School: COMILLA S ELEMENTARY SCHOOL Grade Level: VI

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

DAILY LESSON LOG Teaching Dates and
Time: JULY 15-19, 2019 (WEEK 7) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance an d jo y in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
C. Learning Competencies / Objectives 3.2 Uses the tools/utensils and 3.2.1 Prepares plan on preserving/processing food
Write the LC code for each equipment and their substitutes in
food preservation / processing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-
(2014) Growing up with Home hacks.wonderhowto.com/ho
Economics and Livelihood Education. w-to/10-brilliant-
FNB Educational, Inc. QC. substitutions-for-specialized-
kitchen-tools-0150526/

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

https://www.youtube.com/
watch?v=KjG28t1iGQI
 IV. PROCEDURES
Recap of previous lesson Recap of previous lesson Recap of previous lesson. Recap of previous lesson. Mention that yesterday,
Last week, the discussion was on food Yesterday, the class was able There were exercises or There were presentation of the class started with the
preservation, the benefits derived to identify different activities on the use of the possible substitutes for planning for the
from it as well as its different types. tools/instruments and different tools/instruments kitchen tools/instruments. presentation of
We also conducted an inventory of equipment used in food and equipment in food There was a video preserved/processed food.
food that can be preserved and preservation. preservation / food presentation of these Today, they will continue
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 distinguish the difference
This week’s lesson is on the 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.

Ask the learners on the importance of Our lesson for today is a Ask the learners why there The eight (8) groups will Continue with group
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 their
B. Establishing a purpose for the of preserved with the same mode of food chosen recipe, tools and
lesson foods/processed foods and Emphasize the need to be preservation. equipment, tasks for each
identify the resourceful for the learners Original File Submitted and member of the group,
tools/instruments and Formatted by DepEd Club workplan, and the budget
equipment used to complete Member - visit for the project.
the process. depedclub.com for more

Ask the difference between Individual class presentation.

With reference to the After presentation, the The group representative
tools/instruments and equipment. assigned task to the learners, teacher will ask the class to will check with the HE room
The other members of the the teacher will call on group themselves again then if the tools and equipment
Before the difference is determined, class will provide feedback learners to provide examples discuss the following: needed are available.
C. Presenting examples/ instances of
ask the learners to give examples of on the presentation. of substitutes.  Choosing a recipe.
the new lesson
tools / instruments and equipment.  Identifying tools and If the tools are not
Show photos to the class. equipment that will be available, the learners will
used in completing the bring them to class.
Knife sharpener - sharpen process
your knife with a ceramic  Listing the steps in Bring the needed
 bowl or mug preserving/processing of ingredients for the project..
Egg separator – water bottle food
 Assigning tasks for each
Jar opener – duct tape group member
 Designing a work plan
 Preparing a budget
Burger press – measuring
cup, jar lids  Documenting photos

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

Ask the learners examples of

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

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

tools and equipment? the group

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 be
E. Discussing new concepts and practicing
drawings of examples of will be processed by the class that by next week, the first time that they have
new skills#2
tools/instruments and equipment. class. they will be bringing 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 teacher will then present a photo The class will be divided into
where the specific tool or equipment eight (8). With reference to
is used or being used. the lessons last week on the
methods of food
preservation, assign two
groups per method.

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

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

H.Making generalizations and abstractions Remember the difference between The class continue with
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.
I. 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 a Clarifications by the learners Clarifications by the learners Clarifications by the
substitute. will be addressed by the will be addressed by the learners will be addressed
teacher. teacher. by the teacher.
J. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible
remediation Identify the equipment and substitutes for kitchen .
tools/instruments that will be used to tools/instruments.
complete the process.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
 havecaughtupwiththe lesson.

D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G.What innovation or localized materials
did I use/discover which I wish to share
with other teachers?