School: Agsam Integrated School Grade Level: GRADE 11

DAI AILYN P. ORILLANEDA Learning COOKERY

Teacher:
LY LESSON Area:
LOG Teaching Dates SEPTEMBER 18-22, 2023 1/ WEEK 4
Quarter:
and Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers
Standards
Performance
The learners independently prepare appetizers
Standards
Objective:
Learning S- Prepare a variety of appetizers A- Follow workplace
objectives/ K- Differentiate hot and cold ICL/
competencies appetizers safety procedures Conduct
At the end of the Summati
lesson, students ve test
are expected to:

II. CONTENT Prepare a range of appetizers (TLE_HECK9- 12PA-Ic-3)

III. LEARNING
RESOURCES
References
Teacher’s Guide
Pages
Learner’s Material PP.62-75
Pages
Textbook Pages
Additional
Materials
Payne, June et.al (2010). Thesis; Introduction to Food service, South Asia, Pearson Education PTE.
Other Learning
LTD,  Wayne, Gisslen, (2007). Professional Cooking, John Wiley & Sons Inc.  De Leon,
Resources
Gatchalian, M. S.Y., Introduction to Food Technology pp. 336-374
IV.
PROCEDURES
A. Reviewing Motivation:
previous 1. Show a video montage of
lesson or different appetizers being
presenting the prepared and ask students to
new lesson identify whether they are hot or
cold.

B. Establishing a Objective:
purpose for
K- Differentiate hot and S- Prepare a variety of appetizers A- Follow
the lesson
cold appetizers workplace
safety
procedures
C. Presenting Activity 1:
examples/inst Differentiating Hot and Cold
ances of the Appetizers
new lesson Materials: Chart paper,
markers
Instructions:
1. Divide the class into small
groups.
2. Provide each group with a
list of appetizer recipes, some
of which are hot and some are
cold.
3. Ask the groups to categorize
the recipes as hot or cold and
write them on the chart paper.
4. Have each group present
their categorizations to the
class.
Rubric:
- Correctly categorizing all
recipes: 3 points
 - Categorizing most recipes
correctly: 2 points
- Categorizing some recipes
correctly: 1 point
D. Discussing Assessment questions: Discuss the
new concepts 1. What is the main difference importance of
and practicing between hot and cold appetizers? workplace safety in a
new skills #1 2. Give an example of a hot professional kitchen
appetizer and a cold appetizer. and how it relates to
preparing appetizers.
E. Discussing Activity 2: Activity 3:
new concepts Preparing a Variety of Appetizers Workplace Safety
and practicing Materials: Ingredients for Procedures
new skills #2 various appetizer recipes, Materials: PowerPoint
cooking utensils, stoves, ovens presentation, workplace
Instructions: safety guidelines
1. Provide students with a Instructions:
selection of appetizer recipes, 1. Present a PowerPoint
both hot and cold. on workplace safety
2. In small groups, assign each procedures in a
group a different recipe to professional kitchen.
prepare. 2. Discuss topics such as
3. Have the groups follow the proper handling of knives
recipe instructions to prepare and other sharp utensils,
their assigned appetizers. use of fire extinguishers,
4. Students should practice and proper storage of
proper food handling and ingredients.
preparation techniques, as well 3. Distribute workplace
as workplace procedures. safety guidelines to each
Rubric: student.
- Successfully preparing the 4. Have students create a
appetizer according to the poster or infographic
recipe: 4 points summarizing the key
- Partially successful workplace safety
preparation with minor errors: 3 procedures.
points Rubric:
 - Significant errors in Comprehensive and
preparation: 2 points accurate
- Incomplete or incorrect poster/infographic: 4
preparation: 1 point points
- Partially comprehensive
and accurate
poster/infographic: 3
points
- Incomplete or
inaccurate
poster/infographic: 2
points
Assessment questions:
F. Developing 1. What are some important
mastery(Leads safety procedures to follow when
to formative preparing appetizers?
assessment 3) 2. How can you ensure that the
appetizers are cooked or chilled
to the correct temperature?
G. Finding Application:
practical Present a real-life
applications of problem to the
concepts students, such as a
and skills in daily scenario where a
living restaurant receives a
low sanitation rating
due to improper
tableware setup and
cleanliness. Ask
students to
brainstorm solutions
and create an action
plan to address the
issue.
Assessment
questions:
 1. Why is it important
to follow workplace
safety procedures in a
professional kitchen?
2. Give an example of
a workplace safety
procedure that is
specific to preparing
appetizers.
Abstraction:
H. Making Students will summarize
generalizations the key concepts learned
and in this lesson, including
abstractions the differences between
about the hot and cold appetizers
lesson and the importance of
workplace safety
procedures.
I. Evaluating Students will be assigned
learning to research and create
their own hot and cold
appetizer recipes. They
must include clear
instructions and a list of
ingredients. They will
present their recipes to
the class and may have
the opportunity to
prepare them in a future
class.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluations
B. No. of learners who require
additional activities fir
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:
Noted/Approved by:
AILYN F. PECASALES
TEACHER III BEATRIZ A. TORIO
PRINCIPAL I