DETAILED LESSON PLAN

Learning area/ Grade Level: Cookery 9

Quarter: 3

Parts of the Lesson Plan

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learner demonstrates the ability to identify and classify various ingredients used in making sandwiches.
B. Performance Standard Prepare a sandwich independently in accordance to the given standards.
C. Learning Competencies At the end of 60- minute period, the learners should be able to:
and Objectives a) Define sandwiches;
b) Classify the types of sandwiches; and
c) Prepare sandwiches, emphasizing their role as emergency food during disasters.
D. Content Sandwiches and Disaster Preparedness
E. Integration ICT EPP4IE-0e-10, TLE_ICTTD7/8OS0j-1, Home Economics, TLE_HEFS7/8OHS0g-8, DRR11/12-IIg-h-43
II. LEARNING RESOURCES
 TLE Module TLE-LM- COOKERY 9
 TLE Teachers Guide, TLE Links and https://docs.google.com/viewer?
a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxzb3V0aGNvbW5hdGlvbmFsaGlnaHNjaG9vbHxneDozYzM0MzQyYjQ2NTZjNjVm
III. TEACHING LEARNING PROCEDURES NOTES TO TEACHERS
A. Activating prior Activity 1: Preliminary Activities
knowledge 1. Prayer
(Minds and Moods) 2. Checking of Attendance

Activity 2: Review Question The teacher will ask students what

What did we discuss about food preparation and what are the ingredients for are the ingredients for making
making sandwiches? sandwiches.

Activity 2: “GUESS ME!” (Ais Integration & Gamification) The teacher will divide the class into
Instructions: Guess the food item from the riddle provided. five. Each group will choose one
representative. Each representative
1. I have a toe, yet I have no foot; I have red cheeks, yet I have no mouth; I from each group will race to grab the
have a green umbilical cord. spoon. The first one to get it will be
given the opportunity to answer the
mystery. The teacher will read the
riddle aloud to each group one at a
2. I am green and long, with seeds inside, sliced up in salads, I'm often spied, time. Each group will have 5 seconds
I'm a vegetable, but some say fruit, my name rhymes with to guess the answer. Groups will earn
"number", can you give a hoot? points for correct answers. If a group
can’t solve the riddle the other group
 can steal and move on to the next
one. We’ll rotate through the groups,
giving each one a chance to answer a
3. I'm laid by hens, but I'm not a feather, break my shell and cook me riddle.
together. I can be fried, boiled, or even poached, in breakfast dishes, I'm often
approached.

4. I am made from milk but am not a liquid, I can be sharp or mild, depending
on how I'm treated. I'm often found on pizzas and in sandwiches too, Guess
my name - I'm a favorite for many, not just a few.

The teacher will emphasize that many

of these ingredients (e.g., bread,
5. I'm often pink but not a flower, sliced thin or thick, I have power. A staple on vegetables, spread0 are staple items
sandwiches, I'm quite the treat, in breakfast or lunch, I'm hard to beat. in sandwich preparation, making
them versatile and practical during
emergencies.

6. I'm creamy and white, but not ice cream, spread on sandwiches, I make
them gleam. IN salads and dressings, I add a touch, made from eggs and oil,
I'm loved so much.

7. I'm soft and fluffy, without a trace of wheat, A staple of sandwiches, a

comfort to eat. I’m often sliced thin, but sometimes thick, With butter or jam,
I'm a morning pick.

8. I am a leafy green that's often in salads, My name sounds like a word for
"allowing”; You can find me in gardens, or on grocery shelves, But beware, I
might be hiding some unwelcome guests

B. Establishing Lesson 1. Transition Statement: (DRRM Integration)

Purpose “In times of disasters, a food becomes a critical need. Sandwiches are
 (Aims) not only simple to prepare but also serve as a nutritious and portable
meal option.”

2. Lesson Purpose:
Activity 2: “PICTOWORD”
Directions: Analyze the pictures to form words related to the types of The teacher will divide the class into
sandwiches. 5 (five) groups. Each group will
analyze the photos to form a word to
1.Pinwheel Sandwich reveal the different types of
2.Hot Open Face Sandwich sandwiches. The learners will think of
3.Deep Fried Sandwich a word/concept/idea that is
4.Cold Sandwich represented in each of the photo.
5.Wrap/ Rolled Sandwich Each group will have 5 seconds to
6. Sandwich guess the answer.

The teacher will connect this to

DRRM by discussing which types of
sandwiches are practical during
disasters (e.g., cold sandwiches,
wrap sandwiches)
C. Developing and Topic: Types of Sandwiches
Deepening
Understanding 1. Explicitation: Based from the activity you did a while ago entitled
(Tasks and Thoughts) “Pictoword”, what do you think will be our lesson focus for today?

2. Worked Example:
The teacher will present a short video
https://www.youtube.com/watch?v=1633rJzuwvg demonstrating sandwich preparation
with a focus on emergency situations.
The teacher then asks students about
the video presented.

Guide Questions:
1. What did you notice in the video?
2. How can sandwiches be helpful during emergencies?

1. Discussion
SANDWICH is a food item made with two or more slices of bread with fillings
between them.

DIFFERENT COMPONENTS OF A SANDWICH

1. Structure or Base- It is the part upon which the ingredients are placed.
It consists of some form of bread or dough produce that is whole or
slices.

2. Moistening Agent– It is meant to bind the sandwich that provides an

improvement of both flavor and texture. It also acts as the protective
layer between the filling and the structure.

3. Filling – It consists of or more ingredients that are stacked, layered or

folded with or on the structure to form the sandwich.

TYPES OF SANDWICHES

1. PINWHEEL SANDWICHES -are sandwiches that have

been rolled up and cut into rounds.

2.WRAP/ROLLED SANDWICH -is a culinary dish made with a

soft flatbread rolled around a filling.
3.COLD SANDWICH-is a plain sandwich made up of bread
preferably a day-old, bread, toasted if desired and on which
butter can be readily spread.

4.DEEP FRIED SANDWICH - is any

combination of ingredients enclosed by slices of bread, rolls or
batter before being submerged in oil and cooked until crisp on
the outside and warm on the inside.

5.OPEN –FACED SANDWICH-known as bread basers, bread

platters, half-widges or tartines, have a simple formula: a slice
of bread with one or more toppings.

6.CLUBHOUSE SANDWICH -is a type of

sandwich made with three slices of toasted bread filled with
sliced poultry, bacon, lettuce, tomato, and mayonnaise.

2. DRRM Integration:

Importance of food safety during disasters:

1. Using clean utensils and hands to avoid contamination.
 2. Storing ingredients properly to prevent spoilage.
3. Choosing non-perishable or easy- to- preserve items for sandwich
fillings.

3. Lesson Activity: “The Club House Sandwich Experience”

Learning task 1: The Emergency Sandwich Challenge

Procedures:
1. The teacher will group the class into five.
2. Each group will wear their PPE, follow proper hygiene and safety practices.
3. Each group will prepare a sandwich suitable for emergencies and using Performance will be graded based on
ingredients that are easy to store. rubrics.
4.The groups will have three minutes to make their sandwiches. If they are
done, they are going to present their output.
4.In presenting the output, they have to identify the ingredients used in
preparing sandwiches and discuss its practicality during emergencies.
5.Do not make any noise while doing the task.
6.Lastly CLAYGO/ Clean as You GO.

D. Making Generalizations 1. Learner’s Takeaways

(Abstraction) Students will write a short paragraph on how they can contribute to
household preparedness through simple tasks like making emergency-ready
food.
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2. Reflection on Learning:
Situational Analysis: How can you apply this lesson in real life, especially
during a disaster?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating Learning 1. Formative Assessment
(Tools for Assessment) “MIX AND MATCH”
 Directions:
Match sandwich-related terms with their definitions or functions.

1. It is a food item made

with two or more slices of bread with fillings between them and is eaten as a
light meal.

2. It is portable food during emergencies

3.It is the part upon which the ingredients are placed.

4.it consists of two or more ingredients that are stacked, layered or folded
with or on the structure to form the sandwich.

5.It requires no cooking.

B. Teacher’s Remarks Note observation on any of Effective Practices Problem
(Annotations) the following areas: Encountered
Strategies explored
Materials used

Learner
engagement/interaction

others
C. Teacher’s Reflection Reflection guide or prompt ca be on:
(Gains)  principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
 ways forward
What could I have done differently?
What can I explore in the next lesson?
Prepared by:

JUDITH M. RODELAS
Teacher I

Checked by:

RIC MARCO N. DALISAY

Head Teacher III

Approved by:

HERIFE T. MAZO
Head Teacher VI/OIC