School MASCAP NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON
Teacher CZARINA C. GUILLERMO Learning Area T.L.E.- COOKERY
LOG Teaching Dates and Time May 8-12, 2023 Quarter 4
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Content Standards The learner demonstrates understanding of core concepts and theories in cookery lessons.
Performance Standards The learner independently demonstrates core competencies in cookery as prescribed in the TESDA Training Regulation.
Learning Competencies Prepare desserts and sweet Prepare desserts and sweet Prepare desserts and sweet Prepare desserts and sweet Prepare desserts and sweet
with MELC Code sauces sauces sauces sauces sauces
- identify ingredients for - select and prepare sweet - select and prepare sweet - identify ingredients for - identify ingredients for
desserts; sauces; sauces; desserts; desserts;
- select and prepare sweet - prepare variety of desserts - prepare variety of desserts
sauces; and sauces using sanitary and sauces using sanitary
Objectives - prepare variety of desserts practices; and practices; and
and sauces using sanitary - follow workplace safety - follow workplace safety
practices; and procedures procedures
- follow workplace safety
procedures

II. CONTENT Ingredients needed in Ingredients needed in Ingredients needed in Ingredients needed in Ingredients needed in
preparing desserts and sweet preparing desserts and sweet preparing desserts and sweet preparing desserts and sweet preparing desserts and sweet
sauces sauces sauces sauces sauces
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages 177-181 177-181 177-181 177-181 177-181
4. Additional Materials
(LR) portal
B. Other Learning Resources

IV. PROCEDURES
Classroom- I. Preliminaries: I. Preliminaries: I. Preliminaries: MODULAR DISANCE MODULAR DISANCE
Based - Prayer - Prayer - Prayer
Activities LEARNING LEARNING
- Checking of attendance - Checking of attendance - Checking of attendance
II. Review: Recall of the II. Review: Recall of the II. Review: Recall of the
previous lesson- Types of previous lesson- Some previous lesson- Some
dessert ingredients use in making ingredients use in making
III. Activity: Add to Cart: dessert dessert
Identify what is being describe III. Activity: Add to Cart: III. Activity: Add to Cart: Identify
and add to cart. Identify what is being what is being describe and add
IV. Analysis: What are the describe and add to cart. to cart.
ingredients in making dessert IV. Analysis: What are the IV. Analysis: What are the
and sweet sauces. ingredients in making dessert ingredients in making dessert
Why is it important to choose a and sweet sauces. and sweet sauces.
good quality ingredient? Why is it important to choose Why is it important to choose a
V. Abstraction: Ingredients a good quality ingredient? good quality ingredient?
needed in preparing desserts V. Abstraction: Ingredients V. Abstraction: Ingredients
and sweet sauces: Sugar, needed in preparing desserts needed in preparing desserts
Gelatin, Egg yolks, Egg and sweet sauces: Sugar, and sweet sauces: Sugar,
whites, Fruit, Cream, Batters, Gelatin, Egg yolks, Egg Gelatin, Egg yolks, Egg whites,
Nuts and Chocolates. whites, Fruit, Cream, Batters, Fruit, Cream, Batters, Nuts and
VI. Application: Nuts and Chocolates. Chocolates.
Directions: Identify the VI. Application: VI. Application:
ingredients being described in Directions: Identify the Directions: Identify the
the following items. ingredients being described ingredients being described in
1. Simple mixture of flour and in the following items. the following items.
water is used to make crepes 1. Simple mixture of flour and 1. Simple mixture of flour and
and pancakes. It is water is used to make crepes water is used to make crepes
also used to coat fruit for and pancakes. It is and pancakes. It is
fritters. also used to coat fruit for also used to coat fruit for
2. These ingredients are fritters. fritters.
available whole, chopped or 2. These ingredients are 2. These ingredients are
ground, roasted or available whole, chopped or available whole, chopped or
caramelized. They are an ground, roasted or ground, roasted or
important part of dessert caramelized. They are an caramelized. They are an
cookery as they provide important part of dessert important part of dessert
flavour for creams and ice cookery as they provide cookery as they provide
creams. flavour for creams and ice flavour for creams and ice
3. Melted to easily blend into creams. creams.
fillings and batters. It can also 3. Melted to easily blend into 3. Melted to easily blend into
be poured over fillings and batters. It can also fillings and batters. It can also
desserts such as puddings. be poured over be poured over
When melted and cooled it can desserts such as puddings. desserts such as puddings.
be shaped and When melted and cooled it When melted and cooled it can
moulded into many attractive can be shaped and be shaped and
decorations. moulded into many attractive moulded into many attractive
4. The common element for all decorations. decorations.
desserts. It may be used to 4. The common element for 4. The common element for all
sprinkle over fruit, all desserts. It may be used desserts. It may be used to
beaten into egg yolks for to sprinkle over fruit, sprinkle over fruit,
custard or into whites for a beaten into egg yolks for beaten into egg yolks for
meringue. It serves as custard or into whites for a custard or into whites for a
sweeteners. meringue. It serves as meringue. It serves as
5. This is used to set many sweeteners. sweeteners.
cold moulded desserts. It is 5. This is used to set many 5. This is used to set many cold
the basis for jellies and is cold moulded desserts. It is moulded desserts. It is the
also used to set creams, the basis for jellies and is basis for jellies and is
 mousses and glazes. also used to set creams, also used to set creams,
V. Assessment: mousses and glazes. mousses and glazes.
Directions: Identify the V. Assessment: V. Assessment:
appropriate word from the box Directions: Identify the Directions: Identify the
to complete the sentence. appropriate word from the appropriate word from the box
1. Brown sugar is commonly box to complete the to complete the sentence.
used in ____________ as it sentence. 1. Brown sugar is commonly
produces a lovely rich caramel 1. Brown sugar is commonly used in ____________ as it
flavor. used in ____________ as it produces a lovely rich caramel
2. Milk and white chocolate produces a lovely rich flavor.
because of their _____content caramel flavor. 2. Milk and white chocolate
is more difficult to work with 2. Milk and white chocolate because of their _____content
than dark chocolate. because of their is more difficult to work with
3. Batter is often rested at _____content is more difficult than dark chocolate.
room temperature after it is to work with than dark 3. Batter is often rested at room
made to reduce its _______ so chocolate. temperature after it is made to
that it flows more freely over 3. Batter is often rested at reduce its _______ so that it
the pan. room temperature after it is flows more freely over the pan.
4. Creams vary in taste and made to reduce its _______ 4. Creams vary in taste and
texture so choose according to so that it flows more freely texture so choose according to
____________________. over the pan. ____________________.
5. Keep nuts well wrapped and 4. Creams vary in taste and 5. Keep nuts well wrapped and
store in refrigerator to prevent texture so choose according store in refrigerator to prevent
the oils in the nuts becoming to ____________________. the oils in the nuts becoming
_____. 5. Keep nuts well wrapped _____.
and store in refrigerator to
prevent the oils in the nuts
becoming _____.
Matching Type: Match column Identify the picture of the
A with column B to complete following dessert
Home-Based the sentence. Write the letter of ingredients. Write your
Activities your answer on a sheet of answer on a sheet of paper.
paper. (Refer to your activity (Refer to your activity sheet.)
sheet.)
If the lesson is not finished, it If the lesson is not finished, it
Remarks will be continued the next day. will be continued the next
day.

Prepared: Checked by:

CZARINA C. GUILLERMO WALTER C. CRISTOBAL
Teacher Principal I

School MASCAP NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON
Teacher CZARINA C. GUILLERMO Learning Area T.L.E.- COOKERY
LOG Teaching Dates and Time April 17-21, 2023 Quarter 3
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Content Standards The learner demonstrates understanding of core concepts and theories in cookery lessons.
Performance Standards The learner independently demonstrates core competencies in cookery as prescribed in the TESDA Training Regulation.
Learning Competencies STORE POULTRY AND STORE POULTRY AND GAME STORE POULTRY AND GAME STORE POULTRY AND GAME
with MELC Code GAME BIRDS BIRDS BIRDS BIRDS
- enumerate and discuss the - enumerate and discuss the - store and maintain poultry and - store and maintain poultry and
storing techniques in poultry storing techniques in poultry and game bird according to standards game bird according to standards
and game birds, game birds, - appreciate the importance of - appreciate the importance of
- store and maintain poultry - store and maintain poultry and proper food handling and storage proper food handling and storage
HOLIDAY
Objectives and game bird according to game bird according to standards of poultry. of poultry.
standards - appreciate the importance of RAMADAN
- appreciate the importance of proper food handling and storage
proper food handling and of poultry.
storage of poultry.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
II. CONTENT

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
320-325 320-325 320-325 320-325
3. Textbook pages
4. Additional Materials (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
Classroom- I. Preliminaries: I. Preliminaries: I. Preliminaries: I. Preliminaries:
Based - Prayer - Prayer - Prayer - Prayer
Activities
- Checking of attendance - Checking of attendance - Checking of attendance - Checking of attendance
II. Review: Recall of the II. Review: Recall of the previous II. Review: Recall of the previous II. Review: Recall of the previous
previous lesson- Plating/ lesson- storage technique. lesson- storage technique. lesson- storage technique.
Presenting Poultry Dishes. III. Activity: III. Activity: III. Activity:
III. Activity: Match the proper IV. Analysis: What are IV. Analysis: What are IV. Analysis: What are
storage of each picture. precautions should be considered precautions should be considered precautions should be considered
IV. Analysis: What are when handling and storing when handling and storing when handling and storing
precautions should be poultry? How will you ensure the poultry? How will you ensure the poultry? How will you ensure the
considered when handling and freshness of chicken even if it is freshness of chicken even if it is freshness of chicken even if it is
storing poultry? stored in the refrigerator? stored in the refrigerator? stored in the refrigerator?
How will you ensure the V. Abstraction: V. Abstraction: V. Abstraction:
freshness of chicken even if it Raw chicken and poultry can Raw chicken and poultry can Raw chicken and poultry can
is stored in the refrigerator? carry the salmonella bacteria, carry the salmonella bacteria, carry the salmonella bacteria,
 V. Abstraction: which is which is which is
Raw chicken and poultry can responsible for more cases of responsible for more cases of responsible for more cases of
carry the salmonella bacteria, food poisoning than any other food poisoning than any other food poisoning than any other
which is pathogen. pathogen. pathogen.
responsible for more cases of Fortunately, it's easy to avoid Fortunately, it's easy to avoid Fortunately, it's easy to avoid
food poisoning than any other getting sick from chicken and getting sick from chicken and getting sick from chicken and
pathogen. poultry, as long as poultry, as long as poultry, as long as
Fortunately, it's easy to avoid you follow safe food handling you follow safe food handling you follow safe food handling
getting sick from chicken and practices. practices. practices.
poultry, as long as VI. Application: Make a slogan/ VI. Application: Make a slogan/ VI. Application: Make a slogan/
you follow safe food handling poster about safety practices in poster about safety practices in poster about safety practices in
practices. handling and storing poultry. handling and storing poultry. handling and storing poultry.
VI. Application: Make a slogan/ V. Assessment: Directions: V. Assessment: Directions: V. Assessment: Directions:
poster about safety practices in Complete the table in storing Complete the table in storing Complete the table in storing
handling and storing poultry. poultry. poultry. poultry.
V. Assessment: Directions:
Complete the table in storing
poultry.
Home-Based
Activities
Remarks If the lesson is not finished, it If the lesson is not finished, it will
will be continued the next day. be continued the next day.

Prepared: Checked by:

CZARINA C. GUILLERMO WALTER C. CRISTOBAL
Teacher Principal I
 School MASCAP NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON
Teacher CZARINA C. GUILLERMO Learning Area ENGLISH
LOG Teaching Dates and Time February 27- March 3, 2023 Quarter 3
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Philippine
Content Standards
Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Philippine
Performance Standards
Culture and those of other countries.
Analyze intensions of words Analyze intensions of words Analyze intensions of words Analyze intensions of words or Analyze intensions of
Learning Competencies
with MELC Code or expressions used in or expressions used in or expressions used in expressions used in words or expressions used
propaganda techniques. propaganda techniques. propaganda techniques. propaganda techniques. in propaganda techniques.
- define propaganda - describe and identify the - describe and identify the - describe and identify the - describe and identify the
- describe and identify the different types of different types of different types of propaganda different types of
Objectives
different types of propaganda propaganda techniques, propaganda techniques, techniques, propaganda techniques,
techniques, - apply those propaganda - apply those propaganda - apply those propaganda - apply those propaganda
- apply those propaganda techniques in your daily life. techniques in your daily life. techniques in your daily life. techniques in your daily
techniques in your daily life. life.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,

II. CONTENT PROPAGANDA PROPAGANDA PROPAGANDA PROPAGANDA PROPAGANDA

TECHNIQUES TECHNIQUES TECHNIQUES TECHNIQUES TECHNIQUES
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 7-9 7-9 7-9 7-9 7-9
3. Textbook pages
4. Additional Materials (LR)
portal
https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
B. Other Learning Resources
watch?v=Sc8dU5jZ9nA&t=346s watch?v=Sc8dU5jZ9nA&t=346s watch?v=Sc8dU5jZ9nA&t=346s watch?v=Sc8dU5jZ9nA&t=346s watch?v=Sc8dU5jZ9nA&t=346s
IV. PROCEDURES
Classroom-Based I. Preliminaries: I. Preliminaries: I. Preliminaries: I. Preliminaries: I. Preliminaries:
Activities - Prayer - Prayer - Prayer - Prayer - Prayer
- Checking of attendance - Checking of attendance - Checking of - Checking of attendance - Checking of
II. Review: Recall of the II. Review: Recall of the attendance II. Review: Recall of the attendance
previous lesson- Bias in previous lesson II. Review: Recall of the previous lesson II. Review: Recall of the
Writings III. Activity: previous lesson III. Activity: previous lesson
III. Activity: Guess the name IV. Analysis: Have you III. Activity: IV. Analysis: Have you bought III. Activity:
of the product or service bought the product based on IV. Analysis: Have you the product based on its way of IV. Analysis: Have you
based on the given tagline or its way of advertising? Why? bought the product based advertising? Why? bought the product based
logo How do you decide which on its way of advertising? How do you decide which on its way of advertising?
 IV. Analysis: Have you product to buy or what idea Why? product to buy or what idea to Why?
bought the product based on to support? How do you decide which support? How do you decide which
its way of advertising? Why? product to buy or what idea product to buy or what idea
How do you decide which to support? to support?
product to buy or what idea to V. Abstraction: V. Abstraction:
support? Propaganda is the spreading Propaganda is the spreading of
V. Abstraction: of information with the V. Abstraction: information with the purpose of V. Abstraction:
Propaganda is the spreading purpose of influencing Propaganda is the influencing feelings or actions. Propaganda is the
of information with the feelings or actions. spreading of information Propaganda Strategies: spreading of information
purpose of influencing Propaganda Strategies: with the purpose of Bandwagon, Name Calling, with the purpose of
feelings or actions. Bandwagon, Name Calling, influencing feelings or Card Socking, Testimonial, influencing feelings or
Propaganda Strategies: Card Socking, Testimonial, actions. Glittering words, Repetition, actions.
Bandwagon, Name Calling, Glittering words, Repetition, Propaganda Strategies: Transfer. Propaganda Strategies:
Card Socking, Testimonial, Transfer. Bandwagon, Name Calling, VI. Application: Copy and Bandwagon, Name Calling,
Glittering words, Repetition, VI. Application: Copy and Card Socking, Testimonial, answer What’s More in the Card Socking, Testimonial,
Transfer. answer What’s More in the Glittering words, Repetition, module page 8-9. Identify the Glittering words,
VI. Application: Copy and module page 8-9. Identify Transfer. propaganda techniques used in Repetition, Transfer.
answer What’s More in the the propaganda techniques VI. Application: Copy and each statement. Choose from VI. Application: Copy and
module page 8-9. Identify the used in each statement. answer What’s More in the the words in the box. answer What’s More in the
propaganda techniques used Choose from the words in module page 8-9. Identify V. Assessment: module page 8-9. Identify
in each statement. Choose the box. the propaganda techniques Pen and Paper test the propaganda techniques
from the words in the box. V. Assessment: used in each statement. Identify the propaganda used in each statement.
V. Assessment: Pen and Paper test Choose from the words in techniques used in each Choose from the words in
Pen and Paper test Identify the propaganda the box. statement. the box.
Identify the propaganda techniques used in each V. Assessment: V. Assessment:
techniques used in each statement. Pen and Paper test Pen and Paper test
statement. Identify the propaganda Identify the propaganda
techniques used in each techniques used in each
statement. statement.
Home-Based
Activities
If the lesson is not finished, it
Remarks will be continued the next
day.

Prepared: Checked by:

CZARINA C. GUILLERMO WALTER C. CRISTOBAL
Teacher Principal I