School SICSICAN NATIONAL HIGH SCHOOL Grade Level 11 (OPAL)

GRADES 11 to Teacher ZENITH JOY R. TESORIO Learning Areas FOOD AND

12 BEVERAGE SERVICES
DAILY LESSON Teaching Dates and February 5-9, 2024 Quarter THIRD QUARTER
LOG Time 4:00-5:00PM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTI At the end of the lesson, At the end of the lesson, students At the end of the lesson, students At the end of the CATCH UP
VES students should be able to: should be able to: should be able to: lesson, students should FRIDAY
be able to:
1. Identify different types and 1. Identify different types of sauces, 1.Discuss the food items, specific
characteristics of menus accompaniments, and common food menu, dishes, several choices, wine, 1. Discuss carry out
Allergens and food pairings suggestive selling and
offer promos to guests
2.Discuss how to use the special
dietary requirements and cultural
needs of food and beverage
products and

A. CONTENT The learner demonstrate understanding of concepts and principles in welcoming guests and taking food and beverage orders
STANDARDS
B. PERFORMAN The learner demonstrates knowledge and skills on how to promote food and beverage products:
CE 1. Update oneself on the current food menus, and service trends
STANDARD 2. Identify possible food sources based on acceptable cultural norms and wants
3. Demonstrate appreciation for new trends in food and beverage service
C. LEARNING LO 1. Know the Product
COMPETENCI 1.1 Master the names of past and current trends of dishes in the menu
ES/CODES 1.2 Know different types of sauces and accompaniments.
1.3 Know common food allergens to prevent serious health consequences
1.4 Study the special dietary requirements and cultural needs of food and beverage products

TLE_HEFBS9- 12PP-IIIa-1
II CONTENT
1. Past and Current Trends in Food and Beverage
2. Types of Menus
3. Types of food and beverages
a. Special dietary requirements
b. Special cultural needs
4. Food Allergen
III LEARNING
RESOURCES
A. REFERENCES Curriculum guide for Food and Beverage Services. Page 11

1. Teacher’s CBLM FBS

Guide Pages
2. Learner’s Food and Beverage Services CLAS
Materials
3. Textbook www.google.com www.google.com www.google.com www.google.com
Pages/websites
4. Additional CLAS MODULE QUARTER 3 CLAS MODULE QUARTER 3 CLAS MODULE QUARTER 3 CLAS MODULE
Materials from WEEK 1 WEEK 1 WEEK 1 QUARTER 3 WEEK 1
Learning
Resource (LR
portal)
B. Other Learning Power Point Presentation, chalk, Power Point Presentation, chalk, Power Point Presentation, chalk, Power Point
Resources chalkboard, laptop, TV, chalkboard, laptop, TV, pictures, chalkboard, laptop, TV, pictures Presentation, chalk,
pictures, video video chalkboard, laptop, TV,
pictures

IV. PROCED
URES
A. Reviewing Preparatory Activity: Preparatory Activity: Preparatory Activity: Preparatory Activity:
previous lesson
or presenting  Prayer  Prayer  Prayer  Prayer
the new lesson  Checking of attendance  Checking of attendance  Checking of attendance  Checking of
Before we proceed to our Before we proceed to our lesson, I Before we proceed to our lesson, I attendance
lesson, I would like to remind would like to remind you of our would like to remind you of our Before we proceed to
you of our classroom rules. classroom rules. classroom rules. our lesson, I would like
to remind you our
“Students with a blur vision at “Students with a blur vision at the “Students with a blur vision at the classroom rules.
the back can occupied the seat back can occupied the seat in front back can occupied the seat in front
in front so that you can see so that you can see clearly, also the so that you can see clearly, also the “Students with a blur
clearly, also the students who students who can’t clearly heard my students who can’t clearly heard my vision at the back can
can’t clearly heard my voice at voice at the back can be seated in voice at the back can be seated in occupied the seat in
the back can be seated in front.” front.” front.” front so that you can
see clearly, also the
Review of past lesson Review of past lesson Review of past lesson students who can’t
clearly heard my voice
“We are done discussing how to “What are the types and It can be used to enhance the at the back can be
Place and send orders to the characteristics of menus” flavor, color, aroma, and overall seated in front.”
kitchen promptly” presentation of the meal?
Review of past lesson
 The teacher will process the answer
of the students.

B. Establishing a Activity 1. Find me! Activity 1.Arrange me! Activity 1.Guess the Picture! Activity 1.Arrange
purpose for the me!
lesson Directions: Rearrange the jumbled Directions: Guess the following Directions: Rearrange
word/s in the box using the given Pictures. the jumbled word/s in
clue in the arrow. Write your the circle using the
answer in the space provided.

Gugesitev
Caesu GESLINL

is a term use in cookery to given clue in the

describe a wide range of square. Write your
flavored liquids that are answer in the space
provided.
served as part of the meal,
The teacher will
process the answer of
the students.

The teacher will process the answer

of the students.
1.______________

2_______________. is the act of giving

suggestions and ideas
The teacher will process the answer
of the students.
to add to the dining
guests’ original orders,
which in turn leads to
increased sales and a
higher level of
customer satisfaction.
C. Presenting Sauces and Accompaniments
examples/instan Sauces and accompaniments are UNDERTAKE
ces of the new additions to the main ingredients of SUGGESTIVE
lesson SELLING
a meal. They can be used to
enhance the flavor, color, aroma,
Suggestive selling is
and overall presentation of the
the act of giving
meal. suggestions and ideas
to add to the dining
The sauce is a term used in cookery guests’ original orders,
to describe a wide range of flavored which in turn leads to
liquids that are served as part of the increased sales and a
What is product knowledge? meal, or dish. The addition of a higher level of
sauce to a dish can be used to customer satisfaction.
Why is product knowledge transform the overall presentation
important? of a dish by adding flavor,
moisture, richness, and visual
Well, let’s explore the world of appeal.
food and beverage services!

The teacher will process the

answer of the students

Accompaniments are offered

mainly to enhance the flavor of the
main dish or to counteract its
richness. Depending on the nature,
style, and the extent of the menu on
offer, there will be a variety of food
items available to support the
service of a range of dishes
D. Discussing new Types and Characteristics of Activity 2.Happy or
concepts and Menu sad!
practicing new The menu is the most important
skills #1 Directions: Draw a
controlling element in the
servicing process of any happy face if the
restaurant type of establishment, statement is true and
which is figuratively referred to sad face if the
as the “authorized statement is false.
representative” of a restaurant Special Dietary and Cultural ______1. Suggestive
It is also imperative to know the
because it creates a constant link standard food and beverage selling is the act of
between the establishment and pairings, like burgers and fries, giving suggestions and
the guests. steaks and salads, steak and mashed ideas to add to the
potato, dessert, and coffee, or dining guests’ original
seafood with white wine. orders.
A menu is a list of all the food
and drinksoffered in an
______ 2. Do not
establishment (e.g., restaurant,
interrupt the dining
café, and bar) during its
guest while they are
operation and is arranged in a
ordering something.
particular order. Needs
______ 3. Feel free to
suggest things at the
proper time.

______ 4.Understand
the guest’s needs.

______ 5. Use
descriptive words to
describe the dish.
E. Discussing new The following dish structure is Suggestive Selling Tips
concepts and suggested in making menu
practicing new • Do not interrupt the
skills #2 dining guest while they
are ordering something.
Suggest food or
beverage when the
guest is done with their
order.
Menu Familiarization
• Feel free to suggest
A restaurant server must learn
things at the proper
information about the menu like
time
cooking method, serving
portions, tastes and flavors, • Understand the
ingredients including food guest’s needs. • Avoid
allergens, cooking time, and using words describing
side dishes. It is also important negativity such as “ do
to know the nutrient content of not’, “not”, and
the dishes because some guests “cannot
would want to know and ask.
• Use descriptive words
The server should have the to describe the dish
opportunity to taste several
items on the menu before • Repeat’ your
serving. suggestion to the other
guest.
The server must never place
himself in the position where a • Always be price-
guest does not enjoy his/her sensitive.
meal or develops an allergy
because incorrect information • Suggestions
was given about the menu according to the season
also play an important
role.

Suggestive selling can

lead to the growth of
the business because
the ultimate aim behind
the suggestion is
 ‘revenue earning’. The
ultimate goal of every
restaurant is
profitmaking.
Moreover, suggestions
contribute to guest
satisfaction,
particularly when there
are sincere desires to
help the guests in the
first place.

F. Developing What are the types and Activity 2. Find me! Activity 2. Know me! Activity 3. Act me!
mastery (leads Characteristics of Menu? Directions: Read
to formative Directions: Identify the different carefully and answer
assessment) types of sauces and the situation below.
accompaniments. Choose your
answer from the word pool. Write Write your answer on
The teacher will process the the letter of your answer to the a separate sheet of
answer of the students provided space. paper or record your
performance and send
it to your group chat or
just directly to your
teacher. Suggestive
Selling Situation.
You are a very efficient
receptionist at CBT
The teacher will process the answer _____1. These are small cubes of Hotel. Your friend
of the students Rose who is assigned
fried or toasted bread that are used
as a garnish for Soups and also as the waitress in the
used in some salad dishes, e.g restaurant asked you to
replace her in doing her
Caesar salad.
task the next morning
because she has to
_____2. It is an aromatic vinegar,
attend to her mother
an acid product made from sweet who is sick. You know
grape wine, aged in oak, and is that one of the tasks of
used as a dressing. a waitress is to make
suggestive selling of
______3. Black or green fruit food to the customers.
lightly pickled in brine and used as
appetizers. _ How are you going to
 _____4. Sauce made from do it effectively?
cranberries, usually available as a
proprietary sauce and used roast
turkey.

______5. Hot chili sauce of

Portuguese/ African origin and
used in prawns, crayfish, and in
chicken.

G. Finding How does familiarity with a How can you apply the learnings How can you apply the learnings Why is it important to
practical menu in the hospitality industry do you have in your daily living do you have in your daily living? learn the food and
applications of enable servers to provide beverage trends?
concepts and
personalized recommendations
skills in daily
living and create a more positive
dining experience for
customers?

H. Making What did you learn while doing What did you learn while doing What did you learn while doing What did you learn
generalizations your outputs? Why? your outputs? Why? your outputs? Why? while doing your
and abstraction outputs? Why?
about the lesson
I. Evaluating -oral questioning -oral questioning -oral questioning -oral questioning
learning
J. Additional Assignment: Assignment: Assignment: Assignment:
activities for
application or
remediation.
V. REMARK Food and Beverage Services is taken only four hours a week with one hour per meeting from Monday to Thursday at 4:00-5:00 for
S Grade 11 Opal

VI.
REFLECT
ION
A. No. of learners
who earned
 80% on the
formative
assessment
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/work
well? Why did
these works?
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: ZENITH JOY R. TESORIO CHECKED BY: RODA B. PADILLA NOTED BY: CHRISTIAN N. AGUILAR
Subject Teacher HT-III TLE/TVL Department Principal-I