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FBS Q2 W8
FBS Q2 W8
GRADES 11 to 12 Teacher ZENITH JOY R. TESORIO Learning Areas FOOD AND BEVERAGE
DAILY LESSON LOG SERVICES
Teaching Dates and Time January 15-19,2024 Quarter SECOND QUARTER
4:00-5:00PM
I. OBJECTIV At the end of the lesson, students At the end of the lesson, students At the end of the lesson, students At the end of the lesson, NON-
ES should be able to: should be able to: should be able to: students should be able to: MEETING
DAY
1. Discuss how to check table 1. Discuss how to Place 1. Relay information about 1.Demonstrate how to use
ware for chips, marks, and send orders to the special requests of the manual system in taking
cleanliness, spills, and drips, kitchen promptly guests; and. order
2. Show Carry out plates and 2. Discuss the types of 2. Define Point of sales
trays safely, order system (POS)
A. CONTENT
STANDARDS
B. PERFORMANC The learner:
E STANDARD 1. Demonstrates knowledge and skills in food and beverage service in relation to attending /monitoring kitchen and dining
service points
2. Prepares schedule of menus to be served
3. Perform strictly the sanitation and hygiene practices in dealing with guests, and in responding to their food and beverage service needs
C. LEARNING LO 4. Liaise between kitchen and
COMPETENCIE dining areas
S/CODES 1 Place and send orders to the kitchen promptly
2 Check quality of food in accordance with established standard
3 Check tableware for chips, marks, cleanliness, spills, and drips
4 Carry out plates and/or trays safely
5 Advise promptly colleagues regarding readiness of items for service
6 Relay information about special requests, dietary or cultural requirements accurately to kitchen where appropriate
7 Observe work technology according to establishment standard policy and procedure
II CONTENT 1. Workflow structures within food and beverage service location
2. Product and Service Knowledge
3. Communication and interpersonal skills
4. Tray and plate carrying techniques
5. Duties and responsibilities of food service team
III LEARNING
RESOURCES
A. REFERENCES Curriculum guide for Food and Beverage Services. Page 11
IV. PROCEDU
RES
A. Reviewing Preparatory Activity: Preparatory Activity: Preparatory Activity: Preparatory Activity:
previous lesson or
presenting the Prayer Prayer Prayer Prayer
new lesson Checking of attendance Checking of attendance Checking of attendance Checking of attendance
Before we proceed to our lesson, I Before we proceed to our lesson, I Before we proceed to our lesson, I Before we proceed to our
would like to remind you of our would like to remind you of our would like to remind you of our lesson, I would like to
classroom rules. classroom rules. classroom rules. remind you our classroom
rules.
“Students with a blur vision at the “Students with a blur vision at the “Students with a blur vision at the
back can occupied the seat in back can occupied the seat in back can occupied the seat in “Students with a blur vision
front so that you can see clearly, front so that you can see clearly, front so that you can see clearly, at the back can occupied the
also the students who can’t also the students who can’t also the students who can’t clearly seat in front so that you can
clearly heard my voice at the back clearly heard my voice at the back heard my voice at the back can be see clearly, also the students
can be seated in front.” can be seated in front.” seated in front.” who can’t clearly heard my
voice at the back can be
“Review of past lesson” “Review of past lesson” “Review of past lesson” seated in front.”
“How to Adjust flatware? “What is liaise?” “What are the types of manual
docket system?”
“What are the steps in Adjusting “What are the guidelines of
tableware and cutlery?” establishments in Operating “What are the two types when
ordering systems”? placing orders?”
B. Establishing a Activity 1 Direction: Read the Orders may be transmitted to the Activity 1.
purpose for the following items carefully and kitchen verbally, but it is still
lesson choose the correct answer from better to do it in writing to ensure Activity: "POS System
the given choices. Encircle the quality service. Since orders have Exploration"
letter of the correct answer. already been written by the
waiter, it is just a matter of Objective: This activity aims to
submitting a copy of the order slip
1. It is the guidelines cover policy to the kitchen. Order slips must be familiarize participants with Point
such as not charging for items that legibly written to be easily of Sale (POS) systems commonly
were not delivered or not understood by the kitchen staff. used in the hospitality industry,
When a waiter uses another form providing hands-on experience
charging person X for something
of shorthand’, code, or with transaction processing, order
that person Y received. management, and customer
A. Speed abbreviation to note information,
interactions.
B. Accuracy he must ensure that the kitchen
C. Honesty staff is familiar with it.
Materials Needed:
D. Customer service
Activity 1
1. Access to a simulated
2. What detail fully the nature of POS system (demo
all charges so that no confusion or Section 1: Knowledge and version or training
suspicion about charges exists. Understanding environment)
A. Speed 2. Computers or tablets
B. Accuracy 1. What is the primary with internet access
goal when placing and 3. Simulated menu items or
C. Explanation
sending orders to the a list of items for
D. Customer service practice transactions
kitchen?
a. To socialize with 4. Whiteboard and markers
3. What checks all entries, kitchen staff 5. Participants
extensions, additions and other b. To expedite the
calculations to make sure that the cooking process Instructions:
customer isn’t overcharged and c. To impress customers
that the venue captures all the with order complexity Introduction (5 minutes):
revenue to which it is legitimately d. To create delays in the
kitchen
entitled. 1. Briefly introduce the
2. Why is it essential to be
A. Speed familiar with the menu concept of Point of Sale
B. Accuracy when placing orders? (POS) systems and their
C. Honesty significance in modern
a. To show off
D. Customer service hospitality operations.
knowledge to customers
2. Emphasize the role of
b. To provide accurate
POS systems in
4. Treating customers with the information to the
transaction processing,
courtesy they merit in relation to kitchen
order management, and
c. To make the ordering
the taking of the order, processing enhancing customer
process more time-
of the order and presentation of experience.
consuming
the account for payment. d. To impress colleagues
A. Speed with menu expertise Role Assignment (5 minutes): 3.
B. Accuracy 3. What information Divide participants into two
C. Honesty should be included groups: Cashiers (responsible for
when communicating processing transactions) and
D. Customer service
an order to the Customers (responsible for
kitchen?
5. This computerized system a. Only the name of the placing orders).
enables electronic management of dish b. Special requests
food and beverage orders. and modifications
4. Rotate roles to ensure
c. The table number of
A. Software System everyone gets a chance
the customer
B. Manual System to experience both
d. A and C
C. POS System perspectives.
D. F and B System
Section 2: Practical Application
Scenario Setup (10 minutes): 5.
The teacher will process the Provide participants with access
4. During a busy shift, to a simulated POS system on
answer of the students how can a server computers or tablets.
efficiently
communicate multiple 6. Simulate a restaurant
orders to the kitchen? environment with a
a. Wait until there is a digital menu and pricing.
break to communicate
orders
b. Send orders one by Activity Steps:
one to avoid confusion
c. Use a shorthand Step 1: Order Placement and
method for quick Transaction Processing (15
communication minutes) 7. Customers use the
d. Only communicate POS system to explore the menu,
orders when they are select items, and place orders.
written on paper
5. How would you handle 8. Cashiers process these
a situation where a orders through the POS
customer has a food system, ensuring
allergy or dietary accuracy in transaction
restriction when handling.
placing an order?
a. Ignore the request and
Step 2: Customization and
inform the kitchen later
Special Requests (10 minutes) 9.
b. Clearly communicate
Customers make customized
the specific dietary needs
orders, incorporating special
to the kitchen
requests or modifications through
c. Guess what
the POS system.
modifications might be
suitable for the customer
d. Wait for the customer 10. Cashiers demonstrate
to talk directly to the how to accommodate
kitchen staff these requests in the
system.
Section 3: Timing and
Coordination Step 3: Payment Processing and
Receipt Generation (10
6. What role does the minutes) 11. Cashiers guide
Expediter play in the customers through the payment
process of placing and process, using the POS system to
sending orders to the process payments.
kitchen?
a. Cooking the dishes 12. Discuss the different
b. Ensuring smooth payment methods
communication and available in the POS
timing c. Taking orders system.
from customers 13. Demonstrate how the
d. None of the above POS system generates
7. Why is it important for receipts.
the kitchen to receive
timely and accurate Debrief and Discussion (15
orders? minutes): 14. Gather participants
a. To increase the to discuss their experiences
workload for the kitchen during the activity.
staff
b. To reduce customer 15. Explore the advantages
satisfaction of using POS systems in
c. To ensure dishes are terms of order accuracy,
prepared promptly and transaction speed, and
correctly customer satisfaction.
d. To create chaos in the 16. Discuss any challenges
kitchen faced during the
simulation.
Section 4: Communication
Skills
The teacher will process the
8. What are some answer of the students
effective
communication
techniques for sending
orders to the kitchen
promptly?
a. Using vague language
to allow the kitchen staff
to interpret orders
b. Speaking loudly to
ensure everyone hears
the order
c. Using clear and
concise language with
specific details
d. Providing lengthy
explanations for each
dish
9. How can a server
handle a situation
where there is a
mistake in the order
after it has been sent to
the kitchen?
a. Blame the kitchen
staff for the error
b. Ignore the mistake
and hope the customer
doesn't notice
c. Communicate the
error to the kitchen and
work together to resolve
it
d. Refuse to take
responsibility for the
mistake
Section 5: Emergency
Situations
Answers:
1. b, 2. b, 3. b, 4. c, 5. b, 6.
b, 7. c, 8. c, 9. c, 10. c
Date
Waiters signature
-Table number
-Time the order is placed
-Date
D. Discussing new Operating ordering systems All Activity:1 "Classic Dining How Employees use POS
concepts and transactions should be undertaken Order System Simulation" Systems
practicing new within establishment guidelines
skills #1 Objective: This activity aims to
relating to: The use of a POS system may
1. Honesty and integrity. provide students with a hands-on differ in one way or another
Guidelines cover policy like not experience of using a manual depending on the brand and type
dining order system, fostering an
charging for items that weren’t but for beginners, here are the
understanding of the traditional
delivered or not charging person order-taking process in a general processes of taking a
X for something that person Y restaurant. order with a POS system:
received
Materials Needed:
2. Accuracy – checking all Enter your name or user
entries, extensions, additions and code into the initial
1. Notepads or order pads touch screen. This allows
other calculations to make sure 2. Pens or pencils
that the customer isn’t you to access the system.
3. Simulated menu cards or
a list of menu items Begin a new Order or
overcharged and that the venue
4. students (can be divided check by entering in
captures all the revenue to which
into servers and food items which the
it is legitimately entitled
customers) customer orders . For full
service restaurants,
3. Speed – ensuring that accounts choose a table number
Instructions:
are compiled and presented in a and add food to an
timely manner according to existing check.
honesty and accuracy. Never Introduction (5 minutes):
Wait as POS sends all
sacrifice accuracy for speed. order information to the
1. Gather students and kitchen or bar in the
briefly explain the
4. Explanation and outline of form of a printed ticket
historical context of
charges. This should detail fully or on a digital display
manual dining order
the nature of all charges so that no systems.
confusion or suspicion about 2. Highlight the monitor.
charges exists significance of clear The kitchen or bar staff
communication, reads the order and make
5. Customer service – treating accuracy, and personal sure the appropriate food
interaction in a manual or beverage for the wait
customers with the courtesy they setting. staff or other employees
merit in reference to the taking of
the order, processing of the order to serve to the customer.
Role Assignment (5 minutes): 3. Once the order has been
and presentation of the account Divide students into two groups: relayed to the kitchen, it
for payment. Servers and Customers. If is now the waiter’s job to
possible, rotate roles to ensure
adjust the place settings,
everyone gets a chance to
experience both perspectives. making sure that each
guest has the correct
cutlery and service
Scenario Setup (10 minutes):
equipment. every dining
room facility/ restaurant
4. Provide students with a list of has its own guidelines as
menu items or simulated menu to which cutlery and
cards. Include various courses
service equipment are to
like appetizers, main courses, and
be used with each dish.
desserts.
In a quick-service
restaurant , the employee
5. Briefly explain any
will read the total charge
restaurant-specific
procedures or etiquettes on the POS display, and
they should follow. collect payment from the
customer. In full service,
the FBSA/Waiter will
Activity Steps:
bring a check, wait for
payment, and then enter
Step 1: Server-Customer it into the POS when the
Interaction (10 minutes) customers are finished.
9. Encourage servers to
repeat the orders back to
customers to confirm
accuracy.
G. Finding practical Activity Title: "Kitchen-Dining 1.How does the use of a 1. What is the primary
applications of Liaison Scenarios" computerized order system purpose of a Point of
concepts and contribute to an improved Sale (POS) system in
skills in daily Objective: The objective of this customer experience? the context of a
living short activity is to identify and restaurant or retail
discuss practical applications of 2.In what ways might a manual
order system contribute to a
business?
liaison skills between the kitchen 2. How does a POS
and dining area in everyday life. unique or personalized dining
system contribute to
experience for customers?
streamlining and
Materials Needed: improving the
teacher will process the answer of
efficiency of business
1. Scenario cards (prepared the students operations?
in advance) 3. Can you name three
2. Paper and pens key components of a
typical POS system
Instructions: teacher will process the answer of
the students
1. Introduction (5
minutes): a. Begin by
briefly explaining the
importance of effective
communication and
coordination between the
kitchen and dining area
in daily life.
b. Emphasize that
participants will explore
practical scenarios where
these skills are crucial.
2. Scenario Exploration
(10 minutes): a.
Distribute scenario cards
to each students or
group. These cards
should describe common
situations where kitchen-
dining liaison skills are
applicable (e.g., family
dinner preparation,
hosting friends, cooking
for dietary restrictions).
b. Ask participants to
read the scenarios and
consider the challenges
presented in terms of
communication and
coordination.
3. Discussion and
Brainstorming (10
minutes): a. Facilitate a
group discussion where
students share their
insights and brainstorm
potential solutions for
the challenges presented
in the scenarios. b.
Encourage participants
to draw from personal
experiences or propose
creative ideas for
effective liaison.
4. Application Exercise
(10 minutes): a. Have
each students or group
choose one scenario
from the cards. b. Ask
them to write down
practical steps they
would take to address the
challenges and enhance
communication between
the kitchen and dining
area in that scenario.
5. Group Sharing (5
minutes): a. Invite
students to share their
proposed solutions with
the group. b. Encourage
a brief discussion after
each sharing,
highlighting different
perspectives and
approaches.
6. Reflection (5 minutes):
a. Conclude the activity
with a brief reflection
session. b. Ask students
to share one key
takeaway or lesson
learned from discussing
and applying liaison
skills in the provided
scenarios.
6. Why is it important to
communicate effectively
with kitchen staff
regarding the status and
contents of plates or
trays being carried out?
L. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies/work
well? Why did
these works?
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?