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Q1W6 FBS DLL
Q1W6 FBS DLL
DAILY LESSON TEACHER MARIE CRIS A. LANSANG LEARNING AREA Food and Beverage Services
LOG TEACHING DATES AND TIME OCTOBER 02 - 06, 2023 QUARTER Quarter 1 – 6th Week
III. Learning Resources TVL-HE Food and Beverage Services TVL-HE Food and Beverage Services TVL-HE Food and Beverage Services TVL-HE Food and Beverage Services
Q1 SSLM 3; page 12-22 Q1 SSLM 3; page 12-22 Q1 SSLM 3; page 12-22 Q1 SSLM 3; page 12-22
A. References
1. Teacher’s Guide K-to-12 Curriculum Guide: Food K-to-12 Curriculum Guide: Food K-to-12 Curriculum Guide: Food K-to-12 Curriculum Guide: Food
Pages and Beverage Services; pg. 10 and Beverage Services; pg. 10 and Beverage Services; pg. 10 and Beverage Services; pg. 10
2. Learner’s Materials
Food and Beverage Services 10 Food and Beverage Services 10 Food and Beverage Services 10 Food and Beverage Services 10
Pages
3. Textbook Pages N/A N/A N/A N/A
4. Additional Materials N/A N/A N/A N/A
from Learning
Resources (LR) Portal
B. Other Learning Resources visual aids, tv, laptop, projector and visual aids, tv, laptop, projector and visual aids, tv, laptop, projector and visual aids, tv, laptop, projector and
chalk/board chalk/board chalk/board chalk/board
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the I. DAILY ROUTINE: I. DAILY ROUTINE: I. DAILY ROUTINE: I. DAILY ROUTINE:
new lesson Prayer Prayer Prayer Prayer
Asking the Students to Asking the Students to Asking the Students to Asking the Students to
Arrange their Chairs Arrange their Chairs Arrange their Chairs Arrange their Chairs
Checking of Attendance Checking of Attendance Checking of Attendance Checking of Attendance
Short Talks to Build Short Talks to Build Short Talks to Build Short Talks to Build
Rapport Rapport Rapport Rapport
Reminder of the Classroom Reminder of the Classroom Reminder of the Classroom Reminder of the Classroom
Health and Safety Protocols Health and Safety Protocols Health and Safety Protocols Health and Safety Protocols
II. REVIEW OF THE PAST LESSON: II. REVIEW OF THE PAST LESSON: II. REVIEW OF THE PAST LESSON: II. REVIEW OF THE PAST LESSON:
Safety Hazards and the Standards of Table Set-Up Basic types of tableware Three major tasks for mise-
Corrective Measures en-place
B. Establishing a purpose Game: Word Math Ask the learners: (HOTS) Game: Draw charades Game: the design is very… .
for the lesson There will be 2 pictures that they Do we use the same table Learners will be grouped into four. Learners will guess whether the
may add or subtract that will serve set-up for the three major One member will draw the item food is an American, Russian, or
as their clue for the mystery words. meals of the day? and the rest of the group will Filipino dish/food.
(Breakfast, lunch, dinner) guess.
These are the following words: If no, why?
1. Completeness
2. Condition
3. Uniformity
C. Presenting Show pictures that doesn’t have Explain to learners that tableware Ask the learners: (HOTS) Ask the learners: (HOTS)
examples/instances of the uniformity, not in good condition differs based on the menu. What are those things? Was it easy to identify?
new lesson and incomplete. What do you think is the Why?
relation of those things to What if there is no food on
our topic? the table, how will you
know if the food to be
served is an American,
Russian, or Filipino
dish/food?
D. Discussing new concepts Define Table Set-Up Review the three major meals of Different tableware and table Review the tableware
and practicing new skills #1 the day decorations
E. Discussing new concepts Standards of Table Set-Up Table set-up procedures based on Basic Rules for Laying the Tables Types of Table Setting
and practicing new skills #2 the type of meal
F. Developing mastery Recap the Standards of Table Set- Picture analysis Enumerate the Different tableware Refresh
(Leads to Formative Up The teacher will show a picture and table decorations The teacher will show a picture and
Assessment 3) then learners will tell whether it is of the table setting and the
for breakfast, dinner or lunch. learners will identify the set-up
G. Finding practical Ask the learners: (HOTS) Ask the learners: (HOTS) Ask the learners: (HOTS) Ask the learners: (HOTS)
applications of concepts and When does your family do How will you apply your Would you rather apply the Based on your experience,
skills in daily living formal table set-up? knowledge at home? same rules at home or not? which type of table setting
Why? is the most common?
H. Making generalizations Ask the learners: (HOTS) Ask the learners: (HOTS) Ask the learners: (HOTS) Ask the learners: (HOTS)
and abstractions about the Which is the most Can the table set-up for Which of the Different If you are going to choose,
lesson important factor to breakfast and lunch be the tableware and table which table setting is the
consider in setting up the same? Why? decorations is the least best? Why?
important? Explain your
table?
answer.
I. Evaluating learning Performance task: Set-up or Fed-
up?
Learners will set up a simulation
table (teacher-made Instructional
material) based on the given type
of set-up assigned to their group.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
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 this work?
F. What difficulties did I
encounter which my principal
of supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?