Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning- D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: COOKERY 8 MARCH 11, 2024 Quarter:3 Duration: 110 mins
Learning Competency/ies: Prepare Salad and Dressing
(Taken from the Curriculum Guide)

Subjects Integrated: ICT, Arts,PE, DRR, GAD, localization, Math, Science

Key Concepts / Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives: At the end of the
Identify Categories: Behavioral Verbs: session, learners are expected
to:
Remembering identify, retrieve, recognize, duplicate,
list, memorize, repeat, describe,
identify the ingredients required for
The learner can recall information and retrieve relevant knowledge from long-
term memory reproduce various salad dressings,

Understanding interpret, exemplify, classify,

The learner can construct meaning from oral, written and graphic messages summarize, infer, compare, explain,
paraphrase, discuss

Skills Applying execute, implement, demonstrate, dramatize,

interpret, solve, use, illustrate, convert, discover
demonstrate the proper techniques
The ability and capacity The learner can use information to undertake a procedure in familiar
acquired through situations or in a new way for handling and combining different
deliberate, systematic, and
sustained effort to smoothly
fruits to create an attractive and well-
and adaptively carryout balanced fruit salad,
complex activities or the
ability, coming from one's
Analyzing differentiate, distinguish, compare, contrast,
The learner can distinguish between parts and determine how they relate organize, outline, attribute, deconstruct
knowledge, practice,
to one another, and to the overall structure and purpose
aptitude, etc., to do
something Evaluating coordinate, measure, detect, defend, judge,
The learner can make judgments and justify decisions argue, debate, describe, critique, appraise,
evaluate
Creating generate, hypothesize, plan, design, develop,
The learner can put elements together to form a functional whole, create produce, construct, formulate, assemble, devise
a new product or point of view

Attitudes Categories: List of Attitudes: .

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness, Respect,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Honesty, Personal discipline, Perseverance,
Study, use Sincerity, Patience, Critical thinking, Open-
2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular mindedness, Interest, Courteous, Obedience,
phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in Hope, Charity, Fortitude, Resiliency, Positive
responding (motivation). vision, Acceptance, Determined, Independent ,
Gratitude, Tolerant, Cautious, Decisive, Self-
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, Control, Calmness, Responsibility,
recite, report, select, tell, write Accountability, Industriousness, Industry,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more Cooperation, Optimism, Satisfaction, Persistent,
complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these Cheerful, Reliable, Gentle, Appreciation of one’s
values are expressed in the learner's overt behavior and are often identifiable. culture, Globalism, Compassion, Work Ethics,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, Creativity, Entrepreneurial Spirit, Financial
propose, read, report, select, share, study Literacy, Global, Solidarity, Making a stand for
4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and the good, Voluntariness of human act,
creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s rights, Inclusiveness,
Thoughtful, Seriousness, Generous, Happiness,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize,
Modest, Authority, Hardworking, Realistic,
identify, integrate, modify, order, organize, prepare, relate, synthesize
Flexible, Considerate,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, practice safe and
Sympathetic, Frankness
consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the
student's general patterns of adjustment (personal, social, emotional). hygienic food
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, handling
revise, serve, solve, verify
throughout the
fruit salad
preparation,

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, Love of God, Faith, Trusting, Spirituality, Inner
standards of select, sit, Study, use Peace, Love of truth, Kindness, Humble
behavior; 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular 2. Maka-tao
one's phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction Concern for Others, Respect for human rights,
work together as a
judgment of in responding (motivation). Gender equality, Family Solidarity, Generosity, team to prepare the
what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, Helping, Oneness
important in fruit salad, fostering a
present, read, recite, report, select, tell, write
life. 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the sense of unity.
more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues
Go beyond to these values are expressed in the learner's overt behavior and are often identifiable.
learner’s life 3. Makakalikasan
on earth,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, Care of the environment, Disaster Risk
include more justify, propose, read, report, select, share, study Management, Protection of the Environment,
than wealth 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, Responsible Consumerism, Cleanliness,
and fame, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Orderliness, Saving the ecosystem, Environmental
and would Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, sustainability
affect the generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize 4. Makabansa
eternal 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is Peace and order, Heroism and Appreciation of
destiny of pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are Heroes, National Unity, Civic Consciousness, Social
millions concerned with the student's general patterns of adjustment (personal, social, emotional). responsibility, Harmony, Patriotism,
Productivity
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify
2. Content Ingredients of Salad Dressing
3.LearningResources Curriculum Guide, Learning Material, Cookery module ,power point, Laptop, Projector
https://www.youtube.com/watch?v=8EWGq4OK5cw

4. Procedures
4.1 Introductory Activity (_10___ minutes). *Prayer
This part introduces the lesson content. Although at
times optional, it is usually included to serve as a
*Checking of attendance
warm-up activity to give the learners zest for the *Energizer
incoming lesson and an idea about what it to follow. *Review:
One principle in learning is that learning occurs when
it is conducted in a pleasurable and comfortable 1)Who can give me recap of what you have discussed yesterday?
atmosphere. Answer: Prepare a Variety of Salads and Dressings.
2) What are the four parts of Plated Salad?
Answers vary
3). What are those guidelines for arranging salad?
Answers vary

4.2 Activity (__10 minutes). This is an interactive

strategy to elicit learner’s prior learning experience. It
serves as a springboard for new learning. It illustrates
the principle that learning starts where the learners PICTURE ANALYSIS
are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or
group assessment, dyadic or triadic interactions,
puzzles, simulations or role-play, cybernetics exercise,
Divide the class into 4 groups, each group will be given 1 printed picture of plated seafood dishes and will discuss
gallery walk and the like may be created. Clear the following questions:
instructions should be considered in this part of the
lesson.
1. What have you observed in the picture?
2. What plating techniques being used or applied in the picture of Preparing Fruit Salad?

After 5 mins., choose a representative to share what they have discussed in the group.

4.3 Analysis(_5_minutes). Essential questions are What did you learn from doing the activity?
included to serve as a guide for the teacher in
clarifying key understandings about the topic at hand.
Critical points are organized to structure the
discussions allowing the learners to maximize
Answers vary
interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to
elicit the feelings of the learners about the activity or What are the fruits shows in the picture?
the topic. The last questions or points taken should
lead the learners to understand the new concepts or
skills that are to be presented in the next part of the Answers vary
lesson.

Do you think that a dressing is importing in presenting the fruit salad? Why?

Answers vary

4.4 Abstraction (__10_ minutes). Video Presentation on preparing and plating salad and dressing.
This outlines the key concepts, https://www.youtube.com/watch?v=Zp-F68Fa-ps
important skills that should be
enhanced, and the proper attitude 1)What is the name of the recipe?
that should be emphasized. This is Fruit Salad
organized as a lecturette that 2)What are those tools that used in preparing fruit salad?
summarizes the learning Answers vary
emphasized from the activity, 3) Which of the ingredients are available in the local market?
analysis and new inputs in this part Possible answer: All of the ingredients are available in the local market
of the lesson. 4)How to make a fruit salad?
Answers vary

4.5 Application (5 minutes). This PROJECT MAKING (Group 1 will prepare and present a fuit salad)
part is structured to ensure the
commitment of the learners to do The teacher will instruct the students to wear PPE, perform mise en place, observe cleanliness, sanitation
something to apply their new and safety in the working area.
learning in their own environment.

The remaining group will make costing for the next recipe.

4.6 Assessment (_15__ minutes). Performance and products will be rated through rubrics. (Refer to the attachment)
For the Teacher to: a) Assess
whether learning objectives have
been met for a specified duration)
Remediate and/or enrich with
appropriate strategies as needed,
and c) Evaluate whether learning
intentions and success criteria have
been met. (Reminder: Formative
Assessment may be given before,
during, or after the lesson). Choose
any from the Assessment Methods
below:

4.7 Assignment (___3_ minutes). Fill-in below any of the four purposes:
 Preparing for the new lesson The teacher will let the students research about the different variety of salad.
4.8 Concluding Activity (__2__ minutes). “A fruit salad is delicious precisely because each fruit maintain its own flavor”- Sean Covey
This is usually a brief but affective closing activity such
as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do
something to practice their new learning.
 Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of
1. Remarks class suspension, etc.

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help
2. Reflections your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who earned
80% in the evaluation.

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 learning strategies

worked well? Why did this
work?
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?

Prepared by:
Name: CHRISTINE L. BALUCOS School: Bitoon National Vocational High School
Position/Designation: STUDENT TEACHER Division: Cebu Province
Contact Number: 09812451958 Email address: [email protected]