Teacher’s Portfolio

Documentation

Angelyn E. Lingatong
BLESSED CHRISTIAN SCHOOL DE SANTA ROSA INC.
1. EVALUATION OF THE CURRICULUM

BREAD AND PASTRY PRODUCTION

(TLE - GRADE 10)
School Year Quarter Evaluation
First Quarter: The first part of the competencies is to
 Introduction: Bread and Pastry familiarize terms and pre-requisite skills
Production in order to produce baked product which
 Lesson 1 Preparing and Producing is very essential in putting up a bakery
Bakery Products business. Since it is just the onset of the
 LO1 Preparing Bakery Products years quarter there are no problems
encountered during this time. The set of
competencies help the student prepare
for the next set of skills needed they
needed to learn. Accurate measure of
ingredients and proper calculation of
ingredients and its substitute is an
essential skill they have acquired.
Second Quarter: As they put their skills in action.
 Lesson 2: Preparing and Producing Decorating styles and techniques were
Bakery Products taught in this quarter. The first problem
 LO1 Preparing Pastry Products arises since we do not have a work area
 LO2 Decorating and Presenting devoid of distraction. Since there is not
Pastry Products enough space to accommodate 34
 LO3 Storing Pastry Products students for their practical demonstration
it was hard for to facilitate learning if
every student needs to learn a particular
skill not only a by stander in the process
of learning since they need actual
experience in order to gain the skill set
that they need. For the equipment we try
to bring the tools needed for this quarter
they also need longer laboratory hour to
complete the task plus a refrigerator is
very vital in making delicate pastries.
Third Quarter: Preparing gateaux, tortes and cakes
 Lesson 3: Preparing and needs are very costly. So, we focused
Presenting Gateaux, Tortes ,and on how to budget our fund properly by
Cakes making them come along while
 LO1 Preparing Sponge and Cakes purchasing materials and ingredients.
 LO2 Preparing and Using Fillings Familiarizing different brand, quality and
 LO3 Decorating Cakes cost of ingredients and their alternatives
 LO4 Presenting Cakes without compromising the taste of the
 LO5 Storing Cakes baked products is a vital skill they need
to acquire. Budgeting expenses and
costing were also a skill to learn.
Preparing for hands -on activity I need to
make alterations so that everybody could
take part in preparing, decorating,
presenting and storing Gateaux, Tortes
and Cakes. Researching about the
different baked products using themes
and marketing strategies are also taught
to be one of the most important
Institutional skills.
Fourth Quarter: For this quarter’s curriculum, all the
 Lesson 4: Preparing and Displaying necessary competencies that they have
Petit Fours learn were put into the practice. But the
 LO1 Preparing Iced Petit Fours challenging part of it is the lack of
 LO2 Preparing Fresh Petit Fours needed tools and equipment some of the
 LO3 Preparing Marzipan Petit tools was borrowed and there is only a
Fours temporary workplace or laboratory to
 LO4 Preparing Caramelized Petit work in. But we try to find a solution for
Fours that so that we can still reach the
 LO5 Displaying Petit Fours competencies they need to know and
 LO6 Storing Petit Fours apply. We also learn to present dessert
 Lesson 5: Presenting Desserts that depends upon the kind of cuisine
 LO1 Presenting and Serving they serve at a full course meal to
Plated Desserts complement it with variety of sweet and
 LO2 Planning, Preparing and savory types of dessert. The curriculum
Presenting Dessert Buffet also includes packaging style and
Selection or Plating procedures since different Breads and
 LO3 Storing and Packaging pastries required different kinds of
Desserts storage and packaging to seal and
guarantee good sanitation and maintain
the freshness of the desired dessert.

2. REPORT ON ASSESSMENT
FIRST QUARTER:
FORMATIVE ASSESSMENT
Kind of Formative Assessment Use Narrative
1. Definition A formative assessment or assignment is
a
tool teachers use to give feedback to
students and/or guide their instruction.
2. Postcard Have students write a postcard as a
historical
figure to another historical figure
discussing
and describing a historical event related
to baking history.
3.Three Things List 3 things that a fellow student might
misunderstand about the topic.
4. Venn Diagram Have students compare and contrast
between bread and pastry
using a Venn diagram.
5. Hand in, pass out Ask students questions, have them
respond on notebook paper
anonymously. Students then hand their
papers in. Teacher immediately,
randomly gives them back to students for
grading. Students get practice grading
others work, but shouldn't know who is
who. Teacher then takes informal poll
about how many questions students
answered correctly.
SUMMATIVE ASSESSMENT (PERFORMANCE TASK)
The learner recognizes his/her PECs and prepares an activity plan that aligns
with the PECs of a practitioner/entrepreneur’s in the Bread and Pastry
Production NC II.

The learners independently demonstrate core competencies in preparing and

producing bakery products.

Hands-on Activity On
Filipino Baked Delicacies Expo (5 batches)

G- Students will be able to Baked Filipino delicacies properly.

R- Students will become a Local Baker.
A- Filipinos who would appreciate the local taste of our country through their
baked goods.
S- Students will be able to baked local quality good that they have chosen and
sell it in the community.
P- Bake and sell quality local Goods.

S- Rubrics:
Baked Products:
*Taste (Flavor,Texture, Doneness) -20%
*Presentation –(color , volume)
*Proper Execution of Baking Techniques and Fundamentals -20%
* Ability to discuss on food preparation. -15%

Kitchen Operations:

Mise en Place 10%

Sanitation -5%
Procedure and Cleanliness-5%
Accuracy in weights and measurements -5%
Timing of Service 5%
Baking techniques and skills – 10%

ASSESSMENT OF 21ST CENTURY SKILLS

1. Cooperation This set of 21st century skill for the first
2. Creativity quarter focuses on team work and
3.Oral and Written Communication creativity of the learner that is needed in
4.Computing the baking industry while good oral and
5 Problem solvers written communication are needed in
reading recipes and giving instruction to
their teammates and understanding
baking terms. Calculating skill should be
learned in budgeting for cost and
measuring of ingredients which is one of
the most basic skill needed. Problem
solving skills is also a life skill in case the
student in the near future become an
employee they would be ready to tackle
simple problems on their own and
sometime value collaboration in solving
industrial and institutional problems.

SECOND QUARTER:
FORMATIVE ASSESSMENT
Kind of Formative Assessment Use Narrative
1. Quizzes Give students quizzes, which either you
mark, or they mark. You can use the
information gathered from the quizzes to
guide your instruction, or to give feedback
to the students.
2. Write it down Have students write down an explanation
of what they understand. Read these
explanations to help inform your
instruction, and write comments on them
(or discuss them with the student) to give
them feedback.
3. My Favorite No Assign students a warm up problem or
two. Hand out index cards to the
students. Sort the index cards into yes/no
piles. Choose your favorite no response
and analyze it as a
class.
4. Create something This is similar to checking for transfer.
Have students build/create something
that requires
that they apply what they have learned.
5. Chalkboard Splash Numerous students respond to a
prompt/question on the chalkboard or
whiteboard at the same time.

SUMMATIVE ASSESSMENT (PERFORMANCE TASK)

The learner demonstrates competencies in preparing and producing pastry
products

Hands-on Activity
G- Students will be able to bake and present pastry product in the most
aesthetic way.

R- Students will become a Patisserie.

A- People in all walks of life that enjoys eating and appreciating the appearance
of the different kinds of Pastry.

S- Students will plan for a new way of presenting their baked pastries by the
theme that they have chosen as a group .

P- The students will be able to bake ,decorate and present the pastry product
.
S- Rubrics:

Baked Products:
*Taste (Flavor,Texture, Doneness) -20%
*Presentation –(color , volume)
*Proper Execution of Baking Techniques and Fundamentals -20%
* Ability to discuss on food preparation. -15%

Kitchen Operations:

Mise en Place 10%

Sanitation -5%
Procedure and Cleanliness-5%
Accuracy in weights and measurements -5%
Timing of Service 5%
Baking techniques and skills – 10%

Skill Demonstration

Demonstration -50%
Use of Materials- 30%
Workplace Safety Procedures - 20%

ASSESSMENT OF 21ST CENTURY SKILLS

1.Cross-cultural Understanding These batch of 21st century skill is needed
2.Career and Learning Self- Reliance for this quarter emphasize on cross-
3.Computation cultural understanding since pastries was
4.Critical thinking skills brought by our foreign conquerors and
5Creativity how does pastry first develop. Mastering
creativity and computation skills is very
vital since we need to add and subtract
ingredients’ adjustment for pastry.Critical
thinking , Career and learning self
-reliance are skill you aquire when
dealing with buying ingredients or
ingredient substitute and customers
preference. Planning for product
marketability is also a by product of this
skills.

THIRD QUARTER:
FORMATIVE ASSESSMENT
Kind of Formative Assessment Use Narrative
1. Thumbs up, middle, or down (Self Ask the class if they understand a
Reporting Strategy) concept. If they (think) they get it, thumbs
up. If they are not sure, thumbs middle, if
they don't get it, thumbs down.
2. Two Roses and a Thorn Name two things that you liked about a
chapter, lesson, etc. and one thing you
did not like or you still have a question
about. This can be used as a wrap up or
an exit ticket.
3. Fingers up! (Survey Strategy to Similar to thumbs up/down/middle –
Assess what they know) choose option or match using 1, 2, 3, 4,
or 5 fingers held up with 1 meaning "I
need a lot of help" and 5 meaning "I really
get this."
4. Visualize (Be the Illustrator) The students will draw the design of their
personalize gateaux, torte or cake after
drawing their design and color it. Let the
student write a short narrative regarding
their drawing why do they choose that
design and what inspire them to design
their baked good that way.
5.Kinesthetic Assessment In this activity the student will act out the
different mixing method as a sort of
review the group wo would guess the
movement in a shorter period of time is
the winner.
SUMMATIVE ASSESSMENT (PERFORMANCE TASK)
The learner demonstrates competencies in preparing and presenting gateaux,
tortes and cakes

G-To perform bread and pastry production as prescribed in the TESDA training
regulation.

R- Baker, Cake Decorator

A- Costumer, TESDA personnel, Assessors, POEA Representative.

S- In partnership with POEA we are going to conduct training seminar in the

community to cater the employment demand abroad in Bread and Pastry
Production.

P- The students will be able to bake, decorate, Present effective business

proposal and production baked products.
.
S- Rubrics:

Baked Products:
*Taste (Flavor, Texture, Doneness) -20%
*Presentation –(color , volume)
*Proper Execution of Baking Techniques and Fundamentals -20%
* Ability to discuss on food preparation. -15%

Kitchen Operations:

Mise en Place 10%

Sanitation -5%
Procedure and Cleanliness-5%
Accuracy in weights and measurements -5%
Timing of Service 5%
Baking techniques and skills – 10%

Skill Demonstration

Demonstration -50%
Use of Materials - 30%
Workplace Safety Procedures - 20%

ASSESSMENT OF 21ST CENTURY SKILLS USED

1.Creativity At this quarter there should be mastery of
2.Environmental Awareness the basic skills that was mentioned on the
3.Collaboration 1st and 2nd quarter. These skill set are
4.Computing Skills very vital. For not only for baking skill but
5Critical thinking making concept and themes for a specific
cuisine since profitability is the main
lesson for these quarter, good
mathematical skill is need and
environmental awareness for proper
sanitation and equipment needed and the
safety of the consumer’s health .

FOURTH QUARTER:
FORMATIVE ASSESSMENT
Kind of Formative Assessment Use Narrative
1. Cold-calling Ask students questions during class. Use
a procedure for asking questions which
ensures that all students have a chance
to be asked a question, and include
students who might not otherwise
participate. Example is using a popsicle
stick with their name on it or using a
popsicle stick to pick out the questions
you want to ask and flash it on screen.
2. Partner Quizzes Kids work on the first question together
and provide each other with feedback,
then work independently on a new
question covering same concept.
3. Rotate groups Have students work in stations, and
rotate through the stations. In small
groups, supervise an activity (or a
discussion) and assess students in the
small groups, and provide everyone in the
group with feedback relevant to the
discussion or hands on activity.
4. Make predictions Have students make a prediction about
an experiment or class demo and explain
their reasoning. After performing the
experiment or demo, discuss why their
predictions were right/wrong.
5. Comment on this! Write descriptive comments on student
work helping them see how they can
improve their work or what they've done
that really worked for them especially
during hands on activities.
SUMMATIVE ASSESSMENT (PERFORMANCE TASK)
The learner demonstrates competencies in presenting desserts

G- To set a dessert display for presenting dessert.

R- Baker, Cake Decorator

A- Customer, TESDA personnel, Assessors, food vlogger.

S – There would be a dessert buffet competition expo that is sponsored by the

Department of Trade and Industry.

P- The students will be able to bake, decorate, Present effective business

proposal and production baked products.
.
S- Rubrics:

Baked Products:
*Taste (Flavor, Texture, Doneness) -20%
*Presentation (color , volume)- 15%
*Proper Execution of Baking Techniques and Fundamentals -20%
* Ability to discuss on food preparation. -15%

Kitchen Operations:

Mise en Place 10%

Sanitation -5%
Procedure and Cleanliness-5%
Accuracy in weights and measurements -5%
Timing of Service 5%
Baking techniques and skills – 10%

Skill Demonstration

Demonstration -50%
Use of Materials - 30%
Workplace Safety Procedures - 20%

ASSESSMENT OF 21ST CENTURY SKILLS USED

1.Career and Learning Self-Reliance To this quarter is the summary of all the
2.Communication skills basic and other complex skills. It suits the
3.Collaborative skills student’s life skills for the future. If every
4.Creativity they choose a career in bread and pastry
5. Computation production industry. Good communication
skill can help market the products made.

3. ACHIEVEMENT PERFORMANCE REPORTS (QUARTERLY)

FIRST QUARTER
Students are… Intervention Program Results
having a hard time Instructional intervention The student show
understanding the baking like peer teaching, Make understanding and it
terms and procedure. They adjustment and invent improves their basic
very eager to start cooking activities so that they may learning .
rather that knowing the remember and understand
basic skills first. the baking terms they need
to understand using
different kind of games.
Demonstration teaching
also help to improve their
skills.

SECOND QUARTER
Students are… Intervention Program Results
Having problems in raising I provide them tips on fund They are able to perform
a budget for their group raising so that it would without much hassle and
demonstration. Tools and lessen the burden of the they are able to enjoy what
equipment are not students on raising a they are doing.
sufficient during this budget for their hands-on
quarter. activity. For the lack of
equipment, I also taught
them some tips on how to
use alternative tools and to
bring our tools and
equipment.
 THIRD QUARTER
Students are… Intervention Program Results
Having a hard time in I establish strict group They are able to reconcile
collaborating with their rotation and told my their differences as well as
classmates in the group student that I would grade establishing good working
rotations and complaining them individually rather relationships among them.
about the attitude of their than by group since some At the same time, I was
classmate and they of their group mates fails to able to point out their
wouldn’t like to contribute participate. I also explain strength and weaknesses.
for their groups budget but to them that when the time
they are very eager to eat comes that they are going
the baked outputs of the to work for a company they
group. have to learn to get along
with people different
people with different
upbringing so they have to
sharpen their social and
communicative skill.

FOURTH QUARTER
Students are… Intervention Program Results
Doesn’t have a sense of I assigned each and every The student are able to
initiative in their group. individual of the group with produce profitable baked
They tend to burden their a specific task inside the goods and they are able to
other responsible kitchen operations based sold it and packed it for
classmates during hands- on the hands on and group storage and display. Their
on activity. activities they have working time was reduced
undergone during the since they already know
group work rotation. what to do in their specific
workstations.

4. PROFESSIONAL DEVELOPMENT
PROGRAM INCLUSIVE SPONSOR PLACE PARTICIPATION
DATE
“Understanding September 5, Blessed Brgy. Participant
pupil’s behavior 2015 Christian Balibago ,
inside the School de City of Santa
classroom” Santa Rosa Rosa ,Laguna
2015 Training for October 26- PEAC and Lyceum of the Participant
Senior High 28,2015 DepEd Philippines
School (SHS) University-
Teachers in Laguna
Private Schools
Bread and May 29, 2016- TESDA JMZAT TVET Student
Pastry May 28, 2021
Production NC II
TESDA
Certificate
Leadership August 5 2016 Blessed Brgy. Participant
Training Christian Balibago ,
Seminar(LTS) School de City of Santa
and School Santa Rosa Rosa ,Laguna
-based Solid
Waste
Management
Program(SWMP
) Orientation
Fifth Regional October 7, NAPSPHIL Ynarez Participant
Congress- 2016 and Center ,
Education inpartneship Antipolo City
Stakeholders’ of Rex Book
Summit and A Store
Tribute to
teachers, with
the theme
“Empowering
Teachers for
Meaningful and
Positive
Change.”
2017 Summer April 17-19 PEAC and Lyceum of the Participant
In-Service 2017 DepEd Philippines
Training (INSET) University-
for Junior High Laguna
School Teachers
in Private
Schools
Faculty Induction July 7 ,2017 Blessed Brgy. Participant
Program Christian Balibago ,
/Training School de City of Santa
Santa Rosa Rosa ,Laguna
Certificate of Sept 29 2018 ACSEL 4th flr. JHS Participant
Recognition Bldg. Brgy.
4th Place in Balibago ,
News Writing City of Santa
Rosa ,Laguna
Journalism Sept 22 and ACSEL 4th flr. JHS Participant
Traning 29, 2018 Bldg. Brgy.
Balibago ,
City of Santa
Rosa ,Laguna
Certificate of Sept 22 and ACSEL 4th flr. JHS Participant
th
Recognition 4 29, 2018 Bldg. Brgy.
place , Layouting Balibago ,
City of Santa
Rosa ,Laguna
2017 DepEd- April 22, 2017 PEAC and Lyceum of the Participant
PEAC Summer DepEd Philippines
In-Service University-
Training (INSET) Laguna
for Junior High Makiling,
School Teachers Calamba City
in
Private Schools
on "Designing,
Assessing and
Facilitating
Grade 7-10
Learning Units
based on
the K to 12
Standards"
(Regular Track)
and earned
Fifteen (15)
Continuing
Professional
Development
(CDP) units
AE E-Teacher February 21, United MOOC online Student
Winter 2020 2020- March ! States , by Canvas
TESOL 4, 2020 Bureau of .Net
Methodology Educational
MOOC Badge and Cultural
Certificate Affairs
University of
Maryland
Baltimore
Country
Masters in August 20, N/A Laguna State Student
Educational 2019 up to Polytechnic
Management the present University –
Major in English Los Banos
Campus

CERTIFICATES :
Pictures for TLE Performance and Hands on Activities:
Second Quarter:
Personalize Pastry Decorations
THIRD QUARTER:
NO BAKE COLD DESSERTS
Take Home Activity
FOURTH QUARTER:
Buying Ingredients for Hands on activities
Final Performance Task Presenting Dessert