CALATAGAN HIGH

School Grade Level 12

SCHOOL
Teacher JOBELLE P. ALINTANA Learning Area Cookery
Teaching
Daily Lesson May 13, 2024/ 10:30-
Dates & Quarter 4th Quarter
Log 11:30
Time

I. OBJECTIVES Annotations
The learners demonstrate an understanding of
the knowledge, skills, and attitudes required to
A. Content Standards
Prepare Seafood Dishes

The learners identify the different market forms

B. Performance
of fish
Standards
1. Identify the different market forms of fish
C. Learning 2. Describe the market forms of fish
Competencies 3. Value the importance of knowing the
market forms of fish
II. CONTENT MARKET FORMS OF FISH
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Pages 159-160
pages
3. Textbook pages Pages 159-160
4. Additional
Materials from
None
Learning Resource
(LR) portal
IV. PROCEDURES

A. Reviewing previous 1. Opening Prayer

lesson (Include the 2. Checking of attendance In this part of the
Routinary Activities) 3. Present the classroom rules. lesson, indicator 5
4. Ask the students about the previous lesson. will be observed.
 What was our lesson last meeting all INDICATOR 5:
about? Established safe
-The lesson last meeting focused on the and secure
different tools and equipment used in
learning
preparing seafoods
environments to
- Teacher will show some picture of the Enhance learning
different tools and equipment used in through the
preparing seafoods. consistent
Implementation
of policies,
guidelines and
procedures.
(PPST 2.1.2) –
Teacher established
rules and prepare
 Why is it important to know the different
tools and equipment and its uses motivate them in
properly? the lesson.
- To avoid accidents in using the tools
- To make the cooking process more
efficient and safer
 1. Present the objectives of the lesson.
2. The teacher will show pictures and the
students will identify it. 4 pics in 1 word. In this part of the
lesson, Indicator 4
will be observed.
INDICATOR 4:
Displayed
proficient use of
Mother Tongue,
Filipino and
English to
Facilitate
teaching and
learning.

(PPST 1.6.2)

- The medium of
instructions in
TVl is English
and the
terminologies is
being translated
to tagalog or
B. Establishing a bicol.
purpose for the
lesson
INDICATOR 3:
Applied a range
of teaching
strategies to
develop critical
and creative
thinking, as well
as other higher-
order thinking
skills.
3. The teacher will ask the following
questions: (PPST 1.5.2)
 If you hear the word market what is the
first thing that comes into your mind? - I provide a
 Can you give me the different taste of the simple to
fish you know? complex
 How do you choose fish when buying it in questions
the market? including the
HOTS for deeper
understanding.
Provide also a
questions for
every subtopic.

C. Presenting
examples/instances 1. The teacher will present the new lesson about INDICATOR 3:
of the new lesson the MARKET FORMS OF FISH But before we Applied a range
proceed with our lesson, let us define first what of teaching
is FISH( the teacher will elicit answer from the
strategies to
students about what FISH is)
develop critical
and creative
FISH– a cold blooded aquatic vertebrate with thinking, as well
scales and gills. as other higher-
order thinking
 Guide question: skills.
1. Who among you have already experience
buying fish in the market? (PPST 1.5.2)
2. What kind of fish do you know and that
are available in the market? - I provide a
simple to
complex
questions
including the
HOTS for deeper
understanding.
Provide also a
questions for
every subtopic.

INDICATOR1:
Applied
Knowledge of
content within
and across
curriculum
teaching areas.
(PPST 1.1.2)

(Subject
integration)

SCIENCE- student
will answer the
different
sensation of taste
(sweet, sour,
bitter, salty and
umami)

D. Discussing new To proceed with our lesson, let us discuss the INDICATOR 2:
concepts and MARKET FORMS OF FISH Uses a range of
practicing new skills teaching
#1
strategies that
WHOLE OR ROUND FISH - Completely intact, as
enhance learner
caught
achievement in
1. literacy and
numeracy skills.

- Skills such as
creating
knowledge
through reading,
writing, and
Guide Questions: solving
 How do we scale fish properly? problems and
 What dish can be made out of decisions based
whole fish on logical
 How will you know if the fish are thinking and
still fresh? reasoning are
part of literacy
and numeracy
skills.
2.DRAWN- Viscera removed

Guide Questions:
 Why do we remove the gills and
viscera of the fish?
 Why do we need to consider the
freshness of the fish?

3.DRESSED - Viscera, scales, head, tail and

fins removed

Guide Question:
 What sample of fish you know are
available in the market?
 Can you find any cut of dressed in
the market?
 When we buy 1kl of whole fish and
you request to remove the tail and Numeracy skills-
viscera what will be the result of teacher will
the whole fish? show plate with
 In your estimate how many can be measurement
deducted? and conversion
using pie chart
4 STEAKS- Cross section slices, each containing
a section of backbone

Guide Question:
1. What are other sample of fish do you
know that can be cut as steak that is
available in the market?
2. In what common dish do you know
using steak cut?

5. FILLET- boneless side of fish with or without

skin
Guide Question:
 In what part of the meal fish can INDICATOR 7:
be served? Established a
 What tools are used in filleting the learner-
fish? centered
 What Asian country consumed culture by
world’s largest consumer of fish? using
why? strategies that
respond to
their
6..BUTTERFLIED FILLETS- - Both sides of a linguistic,
fish still joined, but with bones removed cultural, socio
economic and
religious
backgrounds.

INDICATOR 9:
Used
Guide Question: strategies for
 Can you give some examples, of providing
fish that can be dried? timely,
 What techniques can you use to accurate and
preserve fish? constructive
feedback to
improve
7. STICKS- Cross section of fillets learner
performance

Guide Question:

1. Can we eat fish even raw?

2. What are the ingredients put in when

eating raw fish?

3. In the old days, what was used to catch

fish?

4. What vitamins can be obtained from fish?

 What is the national fish of the
Philippines?

E. Discussing new
concepts and
practicing new
skills #2
F. Developing mastery Group Activity: INDICATOR 5:
1. The teacher will divide the class into Established safe
SEVEN (7) groups. and secure
2. Each group will given a picture puzzle of
learning
market forms of fish and they will
assemble the puzzle and identify environments to
/describe the forms . Enhance learning
3. Remind the students of the classroom through the
rules. consistent
4. Give each group 3 minutes of allotted Implementation
time to finish the task and discuss it to of policies,
the class.
guidelines and
procedures.
(PPST 2.1.2)

- I assigned an
activity that require
them physical
participation to
construct and
explain concepts. I
set rules and rubrics
when they
presented their
outputs.

INDICATOR 6:
Maintained
learning
environments
that promote
fairness, respect,
Rubrics: and care to
Criteri Points encourage
learning. (PPST
Presentation 20
2.2.2)
Collaboration 20
- To promote
fairness, I
Speed/ time 10
presented a
rubric upon
Total 50
presentation of
their outputs. By
giving them
praises also
such as very
good, nice
performance,
and telling them
that their
answer is
correct is a sign
of respect,
motivate, and
encourage them
 to participate.
-
The teacher will ask the following questions:
The teacher will
 How does ancient people catch and cook elicit answers from
fish? the students about
 Can you name some fish that are other fish and
available in other countries and cannot be importance of fish.
found in our country? INDICATOR 7:
 What do you think are the importance of Established a
fish in our body? learner-
 What other dishes do you know or you centered
cook in your house using fish? culture by
 What specific dish do you apply the using
different market form of fish? strategies that
respond to
their
linguistic,
G. Finding practical cultural, socio
application of economic and
concepts and skills in religious
daily living backgrounds.

INDICATOR 8:
Adopted and
used culturally
appropriate
teaching
strategies to
address the
needs of
learners from
indigenous
groups.

Guide Questions: The teacher will

 What are the different market forms of summarize the
H. Making
fish? lesson by asking
generalizations and
 Is it important for us to know each market different questions
abstractions about
forms? Why? based form the
the lesson
lesson that has
been discussed.
Quiz: identification

Directions: identify the picture shown of a different

market form of fish

2
I. Evaluating learning

5.
 Assignment:
J. Additional activities
Look for a recipe using the different market form
for application or
of fish
remediation
Prepared by:

JOBELLE P. ALINTANA
Teacher – II Observers:

OLIVER M. TABUZO
Master Teacher – I

FIDEL A. VEGIM
School Principal II