School ABONGAN NATIONAL HS Grade Level 7

Grades 1 to Teacher DIGNA M. RAMOS Learning Area Cookery

12 DAILY Time 4:00 – 5:00 Quarter FOURTH
LESSON LOG
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
AUGUST 2022 DATE DATE DATE DATE
A. Content Standard The learner demonstrates an understanding of the use and maintenance of equipment in cookery.

B. Performance Standard The learner independently uses and maintains tools, equipment, and materials in cookery according to standard
operating procedures.
C. Lesson LESSON 1: UTILIZE APPROPRIATE KITCHEN TOOLS, EQUIPMENT, AND PARAPHERNALIA
D. Learning LO 1. Utilize Appropriate Kitchen Tools, Equipment, And Paraphernalia
Competencies
E. Objectives 1.1 Identify types of 1.1 Identify types of 1.1 Identify types 1.2 Classify the 1.2 Classify the
tools, equipment, and tools, equipment, of tools, types of appropriate types of appropriate
paraphernalia and paraphernalia equipment, and cleaning tools and cleaning tools and
paraphernalia equipment based on equipment based on
their uses their uses

II – CONTENT Types of Kitchen Tools, Types of Kitchen Types of Kitchen Types of Kitchen Types of Kitchen
Equipment and Tools, Equipment Tools, Equipment Tools, Equipment Tools, Equipment an
Paraphernalia and Paraphernalia and Paraphernalia and Paraphernalia Paraphernalia
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC
pages Compilation page 377 Compilation page Compilation page Compilation page Compilation page 377
377 377 377
2. Learner’s 7 TLE – H.E.- 7 TLE – H.E.- 7 TLE – H.E.- 7 TLE – H.E.- 7 TLE – H.E.-
Material pages COOKERY COOKERY COOKERY COOKERY COOKERY
Quarter 1 – Module 1: Quarter 1 – Module Quarter 1 – Quarter 1 – Quarter 1 – Module 1
UTILIZE APPROPRIATE 1: UTILIZE Module 1: Module 1: UTILIZE UTILIZE
KITCHEN TOOLS, APPROPRIATE UTILIZE APPROPRIATE APPROPRIATE
EQUIPMENT, AND KITCHEN TOOLS, APPROPRIATE KITCHEN TOOLS, KITCHEN TOOLS,
PARAPHERNALIA EQUIPMENT, AND KITCHEN TOOLS, EQUIPMENT, AND EQUIPMENT, AND
pages 4-13 PARAPHERNALIA EQUIPMENT, AND PARAPHERNALIA PARAPHERNALIA
pages 13-16 PARAPHERNALIA pages 13-16 pages 13-16
pages 13-16
IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checking ● Checking ● Checking ● Checking
of of of of of
Attendanc Attendanc Attendan Attendance Attendance
e e ce Review of Review of previous
● Pre-assessment ● Review of Review of previous lesson lesson
(10 minutes) previous previous
Multiple lesson lesson
Choice
B. Analysis ● Q & A Portion ● Puzzle ● Picture ● Talk Show ● Role Playing
● Present guide ● Class will be Analysis (10 ● (10 minutes)
questions to divided into five ● Students will be minutes) ● Group students
students. and an envelop given 5 minutes ● Students conduct into 5. The
● Accept logical having puzzle to identify the a talk show about teacher gives a
answers as related to types different tools the classification certain
possible. of tools, in cookery. of appropriate situation in
● Their answers equipment, and ● Let students cleaning tools which they
will lead to the paraphernalia give the and equipment have a 5
next activity. ● Puzzle will be function of each based on their minute role
● The teacher solved and will tool. uses. play.
will be posted in ● Students are ● After 10
present the front after the given only 5 minutes, the
lesson. students solved minutes for group will
it. rehearsal. present in the
After the class.
rehearsal, they
will present in
the class.
C. Abstraction ● THINK- ● Group Video Presentation ● Think and ● Panel Discussion
GROUP- Discussion ● Let the Discuss (30
SHARE ● Form 5 groups students Learners will be minutes)
watch a clip divided into
 ● The students ● Each group is on the TYPES three. Their task ● Each group is
will be divided given an OF KITCHEN is to discuss the given a topic
into four (4) Information TOOLS, classification of to report.
groups. Each Sheet: TYPES EQUIPMENT appropriate ● Then the all
group will be OF KITCHEN AND cleaning tools groups will
given at least 2 TOOLS, PARAPHERNA and equipment rate the
or 3 qualities EQUIPMENT LIA. List at based on their reporter.
involved in AND least 5 and uses. All groups will do the
cooking for PARAPHERNALI give its same.
them to A After 20 function.
analyze and minutes, the
brainstorm the group will
meaning. The report their
output will be assigned topic
presented to ● in the class.
the
class and the
students check the
corrections with
the answer from
the PowerPoint
presentation.

D. Application ● Moving Exam ● Demonstration ● Demonstratio ● Demonstration Demonstration (30

(35 minutes) (30 minutes) n (30 minutes) (30 minutes) minutes)
E. Evaluation ● Written Test ● Performance ● Performance ● Performance ● Post-assessment
(Quiz) Test Test Test (20 minutes)
(Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session will The session is The session is The session is The session is done
continue next challenging challenging challenging smoothly.
meeting. because the because the because the
students students students performed
performed the the given task.
performed the
given task.
given task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

School ABONGAN NATIONAL HS Grade Level 7

Grades 1 to Teacher DIGNA M. RAMOS Learning Area Cookery
12 DAILY Time 4:00 – 5:00 Quarter FOURTH
LESSON LOG
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DATE DATE DATE DATE DATE
A. Content Standard The learners explain the step-by-step procedure for cleaning and sanitizing kitchen tools, equipment, and
paraphernalia
B. Performance Standard The learners perform cleaning and sanitizing kitchen tools, equipment and paraphernalia
C. Lesson LESSON 2: MAINTAIN APPROPRIATE KITCHEN TOOLS, EQUIPMENT, AND PARAPHERNALIA
D. Learning LO 1. Maintain Appropriate Kitchen Tools, Equipment, And Paraphernalia
Competencies
E. Objectives 1.1 Select various types 1.1 Select various 1.2 Clean and 1.3 Use cleaning 1.3 Use cleaning
of chemicals for types of chemicals sanitize kitchen tools, equipment, tools, equipment,
cleaning and sanitizing for cleaning and tools and equipment and paraphernalia and paraphernalia
kitchen tools, sanitizing kitchen following the in accordance to in accordance to
equipment, and tools, equipment, manufacturer’s standard operating standard operating
paraphernalia and paraphernalia instructions procedures procedures
maintain kitchen maintain kitchen
tools, equipment, and tools, equipment, and
work areas work areas
II – CONTENT Sanitizing and Cleaning Sanitizing and Sanitizing and Sanitizing and Sanitizing and
Cleaning Cleaning Cleaning Cleaning
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 8-MELC Grade 8-MELC Grade 8-MELC Grade 8-MELC Grade 8-MELC
pages Compilation page Compilation page Compilation page Compilation page Compilation page 377
377 377 377 377

2. Learner’s
Material pages 7/8 TLE – H.E.- 7/8 TLE – H.E.- 7/8 TLE – H.E.- 7/8 TLE – H.E.- 7/8 TLE – H.E.-
COOKERY COOKERY COOKERY COOKERY COOKERY
Quarter 1 – Module 8: Quarter 1 – Module Quarter 1 – Module Quarter 1 – Quarter 1 – Module 8:
Maintain Appropriate 8: Maintain 8: Maintain Module 8: Maintain Appropriate
Kitchen Tools, Appropriate Kitchen Appropriate Kitchen Maintain Kitchen Tools,
Equipment, and Tools, Equipment, Tools, Equipment, Appropriate Equipment, and
Paraphernalia pages 4- and Paraphernalia and Paraphernalia Kitchen Tools, Paraphernalia pages
6 pages 4-6 pages 6 Equipment, and 6-7
Paraphernalia
pages 6-7

IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checkin ● Checking ● Checking of ● Checking of
of g of of attendance attendance
Attendanc Attenda Attendan ● Review of ● Review of
e nce ce previous lesson previous lesson
● Pre-assessment ● Review of ● Review of
(10 minutes) previous previous
Multiple lesson lesson
Choice
B. Analysis ● Q & A Portion ● Pass It On ● Pass the ● Talk Show ● Role Playing
● Present guide ● Let students Apple (10 (Clean My Mess)
questions to pass the word minutes)
students in given by each Students will ● Students conduct ● Class will be
relation to group. The be given an a talk show about divided into 3
cleaning and one who is in apple to be sanitizing tools groups, they will
sanitizing. the last row passed on and equipment make a role play
● Accept logical will write the his/her ● Students are in cleaning and
answers as word in the seatmate as given only 5 sanitizing
possible. chalkboard. the music minutes for applying the step
Their answers plays. When rehearsal. by step procedure
will lead to the the ● After the and the
next activity. music stops, rehearsal, they chemicals
the students will present in available.
holding the the class.
apple will
answer the
question to be
given by the
teacher.
C. Abstraction ● Group Discussion ● Categorizing ● KITCHEN ● Video ● Class Reporting
MO, Presentation
● Form 5 groups ● Based on the DESCRIBE Group students
● Each group is power point MO ● Show video: into 3
given an presented and “How to Clean ● Let the students
Information Sheet: the objects ● Students will tools, equipment, explain the step
CLEANING AND shown on the be given a and by step procedure
SANITIZING previous minute to paraphernalia in on how to clean
● After 20 minutes, activity, each describe their accordance to and sanitize
the group will group will own kitchen standard kitchen tools and
report their categorize (including operating equipment.
assigned topic the types of tools and procedure?”
in the class. chemicals for equipment).
cleaning and
sanitizing
 kitchen tools,
equipment,
and
paraphernalia

D. Application ● Moving Exam ● Demonstration ● Demonstration ● Demonstration ● Demonstration

(35 minutes) (30 minutes) (30 minutes) (30 minutes) (30 minutes)

E. Evaluation ● Written Test ● Performance ● Performance ● Performance ● Post-assessment

(Quiz) Test Test Test (20 minutes)
(Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session will The session is The session is The session is The session is done
continue next meeting. challenging because challenging because challenging because smoothly.
the students the students the students
performed the given performed the given performed the given
task. task. task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

School DANSALAN NATIONAL H.S. Grade Level 7/8

Grades 1 to Teacher MONIFA D. MACAWADIB Learning Area Cookery
12 DAILY Time 3:00-4:00 Quarter 1ST
LESSON LOG
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
DATE DATE DATE DATE DATE
A. Content Standard The learners demonstrate proper storing and stacking kitchen tools and equipment

B. Performance Standard The learners demonstrate proper technique in storing and stacking kitchen tools and equipment.
C. Lesson LESSON 3: MAINTAIN APPROPRIATE KITCHEN TOOLS, EQUIPMENT, AND PARAPHERNALIA
D. Learning LO 1. STORE AND STACK KITCHEN TOOLS AND EQUIPMENT
Competencies
E. Objectives 1.1 Store or stack 1.1 Store or 1.1 Store or stack 1.1 Store or stack 1.1 Store or stack
cleaned equipment stack cleaned cleaned equipment cleaned equipment cleaned equipment
and utensils safely in equipment and and utensils safely and utensils safely in and utensils safely in
the designated place utensils safely in the designated the designated place the designated place
in the place
designated place

II – CONTENT Storing and stocking Storing and stocking Storing and Storing and stocking Storing and stocking
kitchen tools and kitchen tools and stocking kitchen kitchen tools and kitchen tools and
equipment equipment tools and equipment equipment equipment
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 8-MELC Grade 8-MELC Grade 8-MELC Grade 8-MELC Grade 8-MELC
pages Compilation page Compilation page Compilation page Compilation page Compilation page 377
377 377 377 377

2. Learner’s
Material pages 7/8 TLE – H.E.- 7/8 TLE – H.E.- 7/8 TLE – H.E.- 7/8 TLE – H.E.- 7/8 TLE – H.E.-
COOKERY COOKERY COOKERY COOKERY COOKERY
Quarter 1 – Module 8: Quarter 1 – Module Quarter 1 – Module Quarter 1 – Quarter 1 – Module 8:
Maintain Appropriate 8: Maintain 8: Maintain Module 8: Maintain Appropriate
Kitchen Tools, Appropriate Kitchen Appropriate Kitchen Maintain Kitchen Tools,
Equipment, and Tools, Equipment, Tools, Equipment, Appropriate Equipment, and
Paraphernalia pages 7- and Paraphernalia and Paraphernalia Kitchen Tools, Paraphernalia pages
8 pages 7-8 pages 7-8 Equipment, and 7-8
Paraphernalia
pages 7-8

IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checkin ● Checki ● Checkin ● Checkin
of g of ng of g of g of
Attendanc Attenda Attend Attenda Attenda
e nce ance nce nce
● Pre-assessment ● Review Review Review the Review the previous
(10 minutes) the the previous lesson lesson
Multiple previou previous
Choice s lesson lesson
B. Analysis ● Q & A Portion ● Brainstorming ● Magic Box ● Stack Me Right ● What could it
● Present guide be?
questions to ● Let the students ● Let the ● Present kitchen
students in share ideas students pick tools and ● The teacher
relation to about the word a word in a utensils in class presents a
storing and storing and box and and ask this: PowerPoint
stacking stacking. share their ● If you will be presentation
● Accept logical ideas about given the task to about the
answers as that word. keep or stack storing washed
possible. these in the tool kitchen
● Their answers cabinet, how are utensils.
will lead to the you going to do ● Let the
next activity. this? Choose 3 students list
volunteers to do down the steps
this. that they have
seen.
C. Abstraction ● Video ● School Field ● Video ● Class ● Skit-making
Presentation Trip Presentatio Reporting
● Focus on School n ● Through a
● The students Canteen ● Using the ● Think of short skit,
watch a video Assess how “Pamilya on different demonstrate
presentation canteen staff Guard” techniques/ste the proper way
about the storing clean and series, ps/words on of storing and
and stacking. store kitchen explain the how to have stacking/organ
tools and ways on an organized izing kitchen
 ● They will report equipment. how to cabinet. tools and
their observation Prepare a clean and Present it equipment.
to the class. journal and store through the
make a kitchen use of word
comments/su tools and wordle.
ggestion on equipment.
how to
improve their
procedures.
Present it to
the class.

D. Application ● Demonstration (30 Demonstration Demonstration Demonstration Demonstration (30

minutes) (30 minutes) (30 minutes) (30 minutes) minutes)

E. Evaluation ● Performance Test ● Performance ● Performance ● Performance ● Post-assessment

● (Demonstration) Test Test Test (20 minutes)
(Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session is done The session is The session is The session is The session is done
smoothly. challenging because challenging challenging because smoothly.
the students because the the students
performed the given students performed the given
task. performed the task.
given task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

School GASCO & CENTINA Grade Level 7/8

Grades 1 to INTEGRATED SCHOOL
12 DAILY LESSON Teacher LLOR ZIA M. ARDEPOLLA Learning Area Cookery
LOG Dates: May 22-26, 2023 Quarter 4th- Week 4
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard The learner recognizes the abbreviations and equivalents of measurements.

B. Performance Standard The learners independently measure ingredients according to recipe requirement.
C. Lesson LESSON 4: MEASUREMENTS AND CALCULATIONS
D. Learning Competencies LO 1. CARRY OUT MEASUREMENTS AND CALCULATIONS IN A REQUIRED TASK
E. Objectives 1.1 Give the abbreviations 1.1 Give the 1.2 Measure 1.2 Measure 1.2 Measure
and equivalents of abbreviations and ingredients ingredients according ingredients according
measurements equivalents of according to the to the recipe to the recipe
measurements recipe requirement requirement requirement

II – CONTENT

III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 8-MELC Grade 8-MELC Grade 8-MELC Grade 8-MELC Grade 8-MELC
pages Compilation page 377 Compilation page Compilation page Compilation page Compilation page 377
377 377 377

2. Learner’s TLE – H.E.- COOKERY TLE – H.E.- COOKERY TLE – H.E.- TLE – H.E.- COOKERY TLE – H.E.- COOKERY
Material pages Quarter 1 – Module 2: Quarter 1 – Module 2: COOKERY Quarter 1 – Module Quarter 1 – Module 2:
PERFORM PERFORM Quarter 1 – Module 2: 2: PERFORM PERFORM
MENSURATION AND MENSURATION AND PERFORM MENSURATION AND MENSURATION AND
CALCULATION pages 4-5 CALCULATION pages MENSURATION AND CALCULATION page CALCULATION page 6-
4-5 CALCULATION page 6-7 7
6-7

IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking of ● Checking of ● Checking ● Checking of ● Checking of
Attendance Attendance of Attendance Attendance
● Pre-assessment ● Review of Attendanc Review of previous Review of previous
(15 minutes) previous e lesson lesson
Multiple lesson Review of previous
Choice lesson
B. Analysis ● Q & A Portion ● Chart Analysis ● Talk Show ● Identify Me ● Magic Box
● Present guide ● The teacher will (10 ● Student will Let the students pick a
questions to present easy to use minutes) identify the word in a box and
students in relation conversion chart ● Students conduct ingredients as to share their ideas about
to measurements that will help the a talk show liquid or solid. that word.
and equivalent student covert their about measuring
● Accept logical recipe to the ingredients
answers as measuring system according to
possible. recipe
● Their answers requirement
will lead to the ● Students are
next activity. given only 5
minutes for
rehearsal.
After the
rehearsal, they
will present in
the class
C. Abstraction ● List and Discuss ● Class Reporting ● Video ● Listing
Presentation ● Categorizing
● Form 5 groups ● Group students (20 minutes ● Let the students
● Each group will list
into 3. Each group ● Based on the identify and list
common cooking
will be given a ● Teacher shows power point down the
chart and will a video on presented and ingredients
abbreviations.
discuss the easy applying the the objects commonly used in
● After 20 minutes,
to use conversion tips in shown on the commercial
the group will report
charts that will measuring previous activity, cooking and
their answers in the
help convert the ingredients. each group will discuss the proper
class.
recipe to the ● The students categorize procedures in
measuring system will list down the ingredients as measuring them.
they are familiar the steps in to solid or liquid
with. measuring
ingredients.
D. Application ● Moving Exam ● Demonstration ● Demonstration ● Demonstration ● Demonstration (30
● (35 minutes) (30 minutes) (30 minutes) (30 minutes) minutes)

E. Evaluation ● Written Test (Quiz) ● Performance Test ● Performance ● Performance Test ● Post-assessment
(Demonstration) Test (Demonstration) (20 minutes) Multiple
(Demonstration) Choice
V - REMARKS The session will continue The session is The session is The session is The session is done
next meeting. challenging because challenging because challenging because smoothly.
the students the students the students performed
performed the given performed the given the given task.
task. task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other
teachers?

School DANSALAN NATIONAL H. S. Grade Level 7/8

Grades 1 Teacher MONIFA D. MACAWADIB Learning Area Cookery
to 12 DAILY Time 3:00-4:00 Quarter 1ST
LESSON LOG
 SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
DATE DATE DATE DATE DATE
A. Content Standard The learners demonstrate an understanding of conversion and substitution of ingredients

B. Performance The learners independently measures ingredients according to recipe requirement.

Standard
C. Lesson LESSON 4: MEASUREMENTS AND CALCULATIONS
D. Learning LO 2. CARRY OUT MEASUREMENTS AND CALCULATIONS IN A REQUIRED TASK
Competencies
E. Objectives 1.3 Convert systems of 1.3 Convert 1.3 Convert 1.3 Convert systems 1.4 Perform
measurement according to recipe systems of systems of of measurement substitution of
requirement measurement measurement according to recipe ingredients
according to according to recipe requirement
recipe requirement
requirement

II – CONTENT Systems of measurements Systems of Systems of Systems of Systems of

measurements measureme measurements measurements
nts
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7-MELC Compilation page Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC
pages 378 Compilation Compilation Compilation Compilation page
page 378 page 378 page 378 378

2. Learner’s TLE TLE TLE TLE TLE

Material pages Quarter 1 – Module 3: Quarter 1 – Module Quarter 1 – Quarter 1 – Module Quarter 1 – Module
Conversion and Substitution of 3: Module 3: 3: 3:
Measurements pages 3-6 Conversion and Conversion and Conversion and Conversion and
Substitution of Substitution of Substitution of Substitution of
Measurements Measurements Measurements Measurements3-6
 pages 3-6 pages 3-6 pages 3-6

IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checking ● Checking ● Checking ● Checking
of of of of of
Attendanc Attendanc Attendan Attendance Attendance
e e ce Review of Review of previous
● Pre-assessment ● Review of ● Review of previous lesson
(15 minutes) previous previous
Multiple lesson
Choice
B. Analysis ● Q & A Portion ● See the ● Q & A Portion ● Listing ● Role Playing
Difference
● Present guide ● Present guide ● Let the students ● Using the same
questions to ● Let the students questions to list down all the groupings, the
students in list the students in units of students will
relation to similarities and relation to measurement have 5 minute
conversion differences metric system they know. role play about
● Accept logical between the ● Accept logical substituting
answers as household answers as ingredients.
possible. system of possible. ● After a
● Their answers measurements minute, the
will lead to the and the group will
next activity. apothecary present in the
system of class.
measurements

C. Abstraction ● Group Discussion ● Study Group ● Class Reporting ● Study Group ● Class Reporting
● Form 5 groups (20 minutes) (30 minutes) (20 minutes) (30 minutes)
● Each group is ● Information ● Given the ● Class is ● Given the
given an Sheet: Manila paper divided into 5 Manila paper
Information Sheet: Household and groups. and pentelpen,
system of pentelpen, ● Each group is the students
 Household measurement the students given a table to will be group
Measurement s and the will be group complete. into 5.
System apothecary into 5. They will fill the ● Using the given
● After 20 minutes, system of ● Using the table with the resources, they
the group will measurement given equivalent of list all the ways
report their s resources, length, volume in substituting
assigned topic they list all and weight ingredients
in the class. units they The group will ● After 5 minutes,
know in present in the they will report
metric system class. in the class.

D. Application ● Moving Exam ● Demonstration ● Demonstration ● Demonstration ● Demonstration

● (35 minutes) (30 minutes) (30 minutes) (30 minutes) (30 minutes)

E. Evaluation ● Written Test ● Performance ● Performance ● Performance ● Post-assessment

(Quiz) Test Test Test (20 minutes)
(Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session will The session is The session is The session is The session is done
continue next meeting. challenging challenging challenging because smoothly.
because the because the the students
students students performed performed the given
performed the task.
the given task.
given task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

School DANSALAN NATIONAL H. S. Grade Level 7/8

Grades 1 to Teacher MONIFA D. MACAWADIB Learning Area Cookery
12 DAILY Time 3:00-4:00 Quarter 1ST
LESSON LOG
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
DATE DATE DATE DATE DATE
A. Content Standard The learner identify the cost of production according to standard procedure

B. Performance Standard The learner computes the total cost of production

C. Lesson LESSON 5: CALCULATE COST OF PRODUCTION

D. Learning LO 1. Calculate cost of production
Competencies
E. Objectives 1.1 Discuss principles 1.2 Compute cost of 1.2 Compute cost of 1.2 Compute cost of 1.2 Compute cost of
of costing production production production production

II – CONTENT

III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC
pages Compilation page 378 Compilation page Compilation page Compilation page 378
378 378

2. Learner’s TLE – H.E.- COOKERY TLE – H.E.- TLE – H.E.- TLE – H.E.-
Material pages Quarter 1 – Module 5: COOKERY COOKERY COOKERY
CALCULATE COST OF Quarter 1 – Quarter 1 – Quarter 1 – Module 5:
PRODUCTION pages 3- Module 5: Module 5: CALCULATE COST
4 CALCULATE CALCULATE COST OF PRODUCTION
COST OF OF PRODUCTION pages 4-5
PRODUCTION pages 4-5
pages 4-5

IV - PROCEDURE
A. Activities ● Prayer ● ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checking ● Checking ● Checking
of Attendan Attendance Attendance
Attendanc ce ● Review of the ● Review of the
 e ● Review of the previous lesson previous lesson
● Pre-assessment previous
(15 minutes) lesson
Multiple
Choice
B. Analysis ● Q & A Portion ● Jumbled ● Brainstorming ● Cuethink Table Completion
Letters
● Present guide ● The students ● Using cuethink, ● Given the
questions to ● Given the share their students will be recipe and its
students in scrambled ideas on how given correct estimated cost,
relation to the letters, let the they handle method of let the
principles of cost students their simple calculation from students
of production unscramble business. the so called compute for
● Accept logical them to get a “problem bank”. the total
answers as word or a group ● After 10 minutes, purchase cost
possible. of words related students use a and impose a
● Their answers to principles of process to create 30% mark-up
will lead to the costing and the and present their to determine
next activity. cost of solutions. the selling
● Then, the production in price of your
teacher cookery. product.
presents the
lesson.
C. Abstraction ● Class Reporting ● Group ● Oral ● Study Group ● Panel Discussion
(30 minutes) Discussion Questioning (20 minutes) (30
● Given the ● Form 5 groups Information minutes)
Manila paper ● Each group is ● The teacher Sheet: How to ● Each group is
and given an will allow the Calculate Mark- given a topic
pentelpen, the Information student to up Percentage to report.
students will Sheet: share their ● Then the all
be group into Fundamental own groups will
5. Principle of experience/ rate the
● Using the given costing ideas about reporter.
resources, they ● After 20 business ● All groups will
list down the minutes, the do the same.
 fundamental group will
principles of report their
costing. assigned
● After 5 minutes, topic
they will present ● in the class.
it in the class.

D. Application ● Moving Exam ● Demonstration ● Demonstratio ● Demonstration ● Demonstration

● (35 minutes) (30 minutes) n (30 minutes) (30 minutes) (30 minutes)

E. Evaluation ● Written Test ● Performance ● Performance ● Performance ● Post-assessment

(Quiz) Test Test Test (20 minutes)
(Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session will The session is The session is The session is The session is done
continue next meeting. challenging challenging challenging because smoothly.
because the because the the students
students students performed performed the given
performed the task.
the given task.
given task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?
 School DANSALAN NATIONAL H. S. Grade Level 7/8
Grades 1 to Teacher MONIFA D. MACAWADIB Learning Area Cookery
12 DAILY Time 3:00-4:00 Quarter 1ST
LESSON LOG
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
DATE DATE DATE DATE DATE
A. Content Standard The learner demonstrates and identity in occupational health and procedures

B. Performance Standard The learners demonstrate Occupational Health and Safety procedures

C. Lesson LESSON 6: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)

D. Learning LO 1. LO 1. Importance of Occupational Health and Safety Procedures
Competencies
E. Objectives 1.1 Recognize the 1.1 Recognize the 1.1 Recognize the 1.1 Recognize the 1.1 Recognize the
importance of OSHP importance of OSHP importance of OSHP importance of OSHP importance of OSHP

II – CONTENT Occupational Health Occupational Occupational Occupational Occupational Health

and Safety Procedures Health and Health and Health and Safety and Safety
Safety Safety Procedures Procedures
 Procedures Procedures
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC
pages Compilation page Compilation page Compilation page Compilation page Compilation page 378
378 378 378 378

2. Learner’s TLE – H.E.- TLE – H.E.- TLE – H.E.- TLE – H.E.-

Material pages TLE – H.E.- COOKERY COOKERY COOKERY COOKERY COOKERY
Quarter 1 – Module 6: Quarter 1 – Module Quarter 1 – Module Quarter 1 – Module 6: Quarter 1 – Module 6:
IMPORTANCE OF 6: 6: IMPORTANCE OF IMPORTANCE OF
OCCUPATIONAL IMPORTANCE OF IMPORTANCE OF OCCUPATIONAL OCCUPATIONAL
HEALTH AND SAFETY OCCUPATIONAL OCCUPATIONAL HEALTH AND HEALTH AND
PROCEDURES page 4 HEALTH AND HEALTH AND SAFETY SAFETY
SAFETY SAFETY PROCEDURES PROCEDURES pages
PROCEDURES PROCEDURES pages 6-9 10
pages 4 pages 5-6

IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checkin ● Checki ● Checkin ● Checkin
of g of ng of g of g of
Attendanc Attenda Attend Attenda Attenda
e nce ance nce nce
● Pre-assessment ● Review of the ● Review of the ● Review of the ● Review
(15 minutes) previous previous previous lesson of the
Multiple lesson lesson previous
Choice lesson
B. Analysis ● Q & A Portion ● Jumbled ● Listing ● Magic Box ● Role Play
● Present guide Letters Let the students
questions to ● Let the pick a word in a ● Each group will
students in Given the students list box and share make a role play
relation to scrambled common their ideas about in practicing
Occupational letters, let the problems in a that word. safety
Health and students commercial procedures in a
Safety unscramble kitchen workplace. They
Procedures them to get a will show the
● Accept logical word or a importance of
answers as group of words each procedure
possible. related to helps in
● Their answers OSHP maintaining the
will lead to the safety of the
next activity. working
environment.
C. Abstraction ● Study Group (20 ● Panel ● Group ● Video ● Group
minutes) Discussion (30 Discussion Presentation Discussion
minutes) (20 minutes) ● Form 5 groups
● Class is divided ● Form 5 groups ● Each group is
into 5 groups. ● Each group ● The students given an
● Each group is
● Each group is is given a will watch the Information
given an
information topic to video Sheet
Information
sheet: Apply report. presentation. ● After 20
Sheet:
health, safety ● Then the all Students will minutes, the
Commonly
and security groups will list down the group will report
Encountered
procedures in the rate the responsibilities their assigned
Maintenance
workplace reporter. if you are a topic in the
Problems in
● The group will All groups will worker or an class.
Commercial
present in the class do the same. owner of a
Kitchens
their given topic. business. from
● After 20
the video
minutes, the
presentation.
group will
The teacher will
report their
discuss the
assigned topic
 in the class. video
presentation.

D. Application ● Moving Exam ● Demonstration ● Demonstration ● Demonstration ● Demonstration

(35 minutes) (30 minutes) (30 minutes) (30 minutes) (30 minutes)

E. Evaluation ● Written Test ● Performance ● Performance ● Performance ● Post-assessment

(Quiz) Test Test Test (20 minutes)
(Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session is done The session is The session is The session is The session is done
smoothly. challenging because challenging challenging because smoothly.
the students because the the students
performed the given students performed performed the given
task. task.
the given task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

School DANSALAN NATIONAL H.S. Grade Level 7/8

Grades 1 to Teacher MONIFA D. MACAWADIB Learning Area Cookery
12 DAILY Time 3:00-4:00 Quarter 1ST
LESSON LOG
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
DATE DATE DATE DATE DATE
A. Content Standard The learners identify different types of hazards.

B. Performance Standard The learner independently complies with the regulatory and organizational requirements for occupational health and
safety in HS
C. Lesson LESSON 7: HAZARDS AND RISKS
D. Learning LO 1. Identify Hazards and Risks in the Workplace
Competencies
E. Objectives 1.1 Determine the 1.1 Determine the 1.1 Determine the 1.1 Determine the 1.1 Determine the
types of hazards and types of hazards types of hazards types of hazards and types of hazards and
risks the workplace and risks the and risks the risks the workplace risks the workplace
workplace workplace

II – CONTENT Types of Hazards/Risks Types of Types of Types of Types of

Hazards/Risks Hazards/Risks Hazards/Risks Hazards/Risks
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC Grade 7-MELC
pages Compilation page Compilation page Compilation page Compilation page Compilation page 378
378 378 378 378

2. Learner’s TLE TLE TLE TLE TLE

Material pages Quarter 1 – Module 7: Quarter 1 – Module Quarter 1 – Module Quarter 1 – Module 7: Quarter 1 – Module 7:
IMPORTANCE OF 7: 7: IMPORTANCE OF IMPORTANCE OF
OCCUPATIONAL IMPORTANCE OF IMPORTANCE OF OCCUPATIONAL OCCUPATIONAL
HEALTH AND SAFETY OCCUPATIONAL OCCUPATIONAL HEALTH AND HEALTH AND
PROCEDURE HEALTH AND HEALTH AND SAFETY SAFETY
(Hazards and Risks) SAFETY SAFETY PROCEDURE PROCEDURE
pages 3-8 PROCEDURE PROCEDURE (Hazards and (Hazards and Risks)
(Hazards and Risks) (Hazards and Risks) pages 3-8 pages 3-8
pages 3-8 Risks) pages 3-8

IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checkin ● Checki ● Checkin ● Checkin
of g of ng of g of g of
Attendanc Attenda Attend Attenda Attenda
e nce ance nce nce
● Pre-assessment ● Review of the ● Review of the ● Review of the Review of the
(10 minutes) previous previous previous lesson previous lesson
Multiple lesson lesson
Choice
B. Analysis ● Q & A Portion ● Jumbled ● Picture ● Role Playing ● Talk Show
● Present guide Letters Analysis (10 minutes) (10
questions to (5 minutes)
students in ● Let the minutes) ● Using the same
relation to students groupings, ● Students conduct
earthquake arrange the ● Group students teacher gives a a talk show about
drills letter to into 5. certain examples of
● Accept logical come up ● Each group situation in hazards
answers as with the is given a which they have ● Students are
possible. word that picture to a 5 minute role given only 5
● Their answers will describes identify play. minutes for
lead to the next the different hazards and ● After a rehearsal.
activity. statement. risks minute, the ● After the
● They will do group will rehearsal, they
Then, the this within 5 present in the will present in
teacher minutes. ● class. the class.
presents the After 5
lesson. minutes, they
will present
their analysis
in the class
through
reporting,
Then, the
teacher
 presents the
lesson.
C. Abstraction ● Gallery ● Video ● Class Reporting ● Panel Discussion ● Categorizing
Walk (20 Presentation (30 minutes) (30 ● Based on the
minutes) (20 minutes ● Given the minutes) power point
● Group ● Teacher shows Manila paper ● Each group is presented and
students a video on and pentel given a topic the objects
into 5. hazards and pen, the to report. shown on the
● The teacher risks in a students will ● Then the all previous
assigns all workplace be group into groups will activity, each
groups to their ● After the 5. Using the rate the group will
specific area. presentatio given reporter. categorize the
● At their area, n, teacher resources, All groups will do examples as to
they will be asks they will the same. hazards or
given a task to question make an risks
do for 10 like, “What evacuation
minutes. is the plan in their
● After 10 minutes, effects of respective
they will present hazards area.
their work in the and risks?”
class on hazards
and risks

● ●

D. Application ● Moving Exam ● Demonstration ● Demonstratio ● Demonstration ● Demonstration

(35 minutes) (30 minutes) n (30 minutes) (30 minutes) (30 minutes)
E. Evaluation ● Written Test ● Performance ● Performance ● Performance ● Post-assessment
(Quiz) Test Test Test (20 minutes)
(Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session will The session is The session is The session is The session is done
continue next meeting. challenging because challenging challenging because smoothly.
the students because the the students
performed the given students performed performed the given
task. task.
the given task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

School DANSALAN NATIONAL H.S. Grade Level 7/8

Grades 1 to Teacher MONIFA D. MACAWADIB Learning Area Cookery
12 DAILY Time 3:00-4:00 Quarter 1ST
LESSON LOG
SESSION 1 SESSION 2 SESSION 3 SESSION 4 ICL
I - OBJECTIVES SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
DATE DATE DATE DATE DATE
A. Content Standard The learner independently evaluates the regulatory and organizational requirements for occupational health and
safety in HS
B. Performance Standard The learners select and use personal protective equipment in accordance with OHS.
C. Lesson LESSON 8: HAZARDS AND RISKS
D. Learning LO 1. Evaluate and Control Hazards and Risks in the Workplace
Competencies
E. Objectives 1.1 Follow 1.2 Use Personal 1.3 Maintain OHSP
consistently OHS Protective awareness
procedure for Equipment (PPE) in
controlling accordance with
hazards/risks OHS

II – CONTENT Occupational Health Occupational Health Occupational Health

Safety Safety Safety
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7-MELC Grade 7-MELC Grade 7-MELC
pages Compilation page Compilation page Compilation page 378
378 378

2. Learner’s TLE TLE TLE

Material pages Quarter 1 – Module 7: Quarter 1 – Module Quarter 1 – Module 7:
IMPORTANCE OF 7: IMPORTANCE OF
OCCUPATIONAL IMPORTANCE OF OCCUPATIONAL
HEALTH AND SAFETY OCCUPATIONAL HEALTH AND
PROCEDURE HEALTH AND SAFETY
(Hazards and Risks) SAFETY PROCEDURE
pages 6-7 PROCEDURE (Hazards and Risks)
(Hazards and pages
 Risks) pages 8

IV - PROCEDURE
A. Activities ● Prayer ● Prayer ● Prayer ● Prayer ● Prayer
● Greetings ● Greetings ● Greetings ● Greetings ● Greetings
● Checking ● Checkin ● Checki ● Checkin ● Checkin
of g of ng of g of g of
Attendanc Attenda Attend Attenda Attenda
e nce ance nce nce
● Pre-assessment ● Review the ● Review the ● Review the ● Review
(10 minutes) previous previous previous lesson the
Multiple lesson lesson previous
Choice lesson
B. Analysis ● Q & A Portion ● Jumbled ● Role Playing ● What could it ● Talk Show
● Present guide Letters. (10 minutes) be? (10
questions to ● Let the ● Using the minutes)
students in students same ● The teacher ● Students conduct
relation to arrange the groupings, presents a a talk show about
earthquake letter to teacher gives PowerPoint OHSP awareness
drills come up a certain presentation in ● Students are
● Accept logical with the situation in properly given only 5
answers as word that which they wearing PPE. minutes for
possible. describes have a 5 ● Let the students rehearsal.
● The teacher will the different minute role list down the ● After the
present the lesson. statement. play. proper way of rehearsal, they
● After a wearing PPE. will present in
Then, the minute, the the class.
teacher group will
presents the present in
lesson. the
class.
C. Abstraction ● Group ● Gallery ● Video ● Panel Discussion ● Slogan/Poster
Reporting (20 Walk Presentation (30 Making
minutes) (20 (20 minutes minutes) ● Group the
 ● After the teacher minutes ● Teacher ● Each group is students into
presented the ) shows a video given a topic 5.
lesson, the ● Group in using PPE to report in ● Let each group
assigned group student ● The students properly make their
reporter will s into 5. will list down wearing PPE. own
report their ● The teacher the PPE used ● Then the all slogan/postop
assigned topic in assigns all in the video groups will regarding
the class. groups to their and the rate the OHSP
● After reporting, specific area. proper way to reporter. awareness.
they are ready to ● At their area, wear it. All groups will do ● Then they will
entertain they will be the same. present it in
questions from given a task the class.
their classmates. to do for 10
minutes.
● After 10
minutes, they
will present their
work in the class
on hazards and
risks

D. Application ● Moving Exam ● Demonstration Demonstration (30 Demonstration (30 Demonstration (30
(35 minutes) (30 minutes) minutes) minutes) minutes)

E. Evaluation ● Written Test ● Performance ● Performance ● Performance ● Post-assessment

(Quiz) Test Test Test (20 minutes)
 (Demonstration) (Demonstration) (Demonstration) Multiple Choice
V - REMARKS The session will The session is The session is The session is The session is done
continue next meeting. challenging challenging challenging smoothly.
because the because the because the
students performed students performed students performed
the given task. the given task. the given task.
VI - REFLECTIONS
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 worked well?
Why did these work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?