Q3_WEEK 2

DAILY School TONDOL NATIONAL HIGH SCHOOL Grade Level COOKERY-GRADE 10
LESSO Teacher MARISSA C. COLLADO Learning Area TLE

N Teaching Dates and Time FEBRUARY 06 & 08, 2024 (TUESDAY & THURSDAY - Quarter THIRD-WEEK 2
LOG 7:30-9:30)
TUESDAY THURSDAY
I. OBJECTIVES
A. Content Standards Basic concepts and underlying theories in preparing stocks, Basic concepts and underlying theories in preparing stocks, sauces and
sauces and soups. soups.
B. Performance Standards Prepares a variety of stocks, sauces and soups used in different Prepares a variety of stocks, sauces and soups used in different cutleries
cutleries
C. Learning LO1: Prepare stocks for menu items. LO2: Prepare soup for menu items.
Competencies/Objectives - Explain the principles in stocks making. TLE_HECK10SSS-IIIb-21
- Produce variety of stocks according to enterprise - Define Soup
standards. - Classify the soups according to ingredients.
- Select and assemble correct ingredients in preparing soups
- Value the importance knowing the principles in stocks including stocks and garnishes.
making. -
II. CONTENT PREPARE STOCK FOR MENU ITEMS - Classification of soups
- Ingredients in preparing soups.
- Techniques in presenting and evaluating soup recipes.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material SLM 1 - Prepare Stocks, Sauces, and Soups – pages 1-8 SLM 2- Prepare Stocks, Sauces, and Soups – pages 1-8
Pages
3. Textbook Pages
4. Additional Materials Applied Culinary Arts Book by: Nilo A. Alterado, Edilberto M. Tawagon and
from Learning Resources Loida R. Banzuelo
B. Other Learning Resources A guide to Meal Management and Table Services Revised Edition By: Nora
Narvaez-Soriano
IV. PROCEDURES
A. Reviewing previous What are the different principles of preparing stocks? - What are the different classifications of stocks and what is their main
lesson or presenting the ingredient?
new lesson
B. Establishing a purpose for Fish and shellfish are popular in most menus. They may cook into Soups are gently simmered liquid with s major component from meat, fish,
the lesson two methods such as dry-heat method or moist-heat methods. vegetables and poultry with herbs and spices to enhance flavors.
C. Presenting There are lots of stocks which are made from different ingredients The teacher will show pictures of soups and let the students describe its
examples/instances of the and for different purposes. picture.
new lesson
D. Discussing new concepts Explain the principles of stocks making - Ask the learners, what do they think are the ingredients used?
and practicing new skill #1 - What are the classifications on soups?
E. Discussing new concepts - How to make stocks? - What are the ingredients in preparing soups including stocks and
and practicing new skill #2 A. White Stocks garnishes?
B. Fish Stocks - What are the techniques in presenting and evaluating soup
Vegetable Stocks recipes?
F. Developing Mastery Show pictures of soup,let the learners classify them and explain why they
belong to clear, thick and other type of soups.
G. Finding practical Since we are in Tondol the most preferred stock is the fish stocks, Using a We all prepare foods at home and the most basic way to nourish our body
applications of concepts & flowchart write your own version of Fish stocks. Follow the principles in making is to eat soup.
stocks to achieve the heist quality of stocks.
skills in daily living
H. Making generalizations & We should familiarize the different ingredients used in preparing Soups are classified according to how soups are prepared and base on the
abstractions about the different stocks to easily cook stocks anytime. recipe used, either they are classified as clear, thick or under the other
lesson type of soup.
I. Evaluating Learning Using the concept map classify the different clear soup and thick soup.
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who 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 or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: Noted by:
MARISSA C. COLLADO LUDIVINA F. ZAMORA, ED D.
Teacher III Principal III

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DAILY School TONDOL NATIONAL HIGH SCHOOL Grade Level COOKERY-GRADE 10

LESSO Teacher MARISSA C. COLLADO Learning Area TLE

J. Additional activities for

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