: Learning and Living in the 21 st
Century (Worktext in Technology and Livelihood Education 9): Rex Bookstore, 2014
Materials: Laptop, Kitchen tools and equipment
Remarks:
__________________________________________________________________________________________________________________________________________________________________
________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________
________________________________________________

Submitted by: Reviewed by: Noted by: Approved by:

Mr. Jonathan M. Bernardo Mr. Fredrich S. Buenaventura Mr. Richard P. Salvador Sr. Angeles D. Ilagan, SPC
Subject Teacher STL - TLE HS Academic Chair Directress-HS Principal