School: STO.

DOMINGO ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: MARIA DELIA V. JIMENEZ Learning Area: TLE-H.E.
DAILY LESSON LOG Teaching Dates and
Time: (WEEK 7) Quarter: 1ST QUARTER

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
I. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and jo y in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
C. Learning Competencies / Objectives 3.2 Uses the tools/utensils and 3.2.1 Prepares plan on preserving/processing food
Write the LC code for each equipment and their substitutes in
food preservation / processing.
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.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-
(2014) Growing up with Home hacks.wonderhowto.com/
Economics and Livelihood Education. how-to/10-brilliant-
FNB Educational, Inc. QC. substitutions-for-specialized-
kitchen-tools-0150526/

https://www.youtube.com/
B. Other Learning Resources watch?v=N0Y2QlMO4Uw

https://www.youtube.com/
watch?v=KjG28t1iGQI
 IV. PROCEDURES
Recap of previous lesson Recap of previous lesson Recap of previous lesson. Recap of previous lesson. Mention that
Last week, the discussion was on food Yesterday, the class was able There were exercises or There were presentation of yesterday,
preservation, the benefits derived from to identify different activities on the use of the possible substitutes for the class
it as well as its different types. We also tools/instruments and different tools/instruments kitchen tools/instruments. started with
conducted an inventory of food that can equipment used in food and equipment in food There was a video the planning
be preserved and processed. preservation. preservation / food presentation of these for the
processing,. substitutes and how they can presentation
This week’s lesson is on the The class was able to be used. of
A. Reviewing previous lesson or tools/instruments/utensils and distinguish the difference The class was asked if they preserved/pr
presenting the new lesson equipment that we use for food between tool/instruments and could think of possible The class was also informed ocessed
preservation. equipment. substitute/s for that they willl present by food.
tools//instruments. group processed/preserved Today, they
food next week. will continue
to prepare
The class started with their for the
planning for the project and assignment
the first step was to identify a next week.
food item.

B. Establishing a purpose for the lesson Ask the learners on the importance of Our lesson for today is a Ask the learners why there is The eight (8) groups will Continue
familiarizing the learners with the continuation of the discussion a need to think of substitutes present their plans. with group
tools/utensils and equipment in food yesterday because the class for instruments/tools in the discussion on
preservation. will be asked to present the kitchen. There is emphasis on non- project.
recipes of preserved duplication of food items with
foods/processed foods and Emphasize the need to be the same mode of food The class
identify the tools/instruments resourceful for the learners preservation. discussed
and equipment used to Original File Submitted and with their
complete the process. Formatted by DepEd Club individuall
Member - visit depedclub.com group their
for more chosen
recipe, tools
and
equipment,
tasks for
each
member of
the group,
workplan,
and the
budget for
the project.
 Ask the difference between Individual class presentation. With reference to the assigned After presentation, the teacher The group
tools/instruments and equipment. task to the learners, the will ask the class to group representativ
The other members of the teacher will call on learners to themselves again then discuss e will check
Before the difference is determined, ask class will provide feedback on provide examples of the following: with the HE
the learners to give examples of tools / the presentation. substitutes.  Choosing a recipe. room if the
instruments and equipment.  Identifying tools and tools and
Show photos to the class. equipment that will be equipment
used in completing the needed are
process available.
Knife sharpener - sharpen your
knife with a ceramic bowl or  Listing the steps in
mug preserving/processing of If the tools
C. Presenting examples/ instances of the Egg separator – water bottle food are not
new lesson  Assigning tasks for each available, the
group member learners will
Jar opener – duct tape
 Designing a work plan bring them to
 Preparing a budget class.
Burger press – measuring cup,  Documenting photos
jar lids
Bring the
needed
Double boiler – two saucepans ingredients
or one pan and a mixing bowl for the
project..

Ask the learners examples of these Play a video clip on food The teacher will explain each The eight (8)
tools/instruments: preservation / food processing. Show a video on substitute for of the items that will be groups will
The video contains the specific kitchen tools/instruments. included in the presentation: provide
Response may include knives, fork, steps undertaken for the updates on
spoon, whisk, spatulas, graters, wooden completion of the process. https://www.youtube.com/  Recipe of the the status of
mallets, containers, plastic bins with The use of the tools / utensils/ watch?v=N0Y2QlMO4Uw preserved/processed food preparation
airtight lids, ceramic dishes with plastic instruments and equipment for their
D. Discussing new concepts and
lids and foil containers, jars, bag, food are very evident in the video. assignment.
practicing new skills #1 https://www.youtube.com/  Tools / instruments used in
brushes, measuring cups, colander, watch?v=KjG28t1iGQI the activity
strainer, timer, weighing scale,
measuring spoons, handheld can
Think of other substitute for  Equipment used in the
opener, cooking thermometer, etc.
tools/iinstrument. activity

Ask the learners examples of equipment

 Steps in
used in food preservation: juicer, mixer,
preserving/processing of
electric can opener, blender,
 refrigerator, stove, oven. food

What then is the difference between  Role of each member of the

tools and equipment? group

One major difference is the use of

electricity.

The teacher will show photos or The contents of the video will The teacher will inform the Tell the class that it might be
drawings of examples of be processed by the class. class that by next week, they the first time that they have
tools/instruments and equipment. will be bringing heard of the following:
preserved/processed foods  Work plan
The teacher will ask the learners the use which they themselves will  Budget
of each tool/instrument and equipment. prepare.  Photo Documentation

The teacher will then present a photo (not included in the CG)
The class will be divided into
where the specific tool or equipment is
eight (8). With reference to
used or being used.
the lessons last week on the
E.Discussing new concepts and practicing new methods of food preservation,
skills#2 assign two groups per method.

Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 - Processing

F. Developing mastery The class will prepare Pickled Papaya. Presentation of another video Each group will identify what Define, explain and provide
(Leads to Formative Assessment 3) What tools/utensils/instruments will be clip on food item they will work on. examples.
used? processing/preservation of There should be no duplication
 Grater food. of food items for groups who Workplan – is the list of tasks
 Bowl will be working on the same that need to be done for a
 Jar Midway in the presentation, method. specific activity. It indicates
 Teaspoon the teacher will pause the the day and time and the task
 Cup video then ask the class what that will be done.
  Muslin bag the next steps will be. The individual group will plan
 Squeezer on the preserved/processed Budget – is the list of the
 Collander The video presentation will be food which they will prepare. expenses or costs of items used
 Tray or bilao played again. in the activity.
 Sauce pan
 Knife Photo Documentation – are
 Slicer pictures taken before, during
and after the activity. These
are action shots e.g.
discussing, marketing, food
preparation, of cooking until
the final product is ready for
presentation.

G. Finding practical applications of concepts Describe how the above The teacher will ask the
and skills in daily living tools//instruments will be used? learners what process in the
video is very important in food
Ask the class what equipment will be preservation / food processing.
used in the preparation of Pickled Ask them why.
Papaya?

Answer: Gas stove or gas range

Ask the class when it will be used.

H. Making generalizations and Remember the difference between The class continue with their
abstractions about the lesson tools/instruments and equipment. planning for next week’s
presentation
Familiarize yourselves with the
tools/instruments used in the
preservation of food.
I. Evaluating learning Present a situation wherein the The teacher will go around the The teacher will go around the The teacher
tools/instruments needed for a eight (8) groups to ensure that eight (8) groups to ensure that will advise
specific recipe are not they are on the right track. they are on the right track. the group on
available. how to better
Clarifications by the learners Clarifications by the learners prepare for
Ask the learners to think of a will be addressed by the will be addressed by the their
substitute. teacher. teacher. presentation
next week.

Clarifications
by the
 learners will
be addressed
by the
teacher.
J. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible
remediation Identify the equipment and substitutes for kitchen .
tools/instruments that will be used to tools/instruments.
complete the process.
V. REMARKS
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
VI. REFLECTION
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.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities forremediation.
C. Didtheremediallessons work?
No.oflearnerswho havecaughtupwiththe
lesson.
D.No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G.What innovation or localized materials did I
use/discover which I wish to share with
other teachers?