GRADE 1 to 12 School Grade Level EXPLORATORY

DAILY LESSON Teacher Learning TLE

LOG Area COOKERY
Based from DepEd Teaching Dates and Time Quarter
Order No. 42, s. 2016
Lesson good for 2 hours.

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of environment and market in cookery.

B. Performance Standard The learners independently create a business idea based on the analysis of environment and market in cookery.

C. Learning TLE_EM7/8-0k-1
Competency/Objectives LO 1. Generate a business idea that relates with a career choice in Cookery
(Write the LC code for each.) 1. Discuss SWOT Analysis.
2. Construct Swot Analysis by a given food service business.
II. CONTENT SWOT Analysis
Key Concepts in Environment and Market
III. LEARNING RESOURCES CG & LM in Cookery, websites
A. References CG & LM in Cookery, websites
1. Teacher’s Guide pages Page 2
2. Learner’s Materials pages
3. Other materials Print Materials, PowerPoint presentation, DLP/TV
B. Other Learning Resource https://www.google.com.ph/?gfe_rd=cr&ei=VQwLWIevN4aC8AWi14SwCg#q=environment+in+business
https://www.google.com.ph/?gfe_rd=cr&ei=VQwLWIevN4aC8AWi14SwCg#q=market+in+business
https://www.google.com.ph/?gfe_rd=cr&ei=VQwLWIevN4aC8AWi14SwCg#q=environment+and+market
https://www.business.qld.gov.au/business/starting/market-customer-research/swot-analysis/example-swot-analysis
 IV. PROCEDURES
A. Reviewing previous lesson or Using the bubble map, write down personal entrepreneurial skills (PECs) that a businessman/woman must possess.
presenting the new lesson

PECS
B. Establishing a purpose for the “Unscramble Me”
lesson Let the students guess the word being defined by solving the jumbled letters.

1. It refers to the group of consumers or organizations that is interested in the product, has the resources to purchase
the product, and is permitted by law and other regulations to acquire the product.
K E M R T A

2. An organization or economic system where goods and services are exchanged for one another or for money.
U S S B I S N E S

3. Refers to all of the internal and external factors that affect how the company functions including
employees, customers, managements, supply and demand and business regulations.

V N I T E R N O E M N

4. It refers to strengths, weaknesses, opportunities and threats.

O S T W

Ask- What ideas came in your mind when you met those words we had unscrambled?
C. Presenting
examples/Instances of the
new lesson

Students will be grouped into four. Let them give their ideas/ concepts about the picture. Somebody in the group will
share in class.
D. Discussing new concepts and Think- Discuss- Reflect
practicing new skills # 1 Learners will be grouped into three:

(Group 1) - What do we mean by the term “market” in business? How about “environment”?
(Group 2) -What is SWOT Analysis?
(Group 3 - Why do we need to analyze/assess a business’ strengths, weaknesses, opportunities and threats?
E. Discussing new concepts and Conceptualize
practicing new skills # 2 Students will be divided into three. Each group will assume that they have their business and will create a SWOT
Analysis on the business they have established. Prepare for the discussion of work.

Group 1 Group 2 Group 3

Catering Service Seafood Restaurant Fast-
food
F. Developing mastery
(leads to Formative
Assessment)

Each learner will think of examples of strengths, weaknesses, opportunities and threats that could possibly be
present in a business related to cookery. Learners will choose their partner wherein their ideas on SWOT will be shared
to one another. After discussing everything with their pair, they must ready themselves for sharing it in front of the class.
G. Finding practical application of In the near future if you will be having your own business, will you consider analyzing your business SWOT? Why?
concepts and skills in daily
living
H. Making generalizations and SWOT, which stands for strengths, weaknesses, opportunities and threats, is an analytical framework that can help your
abstractions about the lesson company face its greatest challenges and find its most promising new markets. Knowing these positive and negative
elements can help companies more effectively communicate what parts of a plan need to be recognized.

It is very important to be aware with business market and environment for those factors will help us distinguish if we can
be successful to our chosen business.
Individual Activity
Each learners will be assigned to make their own business and will identify their own business’ strengths, weaknesses,
I. Evaluating learning opportunities and threats.

Business Name/ Kind of Business

Strengths Weaknesses Opportunities Threats

J. Additional activities for Learners will think of other words/ phrases related to the topic on the center of this diagram.
application or
remediation

What to do What to do
with business with business
opportunity weaknesses
and and threats?
strengths?

V. REMARKS

VI. 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?
 GRADE 1 to 12 School Grade Level EXPLORATORY
DAILY LESSON Teacher Learning TLE
LOG Area COOKERY
Based from DepEd Teaching Dates and Time Quarter
Order No. 42, s. 2016
Lesson good for 2 hours.

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of environment and market in cookery.

B. Performance Standard The learners independently create a business idea based on the analysis of environment and market in cookery.

C. Learning TLE_EM7/8-0k-1
Competency/Objectives LO 1. Generate a business idea that relates with a career choice in Cookery
(Write the LC code for each.) 1. Discuss products, services and customer in business.
2. Generate a business idea based on the swot analysis.
II. CONTENT SWOT Analysis
Differentiation of Products, Services, Customer and their Buying Habits
Competitors in the Market
III. LEARNING RESOURCES CG & LM in Cookery, websites
C. References CG & LM in Cookery, websites
1. Teacher’s Guide pages Page 2
2. Learner’s Materials pages
3. Other materials Print Materials, PowerPoint presentation, DLP/TV
B. Other Learning Resource https://www.youtube.com/watch?v=5oyjXg4qWyA

https://www.google.com.ph/search?q=sample+swot+analysis+for+a+restaurant&biw=1093&bih=510&tbm=isch&tbo=u
&source=univ&sa=X&ved=0ahUKEwiY4_zSyfDPAhVKmZQKHYL7D9EQsAQIKA#imgrc=_
 IV. PROCEDURES
A. Reviewing previous lesson or What is SWOT Analysis?
presenting the new lesson Identify if the given situation is Strength, Weakness, Opportunity or Threat. Get 4 pieces of scratch paper and write
down S, W, O, T. Raise the first letter of your answer.
1. Low level of employees
2. Good locality
3. Rising population
4. Cut throat competition
5. Positive government policies
6. Out-of-date technology
7. Skilful manpower
8. Opponent going bankrupt
9. Existing product becoming old-fashioned
10. Healthy competition

B. Establishing a purpose for the Videos showing how consumers decide when buying products will be presented.
lesson https://www.youtube.com/watch?v=5oyjXg4qWyA
https://www.youtube.com/watch?v=Rn5a03Xp0Kc

What is the video all about?

Is it important to be aware with customers’ buying habits?
C. Presenting examples/Instances
of the new lesson

Using scratch paper, learners will be assigned togive examples of products, services and customers in the market which
are related to cookery.
D. Discussing new concepts and “Time to Think”
practicing new skills # 1 Students will be divided into 3 groups. Each group will be given a picture wherein certain question is there. They will be
expected to present their answers through a diagram.

What are the common What are the Who are our
products made services related competitors if we
through cooking? to cookery? engage in cookery?

How is our lesson related to SWOT Analysis?

E. Discussing new concepts and Give example of products, services and target costumers in the following food service establishment.
practicing new skills # 2

GROUP 1 GROUP 2 GROUP 3

Group 1 - Restaurant
Group 2 - Canteen
Group 3 – Fast food chain
F. Developing mastery Scaffold-Knowledge Integration through Analysis
(leads to
Formative Generate a business idea based on the swot analysis given and make a business plan.
Assessment)
Group 1 Group 2 Group 3

G. Finding practical application of Suppose you have your own food service business, what can you do to make sure that your products will be patronized
concepts and skills in daily living by lots of clients even you are competing with lots of food business?
H. Making generalizations and It's not just about connecting with consumers. It's about connecting with the right consumers in the right way at the right
abstractions about the lesson time. And by understanding consumer habits better than your competition, you'll be able to sell your target what they
want before they even know they want it.

I. Evaluating learning Based from the given SWOT below, each learner will generate their own business ideas.
Strengths Weaknesses Opportunities Threats
-Good relationship with -High rental costs -Similar products on the -Competitors have a similar
customers -Market research data may market are not as reliable product
-Good internal be out of date or are more expensive -Competitors have
communication -Cash flow problems -Loyal customers launched a new
s -Holding too much stock advertising campaign
-Successful marketing
strategies
J. Additional activities for Learners will interview successful entrepreneur in their community having business that they want to have in the future.
application or remediation Ask about their success stories, their strength, opportunities and how do they handle their business weaknesses and
threats. Copy the format below as your guide:

Name of Interviewee:
Business:
Name of Business:

Strengths Weaknesses Opportunities Threats

Signature:

V. REMARKS

VI. 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?
 GRADE 1 to 12 School Grade Level EXPLORATORY
DAILY LESSON Teacher Learning TLE
LOG Area COOKERY
Based from DepEd Teaching Dates and Time Quarter
Order No. 42, s. 2016
Lesson good for 2 hours.

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the use and maintenance of equipment in cookery.

B. Performance Standard The learner independently use and maintain tools, equipment and materials in cookery according to standard operating
procedures.
C. Learning TLE_HECK7/8UT-0ab-1
Competency/Objectives LO 1. Utilize appropriate kitchen tools, equipment and paraphernalia
(Write the LC code for each.) 1. Identify types of tools, equipment and paraphernalia used in cookery.
2. Classify the types of appropriate kitchen tools, equipment and paraphernalia based on their uses.

II. CONTENT Types of Kitchen Tools, Equipment and Paraphernalia

III. LEARNING RESOURCES CG & LM in Cookery, websites
D. References CG & LM in Cookery, websites
1. Teacher’s Guide pages Page 2
2. Learner’s Materials pages
3. Other materials PowerPoint presentation, Kitchen tools and equipment, DLP/TV
B. Other Learning Resource - https://quizlet.com/27228425/basic-kitchen-equipment-utensils-flash-cards/
- https://www.google.com.ph/search?q=kitchen+tools+and+equipment&biw=1093&bih=510&tbm=isch&imgil=
X2pPW71DcyPfUM%253A%253BEL58-9JTM0-
MWM%253Bhttp%25253A%25252F%25252Fwww.codlo.com%25252Fblog%25252Fthe-20-essential-
kitchenware-you-really-need&source=iu&pf=m&fir=X2pPW71DcyPfUM%253A%252CEL58-9JTM0-
MWM%252C_&usg= -
 a2yi8LicwhhGKDlqIV7tDIJBtw%3D&dpr=1.25&ved=0ahUKEwiInumxsfnPAhWCWLwKHe2FBmsQyjcIRg
&ei=TxwRWMi6F4Kx8QXti5rYBg#imgrc=X2pPW71DcyPfUM%3A
- https://www.google.com.ph/search?q=kitchen+tools+and+equipment&biw=1093&bih
IV. PROCEDURES
A. Reviewing previous lesson or Identify whether the given item is a product or service related to cookery.
presenting the new lesson 1. catering
2. poultry dihes
3. pasta
4. canteen
5. seafoods
B. Establishing a purpose for the Class will be divided into five and an envelop having puzzle will be given. Puzzle will be solved and will be posted in
lesson front.

What pictures had you formed?

Are you familiar with those?
C. Presenting examples/Instances Learners will draw tools and equipment and will post it in its correct classification:
of the new lesson Cooking Pan Measuring Tools Mixing Tools Cutting Tools Preparatory Tools

D. Discussing new concepts and Think and Discuss

practicing new skills # 1 Learners will be divided into three. Their task is to discuss the following:

Group 1- Why do we need tools, equipment and paraphernalia in cooking?

Group 2- How do we classify kitchen tools, equipment and paraphernalia?
Group 3- What do you think are the types of kitchen tools, equipment and paraphernalia?
E. Discussing new concepts and Directions: Classify the following tools, equipment and paraphernalia whether it is under:
practicing new skills # 2
Cooking Pan Measuring Tools Mixing Tools Cutting Tools Preparatory Tools
F. Developing mastery Name five (5) classifications of kitchen tools and equipment and give three (3) examples of each.
(leads to Formative
Assessment)
Classification of Kitchen Tools and Equipment Examples
1 a.
b.
c.
2 a.
b.
c.
3 a.
b.
c.
4 a.
b.
c.
5 a.
b.
c.

G. Finding practical application of If you are given a task to organize your kitchen at home, what are the things you must consider and do?
concepts and skills in daily living
H. Making generalizations and Learners will form a meaningful message out of the group of phrases given.
abstractions about the lesson

keep them can be classified we must be

properly. to their uses; according familiar with
these

organize our because it will Kitchen tools

tools/equipment help us and equipment
and

I. Evaluating learning Directions: Identify the types of the given kitchen tools and equipment :
1. Chopping boards 6. Tongs
2. Wooden spoon 7. Rotary egg beater
3. Strainer 8. Stockpot
4. Weighing scale 9. Kitchen shears
5. Baster 10. Double boiler
J. Additional activities for Learners will be divided into five. Their task is to create a puzzle showing tools and equipment in their classification.
application or remediation
Group 1- Cooking pans
Group 2- Measuring
tools Group 3- Mixing
tools Group 4- Cutting
Tools
Group 5- Preparatory Tools
V. REMARKS

VI. 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?
 GRADE 1 to 12 School Grade Level EXPLORATORY
DAILY LESSON Teacher Learning TLE
LOG Area COOKERY
Based from DepEd Teaching Dates and Time Quarter
Order No. 42, s. 2016
Lesson good for 2 hours.

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the use and maintenance of equipment in cookery.

B. Performance Standard The learner independently use and maintain tools, equipment and materials in cookery according to standard operating
procedures.

C. Learning TLE_HECK7/8UT-0ab-1
Competency/Objectives LO 1. Utilize appropriate kitchen tools, equipment and paraphernalia
(Write the LC code for each.) 1. Discuss the use of kitchen tools and equipment.
2. Use tools and equipment according to task requirement.
3. Follow procedures on how to utilize tools and equipment with care.
II. CONTENT Uses of Kitchen Tools, Equipment and Paraphernalia
III. LEARNING RESOURCES CG & LM in Cookery, websites
E. References CG & LM in Cookery, websites
1. Teacher’s Guide pages Page 2
2. Learner’s Materials pages
3. Other materials PowerPoint presentation, kitchen tools and equipment, DLP/TV
B. Other Learning Resource - http://cooking-ez.com/materiel.php
- http://tx.english-ch.com/teacher/gena/home/cooking-utensils-list-and-their-uses/
- http://www.howtocookmeat.com/tools/
 IV. PROCEDURES
A. Reviewing previous lesson or Classification of Kitchen Tools and Equipment Examples
presenting the new lesson 1
2
3
4
5

B. Establishing a purpose for the Kitchen tools, equipment and paraphernalia present in the kitchen laboratory will be presented in the class. Possible are
lesson the following:

C. Presenting examples/Instances Present each tools and equipment present at the table:
of the new lesson
How these items are called?
Are you familiar with their uses?
By just merely looking at tool/equipment appearance, can you identify how it can be used?
D. Discussing new concepts and “Minute to Explain it”
practicing new skills # 1 Ten volunteers will come in front and will pick those tools and equipment that they know and will tell something about
that particular tool or equipment. They will be given one minute to identify and tell in the class its uses.

E. Discussing new concepts and Class will be divided into three.

practicing new skills # 2 Each group will pick 6 tools and equipment in front and will present the use of each tools and equipment

by: Group 1 Group 2 Group 3

Mixing Tools Cooking pots/pan Cutting Tools

F. Developing mastery Let us

(leads to
Formative
Assessment)

Based form the groupings in the previous activity, each group will list down all possible ways on how each tool and
equipment can be kept and maintained properly. Demonstrate the procedures of maintaining each tools assigned to your
group.
G. Finding practical application of If one day you came home and saw your kitchen dirty, not cleared, tools and equipment are everywhere, what will
concepts and skills in daily living you do?
H. Making generalizations and We must know the uses of each tool and equipment used in the kitchen because it will lead us to proper work. We
abstractions about the lesson will not find our work hard for there will be equipment/tool which can help us.
I. Evaluating learning Identify the following. Write your answer on your quiz notebook
1. It is a wooden or plastic board where meats and vegetables can be cut.
2. Used to shake flour, salt, and pepper on meat, poultry, and fish.
3. Handy tool for returning some of the meat or poultry juices from the pan, back to the food.
4. Used to fill jars, made of various sizes of stainless steel, aluminum, or of plastic.
5. They are practical for opening food packages, cutting tape or string to package foods or simply to
remove labels or tags from items.
6. Used for mashing cooked potatoes, turnips, carrots or other soft cooked vegetables.
7. It makes the task of cleaning seafood and removing the shell much easier.
8. It is used for serving soup or stews, but can also be used for gravy, dessert sauces or other foods.
9. Used to chop, blend, mix, whip, puree, grate, and liquefy all kinds of food.
10. Used to scrape vegetables, such as carrots and potatoes and to peel fruits.

J. Additional activities for Using the groupings at the previous activity, learners will be assigned to :
application or remediation

Group 1. Make a poster about kitchen tools and equipment and its importance
 Group 2. Construct 5 quotations about the importance of kitchen tools and equipment.

Group 3. Create a puzzle having different drawings of kitchen tools and equipment.

V. REMARKS

VI. 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?