Department of Education

Region III
Division of Mabalacat City
BICAL HIGH SCHOOL
Mabalacat City (P)

A SEMI-DETAILED LESSON PLAN IN TLE 10 (COOKERY)

I. Learning Competency: At the end of the lesson, the students are expected to:
1. Identify the basic knife cuts
2. Appreciate and select various kinds of vegetables according to given menu
3. Prepare vegetable dishes.

II. Content: Prepare vegetable dishes

III. Procedure:
A. Preparation
1. Routinary Activity
 Check class attendance
 Review
B. Motivation/Review of the Previous Lesson
Let us have a recall about the previous topic: What are the palatability factors
or eating qualities of a food as judged by the human senses?

- The palatability factors are:

Praise students and proceed to the lesson.

C. Presentation/Discussion
CLASSIFICATION OF VEGETABLES

Color Components

1. Chlorophyll – a fat soluble compound responsible for the green color of plants. When
combined with acid, it forms pheophytin which produces an olive green color.

2. Carotenoids – the yellow, orange to red soluble pigments found in plants.

- beta carotene from carrots and squash

- lycopene, from tomatoes

3. Flavonoids

Anthoxanthin – responsible for the yellow pigments

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 - Anthocyanins – responsible for red and blue to violet pigments (beets) Tube,
eggplants

Basic Knife Cuts

1. Chopping – done with a straight, downward cutting motion 2. Chiffonade (shredding) –

3. Dicing – producing cube shapes

4. Diamond (lozenge) – thinly slicing and cutting into strips of appropriate width

5. Mincing – producing very fine cut usually for onions and garlic 6. Julienne and baton
net – making long rectangular cut

7. Pays Anne (Fermi ere) – making curved or uneven cuts of the same thickness

8. Rondelle – making cylindrical cut

9. Bias –making diagonal cut

10. Oblique or roll cuts – making diagonal cut by rolling the long cylindrical vegetables

D. Application

Divide learners into groups. Assigned a specific paragraph per group to work on.

Give each group guide questions to answer.
Activity On your notebook list down all the utensils you can find in your
kitchen. Identify the materials of your kitchen tools. Follow format below.
KITCHEN UTENSILS MATERIALS
1.
2.
3.
4.
5.

 Inform learners that they will present their output in class after 10 minutes.
 Have learners present their output. Appreciate them for participating in the
activity.
 Facilitate discussion by processing the answers of the learners.

E. Generalization
 Can you identify the different color components? What are those?
 Did you mention chlorophyll? Do you know this is responsible in the green color
of leafy vegetable.
 Have you already encounter this words?
 Yes ma’am in science
 Ask: Why its important to understand those color components?
 How can you use this information/ knowledge in your everydaylife?
 Encourage and allow learners to share their insights.
 Encourage learners to ask questions if there are any clarifications on the lesson.

IV. Evaluation
 The class will be divided into 3 groups. Each group will prepare a short skit demonstrate
the proper use of kitchen utensils for 3 minutes.

CRITERIA:

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  Relevance of Content 5pts.
 Clarity of expression 5pts.
 Creativity 5pts.
(Students will compute their score)
 Process the answers of the learners. Praise group/s who answered correctly.
If you were given a chance to create a new tools and equipment what would it be?
(Make sure to use material available in your barangay)How will people use it?

Direction: On the third column draw a star if the statement/s in column A match with Column B
and if not write the correct word/s that best describe the statement/s.

V. Assignment

Research additional kitchen utensils that commonly found in the kitchen. Bring at least 10
pictures of different equipment found in the kitchen.

VI. Reflection
A. Number of learners who earned B. Number of learners who require
80% in the evaluation _____ additional activities for remediation
who scored below 80% _____

Prepared by

Grade 9 TLE Teacher

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