School: Grade Level: VI

GRADES 1 to 12 Credit to the author of this file

Teacher: Learning Area: TLE-H.E.
DAILY LESSON LOG Teaching Dates and
Time: JULY 16-20, 2018 (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 and 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/
Economics and Livelihood Education. how-to/10-brilliant-
FNB Educational, Inc. QC. substitutions-for-
specialized-kitchen-tools-
0150526/

B. Other Learning Resources

https://
www.youtube.com/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 Yesterday, the class was There were exercises or There were presentation of the class started with the
food preservation, the benefits able to identify different activities on the use of the possible substitutes for planning for the
derived from it as well as its different tools/instruments and different tools/instruments kitchen tools/instruments. presentation of
types. We also conducted an equipment used in food and equipment in food There was a video preserved/processed food.
inventory of food that can be preservation. preservation / food presentation of these Today, they will continue
preserved and 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 This week’s lesson is on the distinguish the difference 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 Our lesson for today is a Ask the learners why there The eight (8) groups will Continue with group
of 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
B. Establishing a purpose for the of preserved with the same mode of food their chosen recipe, tools
lesson foods/processed foods and Emphasize the need to be preservation. and equipment, tasks for
identify the resourceful for the learners Original File Submitted and each member of the group,
tools/instruments and Formatted by DepEd Club workplan, and the budget
equipment used to Member - visit for the project.
complete the process. depedclub.com for more

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

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

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
drawings of examples of will be processed by the class that by next week, be the first time that they
tools/instruments and equipment. class. they will be bringing have 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 class will be divided into
The teacher will then present a photo
eight (8). With reference to
where the specific tool or equipment
the lessons last week on the
is used or being used.
methods of food
E.Discussing new concepts and practicing
preservation, assign two
new skills#2
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 Define, explain and provide
(Leads to Formative Assessment 3) What tools/utensils/instruments will video clip on what food item they will examples.
be used? processing/preservation of work on. There should be
 Grater food. no duplication of food items Workplan – is the list of
 Bowl for groups who will be tasks that need to be done
 Jar Midway in the presentation, working on the same for a specific activity. It
 Teaspoon the teacher will pause the method. indicates the day and time
 Cup video then ask the class and the task that will be
 Muslin bag what the next steps will be. done.
 Squeezer The individual group will
 Collander plan on the Budget – is the list of the
The video presentation will
 Tray or bilao preserved/processed food expenses or costs of items
be played again.
 Sauce pan which they will prepare. used in the activity.
 Knife
Photo Documentation – are
 Slicer
pictures taken before,
during 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 Remember the difference between The class continue with
abstractions 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 Clarifications by the Clarifications by the Clarifications by the
a substitute. learners will be addressed learners will be addressed learners will be addressed
by the teacher. by the 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?