DLL Tle-6 Whole-Year

School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: TLE - EA

DAILY LESSON LOG Teaching Dates and
Time: (WEEK 1) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1
II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.
3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/ https://plantyourtrees.com/
Learning Resource LR portal catalog/information/bene catalog/information/bene fits-
fits-of-trees of-trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1
c. Discussing new concepts and What are the benefits derived What are the benefits derived
practicing new skills #2. from planting trees and fruit- from planting trees and fruit-
bearing trees? bearing trees?
d. Developing Mastery 1.The teacher further explains 1.The teacher further explains The teacher further gives
(Lead to Formative Assessment 3) and discuss the background and discuss the background examples of orchard growers in
information through inquiry information through inquiry the community.
approach approach Original File Submitted and
2. Have the pupils master the 2. Have the pupils master the Formatted by DepEd Club
concepts. concepts. Member - depedclub.com
e. Finding practical application of Why it is necessary to plant Why it is necessary to plant If you were an orchard grower
concepts and skills in daily living trees? trees? how can you help other people?
f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?
g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.
h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in

the evaluation.
B . No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson.
D. No. of learner 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 used/discover
which I wish to share with other
teachers?
GRADE 6 Teacher: Learning Area: T.L.E-H.E
DETAILED LESSON PLAN Teaching Dates and
Time: Quarter: 1st Quarter
I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in managing family resources

B. Performance Standards Manages family resources applying the principles of home management
I.3 Allocates budget for basic and social needs such as:
I.3.1 food and clothing
I.3.2 shelter and education
C. Learning Competencies /
I.3.3 social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities, school
Write the LC code for each
affairs
I.3.4 savings/emergency budget (health, house, repair)
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
Management of family resources
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 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 THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
B. Other Learning Resources Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Bantigue, R.M. and
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with Pangilinan, J.P. (2014) Pangilinan, J.P. (2014)
Growing up with Home Home Economics and Livelihood Home Economics and Livelihood Growing up with Home Growing up with Home
Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Economics and Livelihood Economics and Livelihood
Education. FNB Educational, QC. QC. Education. FNB Educational, Education. FNB
Inc. QC. Inc. QC. Educational, Inc. QC.
https:// http://
www.google.com.ph/search? www.watchknowlearn.org/
q=needs+versus+wants+activ Video.aspx?
ities&oq=needs+versus+wan VideoID=44738&CategoryID=
ts&aqs=chrome.2.69i59j69i5 4959
7j69i59j0l3.6406j0j7&sourcei
d=chrome&ie=UTF-
8#q=needs+versus+wants+
IV. PROCEDURES
Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
discussion on management day day previous day previous day
of the family income.
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
income means allocating it to before, the class learned the principles that need to be applied budgeting and how it can be
A. Reviewing previous provide for the basic needs factors that should be considered to make family budgeting a applied to the family.
lesson or presenting the new of members and for in budgeting. successful and fulfilling task.
lesson comfortable living.
Budgeting is critical because it is
Ask the class to identify some of oftentimes difficult to ensure
the priniciples. that we will be able to make
both ends meet when times are
We also identified items that hard.
were included in the family
budget.
B. Establishing a purpose Ask the class about the For the day’s lesson, the class will Ask what items are included in How can we prudently manage
for the lesson relationship between identify where the income goes or the budget. the financial resources of the
management and budgeting what the family includes in the family?
of family income. budget. Then, present the following list
culled from the book: Group the class into four (4).
Aside from the knowledge of what  Food and clothing Each group will answer the
comprises a family budget, the  Shelter and education question. “How can we make
class needs to be aware of certain  Social needs both ends meet?”
principles to be applied  social and moral obligations
effectively in order to make family  family activities Reporting per group follows.
budgeting a successful and  school affairs
fulfilling task.  Savings/emergency budget The results of the discussion
 health will be processed by the
According to Bantigue and  house repair teachers.
Pangilinan (2014), the summary of Original File Submitted and
the principles that should be Formatted by DepEd Club
applied to make family budgeting Member - visit depedclub.com
a successful and fulfilling task are for more
as follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.
By means of budgeting, the Ask the class to bring out the Tell the learners that items 1 and Show photos of different Divide the class into four (4)
family can properly allot the photos they were asked to bring. 2 are basic needs and are familiar items/situations. groups.
income. A family should have Group the class into 4 (four). Let to them. Mention something
a knowledge of family the class identify where or what about food and clothing, shelter Ask the learners if they are Using the concepts learned
budgeting to know how much the family includes in the budget. and education. needs or wants. yesterday, come up with an
is spent for family needs and Prioritize the items. The class will activity that will
where the income goes. be given ten minutes to complete Ask them to give examples of the demonstrate the difference
Ask why they think it is a need
Through family budgeting, the activity. Reporting follows. items under social needs, and between needs and wants.
C. Presenting examples/ or want.
the members will learn to savings/emergency budget. Think of activities outside
instances of the new
spend wisely, save regularly, the box.
lesson
participate in family matters
These are the following:
more actively with the
a. Social and moral obligations –
maximum benefit from the
birthdays, baptisms, etc.;
wise use of resources, like
time, energy, and abilities.
b. family activities;
c. school affairs.
Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two columns Presentation per group.
that need to be considered Using the previous group provides for the following needs: on the board. One column has
when budgeting? assignment, discuss among the Refer to the examples given by the heading NEEDS. The other
 Size of the family group the principles in making the learners. If it was already column has the heading
 Family income family budgeting a successful and mentioned, do not include in the WANTS.
 Kind of work each fullfilling task. The twist is this list.
D. Discussing new concepts family member does will be presented in a short skit. Randomly distribute metacards
and practicing new skills #1  Talents and abilities Food, shelter, clothing, education, containing a list of needs and
of each member The group will be given five (5) household operations, wants.
 Locality where the minutes to present the short maintenance/repair, utilities
family lives skit. (water, electricity, telephone, Ask the learners to post the
transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
E.Discussing new concepts and . Presentations Divide the class into four groups Based on the activity that was
practicing new skills#2  Group 1 Provide situations wherein the conducted ask the learners to
 Group 2 group will prepare a budget for differentiate needs from wants.
 Group 3 the entire family for one week.
 Group 4 Note that there are four types of A need is a requirement for
situation. The group have the survival, e.g. breathable air.
option on how they will present it A want is a desire. It may be the
in a most creative and innovative desire for a need (e.g. a choking
way. person generally wants to be
able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery Let the learners cite Comments on group Reporting of results of group Show a short clip on managing Giving feedback on
(Leads to Formative examples of the factors that presentations: work. money: Needs versus Wants presentations.
Assessment 3) need to be considered when  Group 4 will comment on Group
budgeting. 1 Analyze the movie and relate it Examples of guide questiona:
 Group 3 will comment on Group to needs versus wants. Note
2 that some of the contents of Was the group effective in
 Group 2 will comment on Group the video may be debatable e.g. emphasizing the difference
3 chocolates is needed by between needs and wants?
 Group 1 will comment on Group soldiers for endurance in the If yes, How?
4 middle of a war while in a
normal situation it is a want for
What concepts in the
another individual.
Limit the comments on the presentation had an impact
contents of the presentation. on you? Why?
Does the presentation manifests
the principles in making family Do you think the
budgeting a successful and presentations can further be
fulfilling task? improved? In what way?
G. Finding practical applications Aside from what was -do- Ask the class on their comments -do-
of concepts and skills in daily mentioned, can you think of on the output of the groups.
living other factors that need to be Consider the factors that need
considered when budgeting? to be considered in budgeting
Explain. and principles to make
budgeting a successful and
fullfilling task.
H. Making generalizations Today we determine the Synthesize the discussion on what There is a need to distinguish
and abstractions about the relationships between and where the family budget is between need and want . This
lesson management and budgeting allotted, as well as the principles will enable us to prioritize
of family income. We also to take into consideration to make needs over wants, hence
looked into the factors that family budgeting successful and ensuring that the budget is
need to be considered when fulfilling. enough to make both ends
budgeting. meet moreso when times are
hard.
I. Evaluating learning Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you
include? Why?
J. Additional activities for Bring photos or drawing If you were given a personal
application or remediation where family budget is spent budget by your parents
more than what you really
need, how will you spend it?
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 students
VI. REFLECTION
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?
GRADES 1 to 12 Teacher: Learning Area: EPP

OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards
C. Learning Competencies / .Identify types of orchard Identify trees appropriate for Demonstrate proper way of Identify sources of fruit bearing Identify how to care for
Objectives farms in the country orchard gardening based on planting/propagating trees seedlings
Write the LC code for each (community) location, climate, and market trees( budding, Marcotting, and
.Prepares layout design of an demands grafting) TLE6AG-Oc-3-1.3.4
orchard garden using the TLE6AG-Oc-3-1.3.2 TLE6AG-Oc-3-1.3.5
information gathered TLE6AG-Oc-3-1.3.3
TLE6AG-Oc-3-1.3.1
TLE6AG-Oc-4-1.4
III. CONTENT Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit trees Propagating trees and fruit
trees trees trees trees
IV. LEARNING RESOURCES
1. References
2. Teacher’s Guide CG: TLE6AG-Od-5.2
Pages
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5. Additional Materials OHSP TLE Agri-Fishery_ Laptop EPP Module 1
from Learning Quarter 1&2. Module No. 3 projector Starting a Garden in a smart way
Resource (LR) Portal
6. Other Learning Resources https://youtu.be/
KWEmBZop_HQ
http://www.gardenguides.com/
111768-care-flower-
seedlings.html
7. PROCEDURES
A. Reviewing previous lesson What are the types of orchard? * Checking of Assignments What is budding, Marcotting and * Checking of Assignments
*Asks: grafting? *Asks
1. What are we need to consider 1. What is grafting?
in an orchard gardening? 2. What are the steps in doing
2. What are the steps in doing so?
so? Call a volunteer to share his/her
* Call a volunteer to share answer with her classmates
his/her answer with her
classmates
B. Establishing a purpose for the Types of orchard Teacher will flash a picture of * Have the pupils recite the Teacher will flash different kinds of Analyze the situation below,
lesson 1. Seed Orchards different plants and fruit poem fruit bearing trees picture then answer the questions that
According to the Food and bearing trees using projector “A TREE” with correct (Localized fruit bearing trees) follow.
Agriculture Organization of the Original File Submitted and pronunciation and expression Kenneth is a grade six pupil. He
United Nations, seed orchards Formatted by DepEd Club (using power point- by rows) has a project in vegetable
focus primarily on growing Member - visit depedclub.com production. He bought a
trees that produce seeds for more pack of pechay seeds from an
rather than nuts or fruit. These ambulant vendor who sells
seeds are then sold to ornamental plants and
commercial distributors for fertilizers.
resale to the public in small When he sowed the pechay
seed packets. They may also be seeds in a seed box, he was
sold to large agricultural surprised that only few of the
facilities or used for food seeds germinated.
production. Seed orchards can .
further be divided into two
categories based on how they
are established. In a seedling
orchard, trees are selected
through controlled pollination.
In a clonal seed orchard, seeds
are distributed through
methods such as cutting and
tissue culture, resulting in an
easier harvest overall.
2. Nut Orchards
Nut orchards include a large
variety of facilities that
produce nut-bearing trees. What do you see?
These include orchards that Do you know those fruit bearing
grow popular nuts like pecans, trees?
cashews, walnuts and Do we have here in our community?
almonds. This category also
includes cocoa and chocolate-
producing nuts, as well as
coconuts. Some orchard
owners produce pine trees for
their edible pine nuts.
Orchards that focus on this
type of pine production also
fall under this category.
3. Fruit Orchards
Fruit orchards include any
facility focused on growing
tree-bearing fruits. Some
popular options include apples,
olives, dates and figs. Citrus
trees, such as those bearing
lemons, limes or oranges, may
be grown all together in large
citrus orchards, or individually
in smaller facilities. Plantations
that grow fruit-bearing bushes
generally don't fall under this
category. These include berries
and other fruits not grown on
trees.
C. Presenting examples / Game: Balloons Popping Can you classify those plants Unlocking of difficulty: Semantic web Step 1
instances of the new Inside the balloons a word of and fruit bearing plants? *Video presentation in one of Keep seedlings indoors in cool,
lesson types of orchard. The pupils the scientific ways in well-lit area until you are ready
will say something about the propagating trees and fruit trees Pupils will give the fruit bearing to transplant them. Set them
word that he get. – trees where they receive at least six
BUDDING
hours of sunlight, such as by a
MARCOTTING
GRAFTING south-facing window.
FRUIT Step 2
*Encourage pupils to tell BEARING Water the seedlings when the
something about the video clip. TREES
soil surface just begins to feel
dry. Water until the excess
moisture drains from the
bottom of the seedling pots.
Avoid wetting the foliage; water
at the base of the plant. Empty
the drip tray after watering, as
standing water breeds disease.
Step 3
Fertilize the seedlings beginning
five days after germination and
then every two weeks
thereafter. Apply a soluble
flower fertilizer at one-half the
label-recommended rate.
Step 4
Pinch off the top ¼ inch of the
plant stems when seedlings are
approximately 6 inches tall and
have grown in at least three sets
of leaves. Pinching encourages
lateral stem growth and leads to
stockier plants.
Step 5
Prepare seedlings for
transplanting outdoors. Set the
seedlings outside in an area
protected from high winds and
direct sunlight once all spring
frost danger is past. Leave the
seedlings outside during the
day, and bring them back inside
at night. Gradually move them
into direct light over the course
of
D. Discussing new concepts This time, we are going to have Defining the term Group Work: Group Work *Group pupils into 5
and practicing new skills an activity on how to Climate *Group pupils into 5 Group pupils into 5 *Let them choose their own
#1 Location *Let them choose their own Let them choose their own leader leader
layout .sample picture using Market demands leader will guide the members *The leader will guide their
projector *The leader will guide/tour the Group I- List of fruit bearing trees group mates to do step 1
members in the School Nursery inside the school followed by step 2 and so on.
*Instruct them to observe and Group II- Draw different kinds of
look for a plants best to apply fruit bearing trees
Budding, Marcotting, Grafting Group III- make a jingle
*Have them list down Group IV- make a slogan
Group V- Make a poem
E. Discussing new concepts Group activities: Group activities GROUP ACTIVITY: (provide GROUP ACTIVITY: (provide Video presentation on how tp
and practicing new skills Each group will make a layout materials for the pupils) materials for the pupils) take care the seedlings
#2 on orchard using soft drink Group I- explain and elaborate *Return-demonstration of *Return-demonstration of pupils
straw, matches stick, used the word climate pupils (by group) (by group
newspaper, and ice drop stick Group II- explain and give
Group 1 – soft drink straw example about the location
Group II- matches stick Group III – explain and give an
Group III- used newspapers example of market demands
Group IV- ice drop stick
F. Developing Mastery Group presentation A fruit bearing tree- is a tree which GROUP ACTIVITY: (provide
(Leads to Formative Why we consider these? Budding- a mode of sexual bears fruit that is consumed or used materials for the pupils)
Assessment 3) reproduction, in which a small by humans and some animals — all *Return-demonstration of
part of the substance of the trees that are flowering pupils (by group
parent (mother plant) is plantsproduce fruit, which are the
produced as a bud and ripened ovaries of flowers containin
developed into a new organism. g one or more seeds.
Marcotting- a method for the In horticultural usage, the term
vegetative propagation of plants 'fruit tree' is limited to those that
in which a part of the stem or provide fruit for human food
branch is packed with moss until
roots have formed and the
treated part is ready for
independent growth.
Grafting- a shoot inserted to a
tree or plant, so as to become a
living part of it
- the place where the coin is
inserted in a stock.
A. Finding Practical In doing those activities what Why we need to study first the location, climate and
Presentation and Reporting of Are fruit bearing trees are Presentation and Reporting of
applications of concepts should we consider? market demand before putting an orchard?
outputs through: essential to all human beings? outputs through jingle
and skills * Poem. Why?
B. Making What are the types of an What are we going to What are the three ways on Why we need to plant more fruit Seedlings - are more tender
generalizations and orchard? remember in putting an plants and fruit bearing trees bearing trees? than mature plants and often
abstractions about orchard? propagations? cannot tolerate too much cold
the lesson How are going to to layout or heat. They are also more
your orchard? susceptible to pests and drought
conditions. Caring for them
correctly also ensures that they
continue to thrive once outside
and throughout the entire
growing season.
C. Evaluating Learning Enumerate the type of orchard Make your own word and In own words explain briefly the Write a paragraph expanding the In your own understanding, how
and prepare your layout in an explain why in putting an procedure/steps in Budding, importance of fruit bearing trees in are you going to take care of
orchard. orchard gardening is in an Marcotting and grafting. animals and human beings. your seedlings?
appropriate location, climate
and market demands.
D. Additional activities
for application or
remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADES 1 to 12 Teacher: Learning Area: EPP-HE

I. OBJECTIVES
A. Content standards Demonstrates an understanding of skills in sewing household linens
B. Performance
Standards Sews household linens using appropriate tools and materials in applying basic principles in sewing
C. Learning 2.4 drafts pattern for household linens
Competencies 2.4.1 steps in drafting pattern
2.4.2 safety precautions
2.5 sews creative and marketable household linens as means to augment family income
2.5.1 assesses the finished products as to the quality (using rubrics)
2.6 markets finished household linens in varied/creative ways
2.6.1 packages product for sale creativity/artistically: prepares creative package and uses materials using local resources, packages products artistically, and labels
packaged product
2.6.2 computes costs, sales and gains with pride
2.6.3 uses technology in advertising products
2.6.4 monitors and keeps record of production and sales
Write the LC Code for each TLE6HE-0d-8, TLE6HE-0d-9

II. CONTENT Sewing of household linens
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook
4. Additional Materials
From LR
B. Other Learning
Resources
IV. PROCEDURES
A. Review/Presenting New Review: Identifying Review: How to sew and sell Review: How to make and sell Review: Labeling and designing Review: Making an
Lesson supplies/materials and tools pillowcases table runners of a product advertisement for a certain
needed for the project product
B. Establishing a purpose Using a power point Play a video presentation of Show a video of different Play a video of different TV Present a business financial
of the lesson presentation, show the different household linens packaging and designs of commercials. record and income.
learners the different shapes, such as: household linens. Explain to the learners that
colors and designs of 1. Table Napkin Ask the learners what makes engaging in a business armed
pillowcases. 2. Table Cloth each attractive? with a financial plan is
Ask the learners what kind of 3. Table Runner needed/essential/ necessary. To
pillowcases they have at home. 4. Bed Sheet monitor the status of your
5. Towel market gain.
Let the learners negotiate

what particular household
linen from the list they want
to sew.
Guide and encourage the
negotiations to a Table
Runner.
C. Presenting of the new Today, we will learn on how to Show a video that shows how Present a sample picture of Let each group present the Present a table with this
lesson make pillowcases. to sew a table runner. Table Runner label design and product label formulated content.
You can also provide pictures packaging through pictures or yesterday. PRODUCT CURTAIN
Present a video that shows or slide show of different slide show presentation. S
how to make pillowcases. creative designs of table
runners. CAPITAL 1,100.00
Show the class the pattern on Present the pattern in sewing
how to make pillowcases. table runners. NO OF 8 pairs
ITEM
PRICE/ 250/pair
ITEM
SALES 2,000.00
PROFIT 900
D. Discussing new concept Ask the pupils if they know Let the learners apply or make Guide the learners to a Explain to the learners that to Inform the learners about the
and practicing new skills #1 someone or have seen the pattern of a table runner. realization that creativeness in maximize marketing, parts and contents of the chart.
somebody who is selling designing and packaging takes a advertisement is needed. Capital- is the total value of
pillowcases. vital role in promoting the Original File Submitted and expenses in making your
Make the learners realize that product. Formatted by DepEd Club product
making pillowcases can be a Member - visit depedclub.com Sales- is the total value of the
source of income. for more items sold.
Profit- is the value of money
after deducting the capital from
the total sales.
E. Discussing new concepts Enumerate the different Inform the learners that in Group the learners. Discuss the different forms of Instruct learners to group
and practicing #2 concerns in making pillowcases making and selling table Instruct the learners to make a advertisement and the medium themselves and make a financial
and in selling them such as: runners there are things to be draft on their design for table to advertise their products. report of their product
1. Materials needed considered such as: runner packaging and label. 1. Magazine yesterday.
2. Cost of Capital 1. Materials Remind them that creativeness 2. Newspaper
3. Designs needed catches buyers’ attention. 3. TV Commercial Give each group enough time to
4. Marketing Strategy 2. Cost of Capital 4. Facebook work with each other in making
5. Target Consumer 3. Designs their financial report.
4. Marketing
Strategy
5. Target Consumer
Elaborate each.
F. Developing mastery Let the learners make Allow the learners to apply the Give learners ample time to Let the learners plan on how to Group Presentation
pillowcases’ pattern. pattern of sewing table apply their designs. promote their product through Assign one from each group to
runners by letting them do the The learners will do the task by social media/using the internet present/report their output.
actual sewing. group.
Remind them of the safety
precautions in handling
materials and while sewing.
G. Finding practical Remind the pupils of the safety Actual sewing activity with the Each group will present their Let each of the groups present After reporting, ask each group
application of concepts precautions in handling teacher’s supervision formulated design for a product the advertisement. the following questions.
and skills in daily living materials and in sewing. label. Encourage each group to 1. How did you come up
Actual sewing of pillow cases advertise the products in social with the amount, for
sites. your capital?
2. Do you think the price
of your product is
reasonable?
3. What makes your
product saleable?
4. Have you gained profit?
H. Making generalizations What skills do you need in What skills do you need in How does the design of labels How do advertisements help Let each group share the
making pillowcases and in making table runners and in help the product become reach the target consumer of experiences in the given activity.
gaining extra income out of it? gaining extra income out of it? saleable? your product?
I. Evaluation Rate pupils’ output using Rate pupils’ output using Rate their presentation using Rate their presentation using Direction: Put a check (/) if you
rubrics. rubrics. rubrics. rubrics. agree and X if you do not.
___1. Creativity in making a
label is important in promoting
a product.
___2. Quality is not important in
a product.
___3. The advertisement must
also be creative.
___4. Planning is important in a
business.
____5. In selling a product, it is
necessary to know the target
market.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

of the formative assessment
B. No. of learners who required

additional activities to remediation
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 of local and
material did use/discover which I
wish to share with other teachers

GRADES 1 to 12 Teacher: Learning Area: TLE-H.E.

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 Formative
VII. OBJECTIVES
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.
D. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
E. 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
F. 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.
VIII. 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
IX. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
K. References
7. Textbook pages
8. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-
L. Other Learning Resources
(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/watch?
v=N0Y2QlMO4Uw
https://
www.youtube.com/watch?
v=KjG28t1iGQI
X. PROCEDURES
Recap of previous lesson Recap of previous lesson Recap of previous lesson. Recap of previous lesson. Mention that yesterday,
Last week, the discussion was on Yesterday, the class was There were exercises or There were presentation of the class started with the
food preservation, the benefits able to identify different activities on the use of the possible substitutes for planning for the
derived from it as well as its different tools/instruments and different tools/instruments kitchen tools/instruments. presentation of
types. We also conducted an equipment used in food and equipment in food There was a video preserved/processed food.
inventory of food that can be preservation. preservation / food presentation of these Today, they will continue
preserved and processed. processing,. substitutes and how they to prepare for the
The class was able to can be used. assignment next week.
A. Reviewing previous lesson or This week’s lesson is on the distinguish the difference The class was asked if they
presenting the new lesson tools/instruments/utensils and between tool/instruments could think of possible The class was also informed
equipment that we use for food and equipment. substitute/s for that they willl present by
preservation. tools//instruments. group processed/preserved
food next week.
The class started with their

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

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

electricity.
The teacher will show photos or The contents of the video The teacher will inform the Tell the class that it might
drawings of examples of will be processed by the class that by next week, be the first time that they
tools/instruments and equipment. class. they will be bringing have heard of the following:
preserved/processed foods  Work plan
The teacher will ask the learners the which they themselves will  Budget
use of each tool/instrument and prepare.  Photo Documentation
equipment.
(not included in the CG)
The class will be divided into
The teacher will then present a photo
eight (8). With reference to
where the specific tool or equipment
the lessons last week on the
is used or being used.
methods of food
O. Discussing new concepts and
preservation, assign two
practicing new skills#2
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
P. Developing mastery The class will prepare Pickled Papaya. Presentation of another Each group will identify Define, explain and provide
(Leads to Formative Assessment 3) What tools/utensils/instruments will video clip on what food item they will examples.
be used? processing/preservation of work on. There should be
 Grater food. no duplication of food items Workplan – is the list of
 Bowl for groups who will be tasks that need to be done
 Jar Midway in the presentation, working on the same for a specific activity. It
 Teaspoon the teacher will pause the method. indicates the day and time
 Cup video then ask the class and the task that will be
 Muslin bag what the next steps will be. done.
 Squeezer The individual group will
 Collander The video presentation will plan on the Budget – is the list of the
 Tray or bilao be played again. preserved/processed food expenses or costs of items
 Sauce pan which they will prepare. used in the activity.
 Knife
 Slicer Photo Documentation – are
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.
Q. Finding practical applications of Describe how the above The teacher will ask the
concepts and skills in daily living tools//instruments will be used? learners what process in the
video is very important in
Ask the class what equipment will be food preservation / food
used in the preparation of Pickled processing. Ask them why.
Papaya?
Answer: Gas stove or gas range
Ask the class when it will be used.

R.Making generalizations and Remember the difference between The class continue with
abstractions about the lesson tools/instruments and equipment. their planning for next
week’s presentation
Familiarize yourselves with the
tools/instruments used in the
preservation of food.
S. Evaluating learning Present a situation wherein The teacher will go around The teacher will go around The teacher will advise the
the tools/instruments the eight (8) groups to the eight (8) groups to group on how to better
needed for a specific recipe ensure that they are on the ensure that they are on the prepare for their
are not available. right track. right track. presentation next week.
Ask the learners to think of Clarifications by the Clarifications by the Clarifications by the
a substitute. learners will be addressed learners will be addressed learners will be addressed
by the teacher. by the teacher. by the teacher.
T. 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.
XI. 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
XII. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H.No.oflearnerswho earned80%onthe
formative assessment
I. No.oflearnerswho
forremediation.
J. Didtheremediallessons work?
No.oflearnerswho
K. No.oflearnerswho continuetorequire
remediation
L. Whichofmyteaching
didthesework?
M. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan helpmesolve?
N. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
GRADES 1 to 12 Teacher: Learning Area: TLE-HE

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 Formative
XIII. OBJECTIVES
lessons.Weekly objectives shall be derived from the curriculum guides.
G. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation
H. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
TLE6HE-Oh-12 3.3.1. selects food to be preserved/processed based on 3.3.2 observes safety rules in food
I. Learning Competencies / Objectives 3.3 preserves food applying principles availability of raw materials, market demands, and preservation/processing
Write the LC code for each and skills in food trends in the community
preservation/processing
XIV. CONTENT
Food Preservation
XV. LEARNING RESOURCES
U. References
11. Textbook pages
12. Additional Materials from MISOSA-VI Pagimbak at Preserbatiba
Learning Resource (LR)portal (not accessible)
Preservation of Fruits and
V. Other Learning Resources Vegetables (1977)
Bureau of Plant Industry
XVI. PROCEDURES
Recap of previous lesson. Recap of what happened Recap of the previous Recap of the previous Recap of the previous
Last week, the class prepared for the the previous day. lesson. lesson. lesson.
presentation of processed/preserved Mention the names of the
products. Today, the class will present group who completed their The teacher again The teacher mentions that The teacher mentions
by group. presentation. congratulates the class for a yesterday, they discussed that yesterday the class
As mentioned, the presentation will The presentation of the rest job well done. The teacher the several factors that discussed the practices to
contain the following: of the groups willl continue underscores the importance need to be considered in the ensure sanitation and
 Recipe of the preserved/processed (Groups 5-8). of food preservation. selection of food items to safety of
food be processed: processed/preserved
foods.
 Tools / instruments used in the  Raw materials
activity.  Market Demands The class was asked to
 Trends in the Community. bring photos or drawing
 Equipment used in the activity illustrating measures to
The class also has learned ensure safety and
A. Reviewing previous lesson or  Steps in preserving/processing of sanitation in food
that if the three factors
presenting the new lesson food processing/preservation.
were considered this would
be a good source of income
 Name and role of each member of for the learners.
the group
The teacher suggested the inclusion of

a workplan, cost estimates, photo .
documentation. This is optional.
.
B. Establishing a purpose for the Tell the class that on one hand Can you identify the Today’s lesson will be on The teacher will
lesson through the activity, each learner will processed/preserved food observing safety rules in emphasize that if the
gain insights from each group. On items that were presented food preservation / learners fail to practice
the other hand, the members of the during the last two days? processing. safety and sanitation in
group continue to learn from each food preparation, all the
other through collaborating and The possible answers are The teacher asks the class: efforts will be in vain
working with one another. fish, meat, fruits, vegetables “What did they do to because it often leads to
etc. observe safety rules in food food spoilage or food
processing while working on contamination.
How about the rest of the their project?” Original File Submitted
ingredients that were and Formatted by DepEd
Club Member - visit
used?
depedclub.com for more
The teacher requests the class to give Ask the class if it is easy for Based on the response of The class will bring out
each of their group a name. them to come up with the the learners, provide a their assignments. The
needed food items for their segue to the following: teacher will call some
The following are the 8 groups who project. If the answer is learners to tell something
will present either yes or no, request the  Did you use caps or head about the pictures or
Group 1 - Drying learners to explain why. bands? drawings they have
Group 2 - Salting  Did you wash your hands brought to class.
Group 3 - Freezing Is there a demand for the properly before and
W. Presenting examples/ instances of Group 4 –Processing food items? Why or why after working?
the new lesson Group 5 – Drying not?  Did you refrain from
Group 6 – Salting talking while working?
Group 7 - Freezing What preserved food items  Did you wash the tools
Group 8 – Processing do you think are in demand? and equipment properly?
 Did you properly wash
Order of presentation will be agreed In your respective the ingredients before
by the class. community, what are the they were used?
food trends?
X. Discussing new concepts and The teacher explains that

practicing new skills #1 The teacher presents the mechanics there are several factors The teacher will call The teacher will play a
of the presentation: that need, to be considered learners to answer the video on the safe
in the selection of food question. preparation of processed
Each group will present for a items to be processed: and/or preserved food.
maximum of 8 minutes. If the answer of the learner
 Raw materials is yes, ask him/her to
After every presentation,  Market Demands explain why?
clarifications may be raised by the  Trends in the Community.
rest of the group (3 minutes)
The teacher will provide the
definition and give examples
as well.
Actual group presentation Mention that food Food for human The teacher will ask the
Groups 1 -4 preservation/food consumption should be learners to comment on
processing can be a source produced under conditions the video.
of additional income, if the of cleanliness and hygienic
above factors are decency. No consumer What part in the video is
considered. would knowingly wish to the most significant to the
Y.Discussing new concepts and practicing consume food prepared in learner?
new skills#2 unhygienic environment.
Does the video manifest
safety and sanitation in
food preservation/food
processing?
How?
Z. Developing mastery The teacher explains that in At your own level, how
(Leads to Formative Assessment 3) our country, there are will you ensure safety and
provinces which have sanitation in food
abundance of food items. preservation/food
The teacher gives examples: processing?
General Santos City in
Mindanao – tuna
Guimaras in the Visayas –

mangoes
Pangasinan in Luzon –
milkfish
Cebu in the Visayas - Rabbit

fish with white dots
(danggit)
Ask the learners how the

above food items can be
preserved/processed.
AA. Finding practical applications of Engage the learners in the Cleanliness and sanitation
concepts and skills in daily living discussion by asking them, “ not only includes
when you go to the province maintenance of clean and
during summer, what foods well-sanitized surfaces of all
are abundant in their areas? equipment, but also proper
disposal of wastes.
What are done by their
relatives/friends in order to
preserve them?
BB. Making generalizations and Mention that food Think of other ways to Underscore the
abstractions about the lesson preservation/food ensure that processed foods importance of sanitation
processing can be a source are prepared observing the and safety in food
of additional income, if the principles of sanitation and processing / food
above factors are safety. preservation.
considered.
CC. Evaluating learning True or False

1. The tools and
equipment stored in
the cabinet need not
be washed after
storage for a long
time.
2. The harvested fruits
and vegetables in your
own backyard are
clean; hence, they
need not be washed.
3. The wearing of
hairnet during cooking
of food to be sold is
optional because of
the climate in the
Philippines.
4. Safety and sanitation
in food includes
proper waste disposal.
5. The use of plastic
kitchen gloves is
advisable in the
preparation of food.
DD. Additional activities for Completion of presentation. Think of food items which Bring photos or drawing of
application or remediation the learner wants to measures to ensure safety
The teacher thanks the preserve and possibly and sanitation in food
members of the class for the provide a source of income processing/preservation.
effort they have exerted. for them.
The teacher mentions that

he/she was impressed with
all of the presentation. (if
applicable)
Remember that if a group

was not able to deliver well,
it may reflect on the
guidance provided by the
teacher during the
preparation.
XVII. REMARKS
XVIII. REFLECTION
O. No.oflearnerswho
earned80%onthe formative assessment
P. No.oflearnerswho
forremediation.
Q. Didtheremediallessons work?
No.oflearnerswho
R. No.oflearnerswho continuetorequire
remediation
S. Whichofmyteaching
didthesework?
T. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
U.What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 Teacher: Learning Area: TLE

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 Formative
XIX. OBJECTIVES
lessons.Weekly objectives shall be derived from the curriculum guides.
J. Content Standards Demonstrates an understanding of and skills in the basics of food preservation
K. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
3.6 Markets preserved/processed 3.6.2 computes costs, sales, and gains with pride
food in varied/creative ways with 3.6.3 uses technology in advertising products
pride. 3.6.4 keeps record of production and sales
3.6.1. packages product for sale
L. Learning Competencies / Objectives creatively/artistically,
Write the LC code for each prepares creative package
and uses materials sourced
locally, packages products
artistically, and labels
packaged products
XX. CONTENT
Food Preservation
XXI. LEARNING RESOURCES
EE. References
15. Textbook pages
16. Additional Materials from
Learning Resource (LR)portal
https://books.google.com.ph/books? http:// https://
id=1Rro1lZaGxIC&pg=PA1&dq=packag www.packagingoftheworl www.google.com.ph/
ing+for+marketing&hl=en&sa=X&ved d.com/2017/02/10- search?
=0ahUKEwiuv7vD0oXUAhUMkpQKHd product-packaging-tips- q=online+advertising+defini
KMAkYQ6AEILDAC#v=onepage&q=pa that-will.html tion&oq=Online+adver&aqs
ckaging%20for%20marketing&f=false =chrome.3.0j69i57j0l4.6025
http:// j0j7&sourceid=chrome&ie=
https://www.google.com.ph/search? www.businessdictionary.c UTF-8
q=packaging+meaning&oq=pac&aqs= om/definition/
FF. Other Learning Resources
chrome.0.69i59l3j69i57j0l2.4226j0j7& advertising.html http://businesstips.ph/how-
sourceid=chrome&ie=UTF-8 to-compute-your-business-
http:// profit/
http://dictionary.cambridge.org/us/ smallbusiness.chron.com/
dictionary/english/packaging 8-different-ways-
advertise-products-
Stewart, B. (1997). Packaging as an services-19274.html
effective marketing tool. Surrey: Pira
International.
XXII. PROCEDURES
Recap of previous lesson Recap of previous lesson Recap of previous lesson Recap of previous lesson Recap of previous
lesson.
Last week the class learned how to Yesterday, the class learned Yesterday, the class learned Yesterday, the class learned
assess quality of preserved/processed about the importance of about the factors that the concept of online Yesterday, the class
foods. The class also learned how to packaging in the marketing should be considered in advertising. heard the presentations
improve the quality of specific of a quality packaging a product, of Groups ___ and ___.
A. Reviewing previous lesson or preserved/processed food items. processed/preserved food. advertising as well as its The teacher also introduced
presenting the new lesson types. the computation of profit. It Today, we will hear and
is determined by deducting see the presentations of
It was mentioned that the expenses from sales. Groups ____ to ____.
class will focus on online
advertising.
.
B. Establishing a purpose for the Now that the class learned about Today, the class will learn Online advertising was The class was also remiinded Group presentation
lesson coming up with a quality on tips in the packaging of demonstrated yesterday by that the following items will
preserved/processed food, it is products. ____. be included in the group
important that the items will also be Based on his/her presentation:
packaged creatively and artistically for Ask the learners: What do demonstration, what then is •Actual
it to be attractive to the target you think determine the definition of online processed/preserved
market. whether a buyer will find advertising? product
some item attractive or not? Original File Submitted and •Brand name of the product
Quality food plus creative packaging Formatted by DepEd Club •Packaging design of the
equals to increased sales and profit. Answer: Design Member - visit product
When a quality product depedclub.com for more •Online advertisement of
comes in a well-designed the product
package, it encourages sales. • Computation of profit
GG. Presenting examples/ instances of Tell the learners: According to Ask the learners: What do Show examples of online All of the five products will Group presentation
the new lesson Stewart in his book, “Packaging as an you think are the important advertisement. be displayed in a table in
Effective Marketing Tool”, the “pack” factors to consider in front of the class
is the silent salesman. packaging a product?
Mechanics of presentation:
Ask the learners: “What do you think 1. Packaging should  A representative/s will
is the meaning of that statement? work in tandem with the present for the group.
Give examples. product to create the best  Each group is allotted a
impact. Make it clear what maximum of ten (10)
Generate ideas from the learners. a particular product is for minutes to present their
and the brand information. project.
2. Packaging should  The presenter will be
Process the response of the learners.
determine what sort of reminded if there is one
message the product is (1) minute left for
Show photos of packaged products. sending to the consumers. him/her to wrap up the
The photos should include well- 3. Packaging should presentation.
packaged products and not so well- be honest by showcasing  A sound to signal the end
packaged products. the item for what it really of the presentation will
is. be heard.
Ask the learners to comment on the 4. Know your market  Clarifications by the class
packaging of the products. Is it or target consumers. on the content of the
possible to further improve the presentation can be
packaging of the product? The teacher will provide raised after the actual
examples for each factor presentation (2-3
that should be considered in minutes)
packaging a product.  The order of presentation
is as follows:
o Group 1
o Group 2
o Group 3
o Group 4
o Group 5
The teacher will ask the class: Based Given that the class has The class learned about food Group presentation Group presentation
on the activities earlier, what do you completed the preparation processing/food
think is the definition of packaging? of the processed preservation, product design
food/preserved food and and packaging and online
Packaging is the presentation of a packaging of product, the advertisement.
product in a particular way. class will be introduced to
advertising their products. The class will assume that all
HH. Discussing new concepts and
of the products have been
practicing new skills #1
sold. How then will the class
Show a video clip or photos know if they have gained
of advertisements in profit or gains.
newspapers, magazines,
billboards, social media, Today, the class will learn
online, radio etc. how to compute expenses,
sales, and profit.
II.Discussing new concepts and practicing Packaging plays an important role in Ask the class: What is your The simplest formula to Group presentation Group presentation
new skills#2 marketing products. idea of advertising? Give compute for profit or gains:
examples.
Packaging is a marketing tool. Total Income – Total
Process the response of the Expenses = Net Profit
Packaging can make an important learners.
Total income – sales of
contribution to profits through the
goods
simulation of sales and improved Ask the class: What then is
profits. the definition of advertising?
Total expenses - includes all
costs related to the sale
Packaging is the materials in which Process the response of the transactions such as
objects are wrapped before being learners. production costs, marketing
sold. and all other incidental
Advertising is the activity or expenses (transportation,
Show a video clip on packaging of profession of producting utilities such as water,
products. information for promoting electricity, LPG etc.)
the sale or commercial
products or services. The teacher will provide
examples.
Advertising may be done in:
 television
 online (technology)
 radio
 newspaper
 word-of-mouth
advertising
 event sponsorship
 door hanger
 flyers
JJ. Developing mastery Group activity: Ask volunteers from the The teacher will give a The class will raised The class will raised
(Leads to Formative Assessment 3) Group the class into five (5). class to demonstrate the situation to the learners clarifications on the content clarifications on the
Mechanics: eight (8) ways of advertising. wherein the class will of the presentation content of the
1. Choose a food product that will be Give the volunteers five (5) determine the net profit. presentation
preserved/processed by the minutes to prepare.
group.
2. Give your product a brand name.
3. Package the product using local
materials.
4. Present to the class on Thursday.
KK.Finding practical applications of Demonstration of eight (8) Remind the class the The class will raised The class will raised
concepts and skills in daily living class volunteers. following items will be clarifications on the content clarifications on the
included in the presentation of the presentation content of the
tomorrow: presentation
•Actual
processed/preserved
product
•Brand name of the product
•Packaging design of the
product
•Online advertisement of
the product
•Computation of profit
LL. Making generalizations and Remember, aside from a quality Remind the class the
abstractions about the lesson product, creative packaging is also importance of creativity,
important to make it attractive to the honesty and clarity in the
target market. preparation of the design of
the package of the product.
Mention that there are

different types of
advertising.
The class will focus on online

advertising.
MM. Evaluating learning Ask the learners to comment: Group collaboration with Group collaboration with Ask the class what insights Ask the class what
“If the business or an individual has a clarifications to be provided clarifications to be provided they learned from the insights they learned
tight budget, there is no need to by the teacher. by the teacher. presentation. from the presentation.
package the processed/preserved
product:. By this time, the group
should decide on the
The consumers buy products that are following:
visually appealing, and if some product  processed/preserved
suffers from poor packaging, food
unimpressive and shabby, chances are  design of the product
the consumer will move on to a better- package
looking item  identified the task/s for
each group member
 online advertising
NN. Additional activities for Continue collaborating with Continue collaborating with Continue collaborating with The remaining groups will Each learner will think of
application or remediation groupmates for class presentation on groupmates for class groupmates for class present their project a specific product which
Thursday. presentation on Thursday. presentation tomorrow. tomorrow. he/she wants to make.
How will you design the
package of the product?
How will you advertise
the product online?
XXIII. REMARKS
XXIV. REFLECTION
V. No.oflearnerswho earned80%onthe formative
assessment
W. No.oflearnerswho
requireadditionalactivities forremediation.
X. Didtheremediallessons work?
No.oflearnerswho havecaughtupwiththe
lesson.
Y. No.oflearnerswho continuetorequire
remediation
Z. Whichofmyteaching strategiesworkedwell?
Why didthesework?
AA. WhatdifficultiesdidI
encounterwhichmy principalorsupervisorcan
helpmesolve?
BB. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?

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School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: TLE - EA

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners earned 80%in

C. Did the remedial lesson work?

D. No. of learner who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

A. Content Standards Demonstrates an understanding of and skills in managing family resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. What difficulties did I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Write the LC Code for each TLE6HE-0d-8, TLE6HE-0d-9

Let the learners negotiate

A. No. of learners who earned 80%

B. No. of learners who required

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The class started with their

Double boiler – two

One major difference is the use of

Answer: Gas stove or gas range

Ask the class when it will be used.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The teacher suggested the inclusion of

X. Discussing new concepts and The teacher explains that

Guimaras in the Visayas –

Cebu in the Visayas - Rabbit

Ask the learners how the

CC. Evaluating learning True or False

The teacher mentions that

Remember that if a group

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Mention that there are

The class will focus on online

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