SAINT LOUIS SCHOOL, Inc.

(CENTER)
Baguio City

LEARNING PLAN

Second Grading Topic: Introduction to Bread and Pastry Production and Pastry Making (Pies and Tarts) Time Frame: 12 days

STAGE 1: DESIRED RESULTS/OUTCOMES

Content Standard: Performance Standard:

The learner demonstrates understanding of The learner

1. the core concepts of bread and pastry production; 1. independently demonstrates competencies in pastry making according to the standards of
2. Baking tools and equipment; bread and pastry production.
3. kitchen and laboratory practices;
4. guide in measuring basic ingredients;
5. kinds of batter and dough;
6. bread making methods and procedures;
7. basic pastry ingredient;
8. three basic rules for pastry making;
9. methods in making pie and tart crusts;
10. pie and tart fillings;
11. preparing and baking pies and tarts

Transfer Goal: The learner independently uses his/her learning about bread and pastry production and practically applies competencies in pastry making as a skilled
baker who can work in the food service industry. Also, for the learner to acquire basic skills in pastry making as a source of livelihood at home and in the community.

Enduring Understanding: Essential Questions:

The learners demonstrates understanding that
1. the concepts and principles of positive workplace communication
promote right relationship through good and ethical services
provided by the food service industry;
2. accurate measurement of baking ingredients and applying basic
baking techniques produce baked products such as pastries that
follows the standards of bread and pastry production.
1. How do we ensure safety and sanitation in baking?
2. What are the basic baking tools and equipment and its uses?
3. What are the common baking ingredients and its uses?
4. What are the kinds of batter and dough?
5. How is bread made?
6. What are the basic methods in making pie and tart crusts?
 STAGE 2: ASSESSMENT EVIDENCE

Product or Performance Task Other Evidences

Performance Task: Pastry Making: Tarts with Fillings Quizzes

Reports
As a baker in a his/her bakeshop (R) and want to introduce certain pastry to be included in the menu offered in his/her Participation
bakeshop business (G), the students are to prepare special tarts with homemade fillings (P) following and applying Summative Assessments
basic and proper methods and techniques in making pastry such as tarts. The students are encouraged to create Recitation
innovative and healthy tarts that highlight the filing of the tarts using abundant food ingredients of the Cordilleras. (S).
Also, safety and sanitation should be followed strictly inside the baking area. After which, each group will then present
to the class their tarts with proper packaging and label (A). Final evaluation using a rubric and documentation will be
done by the TLE teacher (S).
 STAGE 3: LEARNING PLAN

Date Specific Subject Matter Teaching-Learning Experiences A,M,T VASH-MI Remarks

Objectives
October 23- Through varied 1. Food Service Day 1
27, 2017 student-centered Management
activities, the A. Rechecking of Examination Papers and Compilation M/T
Day 1 students are 1. Motivation: (10 minutes)
expected to: a. Asking the students about their performance in the first
grading examination.
b. Asking the students what concepts or topics from the
examination did they find easy and difficult.
c. Giving a summary of the results of the examination.

2. Lesson Proper: (40 minutes)

a. Distributing the examination papers to students orderly. T Shows respect
1. recheck his/her b. Rechecking of the answers of the examination. and honesty in
examination c. Collecting examination papers individually. rechecking own
papers; d. Reminding students about their requirements and examination
performance tasks for them to finish and submit. papers.
2. finish and e. Letting the students compile their quizzes.
completes
requirements for 3. Tie-Up: (10 minutes)
the first grading a. Letting the students reassess themselves about their Proper time
period; performance for the first grading period by compilation and management in
summarizing to the class the activities they did for the first accomplishing
grading period. given tasks

Day 2 Day 2 of the week

- The period was
given to the
students to finish
and complete
their
requirements for
the first grading
period
November 6 – Through varied Subject Matter: Day 1
10, 2017 student-centered
activities, the Introduction to I. EXPLORE
Day 3 students are Bread and Pastry B. Introduction to Bread and Pastry Production
expected to: Production 1. Motivation: (5 minutes)
- History of Baking a. Asking the students: A/M Shows respect
3. share their - Baking Tools and  how often they consume baked products and
knowledge about Equipment  how bread and other baked products is made thoughtfulness by
baking and baked - Baking  how baked products is integrated to the diet of listening and
products; Ingredients Filipinos participating in
b. Introducing the topic based from the responses of students class discussion
and activity
References: 2. Lesson Proper: (50 minutes) A/M/T
Sercado, Virginia a. Instructing the students about their individual activity as Verbal and
4. participate in c. 2012. part of their mini performance task. Reasoning ability
the class Skills for a Lifetime b. Giving of instructions how the activity will go about. in answering
activity/discussion;in Home  Using the MSWORD, the students will research and questions and
5. create a Economics I. make a concept map on the brief history of baking sharing of ideas.
concept map Valenzuela City and the baking industry in the Philippines. Also,
illustrating the brief
JO-ES Publishing research on the different baking tools/equipment and A/M/T Spatial and
history of baking; House Inc. common baking ingredients and its uses (table form) analytical skills
6. research on the pp 122 - 183  Outputs will be uploaded in the class Padlet account
different baking (that is also linked in the ARALINKS) Critical thinking
tools/equipment Google.com c. Doing of the activity at the E-HUB. and doing,
and common d. Facilitating the activity while monitoring the participation of communication,
baking ingredients; the class. M collaboration,
e. Checking the outputs of the students that are uploaded in self-reliance and
the class Padlet account. learning and
doing the activity.
3. Tie-Up: (5 minutes)
a. Letting the students share their realizations about the
activity.
b. Calling on students to give a summary of the activity.
 Through varied Subject Matter: Day 2
student-centered Introduction to
Day 4 activities, the Bread and Pastry II. FIRM UP
students are Production C. History of Baking and the Baking Industry in the
expected to: - History of Baking Philippines
- Baking Industry 1. Motivation: (10 minutes)
7. explain core in the Philippines a. Presenting to the class some of the best outputs created A/M Shows respect
concepts in bread by the students in relation to History of Baking. and
and pastry b. Calling on students to share their learning on baking based thoughtfulness by
production; Audio-visual from their output. listening and
aids: c. From their responses, introduce the lesson. participating in
class discussion
PowerPoint 2. Lesson Proper: (45 minutes)
8. explain the presentation a. Calling on students to give a simple definition of baking. Verbal and
simple definition of  Baking is the process of convection cooking in a hot Reasoning ability
baking; LCD Projector chamber. in answering
9. discuss how b. Letting the students recall and discuss the beginning of questions and
baking started in References: baking. (Flourished during the Roman Empire) A/M/T sharing of ideas
the ancient times; Sercado, Virginia c. Discussing important events of baking in the early times by
c. 2012. completing the table.
10. discuss Skills for a Lifetime How Bread was Originators and Era The Milling Process Critical thinking
important events in Home Baked and doing,
1. on heated flat
of baking in the Economics I. communication,
stones
early times in Valenzuela City 2. In an open earthen collaboration,
terms of making JO-ES Publishing jar set on hot coals self-reliance and
bread (baking House Inc. 3. in a beehive oven learning in
process and pp 122 - 183 made of adobe or participating class
bricks
milling process); discussions
4. in a peel oven
11. discuss the made of thicker
development of adobe and bricks
baking in the d. Discussing the development of baking in other parts of the
Philippines; world and in the Philippines. M/T
12. explain how e. Letting the students share their observations of the present
baking evolved baking industry in the Philippines.
throughout the
year; 3. Tie-Up: (10 minutes)
a. Summarizing key events in the history of baking through
“Noticings and Wonderings” activity.
“I noticed that ____________________”
“I wonder if ______________________”
b. Sharing of answers to the class and processing the
answers of the students.
November 13 Through varied Subject Matter: Day 1
– 17, 2017 student-centered Introduction to D. Measurements in Baking
activities, the Bread and Pastry 1. Motivation: (10 minutes)
Day 5 - 6 students are Production a. Recalling of the different conversion units of measurement A/M
expected to: - Measurements in (weight, volume, temperature) Shows respect by
13. recall the basic Baking b. Letting the students give the correct conversion units of the listening and
conversion units of following measurements (weight, volume, temperature). appreciating other
measurements; i. 1 kilogram = _______ grams students’ opinions
Audio-visual ii. 1 pound = _______ kilograms and ideas.
aids: iii. 1 litre = _______ millilitres
iv. 1 litre = _______ ounce/s
PowerPoint v. 350 Degrees Farenheit = ________ Degrees Celcius
presentation c. Introducing the lesson based from the short activity.

LCD Projector 2. Lesson Proper: (45 minutes) Listening and

a. Discussing the concept of measurement in Baking. A/M participating in
14. explain the References: b. Asking the students to give the importance of class discussion.
importance of Sercado, Virginia measurement in baking.
correct c. 2012. c. Calling on students to describe the correct measurement of Intrapersonal in
measurement in Skills for a Lifetime dry and liquid baking ingredients. sharing one’s
baking; in Home d. Discussing the concepts of tablespoon (Tbsp), teaspoon A/M ideas.
15. enumerate the Economics I. (tsp), cup (dry and wet ingredient), litre, grams, (dash/pinch)
basic Valenzuela City e. Letting the students identify the basic baking conversion Critical thinking *November 14-
measurements in JO-ES Publishing measurements. and doing, 15, 2017
baking; House Inc. f. Discussing the substitutions of basic baking ingredients. A/M communication, Classes were
16. identify the pp 122 - 183 E.g. 1 cup all-purpose flour = 1 cup minus 2 Tbsp cake flour collaboration and suspended
substitutions of learning and self-
basic ingredients 3. Tie-Up: (5 minutes) reliance in class
in baking; a. Calling on students to share important learning acquired M discussion November 20 –
from the lesson. 24, 2017
b. Summarizing the lesson by emphasizing the importance of Verbal and No academics for
correct and exact measurements in baking as it is one basic Reasoning ability Grade 9 students
skill to master in baking. in answering due to practices
questions and for Confirmation
sharing of ideas.
November 27,
2017 (Monday)
Confirmation of
Grade 9 students
November 28 Through varied Subject Matter: Day 1
– December student-centered Introduction to E. Basic Ingredients in Baking: Flour and
1, 2017 activities, the Bread and Pastry Fats/Shortening
students are Production 1. Motivation: (5 minutes)
Day 7 expected to: - Basic Ingredients a. Recalling of the previous discussion on measurements in *This lesson will
in Baking: Flour baking. still be taken by
and b. Letting the students enumerate baked products and A/M Shows respect by some sections of
Fats/Shortening identify ingredients used for that specific baked product. listening and grade 9 for day 2
c. From their response, introduce the lesson. appreciating other of the week
students’ opinions
Audio-visual 2. Lesson Proper: (50 minutes) and ideas.
aids: a. Letting the students enumerate the kinds of flour they A
know.
17. identify the PowerPoint b. Discussing the kinds of flour and its uses. Listening and
types of flour; presentation c. Letting the students differentiate the commonly used flour A/M participating in
18. explain and in terms of structure and use. (all purpose, cake and bread class discussion.
differentiate the LCD Projector flour)
composition and d. Discussing the components and characteristics of flour. A Intrapersonal in
use of commonly References: e. Calling on students to explain how baked products get its A/M sharing one’s
used flour (all Sercado, Virginia moist texture (for example cakes). ideas.
purpose, cake and c. 2012. f. Allowing the students to identify ingredients that contribute
bread flour); Skills for a Lifetime moistness of baked products such as cakes. Critical thinking
19. explain the in Home g. Discussing the concept of fats/shortening as one important and doing,
importance of Economics I. ingredient in baking. communication,
fats/shortening in Valenzuela City h. Calling on students to differentiate the types of M collaboration and
baking; JO-ES Publishing fats/shortening namely butter, margarine and oil. learning and self-
20. identify and House Inc. reliance in class
explain the types pp 122 - 183 3. Tie-Up: (5 minutes) discussion
of fats/shortening; a. From the discussion, let the students give examples of M
baked products and what type of fat/shortening is best to use Verbal and
for the identified baked product. Reasoning ability
b. Summarizing the lesson by reiterating the importance of in answering
fat/shortening as it adds flavor, moisture and volume to questions and
baked products. sharing of ideas.
c. Reminding the students about their short assessment/quiz
the next meeting.
 Day 2
Day 8 Through varied Subject Matter: F. Short Assessment and Basic Ingredients in Baking:
student-centered Introduction to Eggs, Liquids and Leavening Agents
activities, the Bread and Pastry 1. Motivation: (5 minutes)
students are Production a. Reminding the class of their short assessment for the day.
expected to: - Basic Ingredients b. Allowing the students to secure their individual hand-
in Baking: Eggs, outs/notes.
Liquids and Demonstrate the
Leavening Agents 2. Lesson Proper: (50 minutes) value of honesty
a. Reviewing the class in preparation for their short in answering the
21. answer the assessment activity. short assessment
short assessment Audio-visual b. Allowing the students to ask for questions or clarifications. activity
correctly and aids: c. Facilitating the assessment activity. T
honestly, d. Checking and answering the assessment activity. Shows respect by
22. identify and PowerPoint e. Continuing the discussion on the basic ingredients in A/M listening and
explain wet presentation baking by asking the students to identify baking ingredients appreciating other
ingredients in that are classified as wet ingredients. students’ opinions
baking; LCD Projector f. Letting the students explain the uses of eggs and other M and ideas.
liquid ingredients (water, milk, juice) in baking.
23. identify and References: g. Using their hand-outs/notes as reference let the students Listening and
explain the types Sercado, Virginia enumerate the uses and types of leavening agents. A/M participating in
of leavening c. 2012. h. Discussing as a class the types of leavening agents class discussion.
agents; Skills for a Lifetime (physical, biological and chemical).
24. enumerate in Home i. Calling on students to differentiate the leavening agents by M Intrapersonal in
baked products Economics I. giving examples of baked products that uses such leavening sharing one’s
that makes use of Valenzuela City agents. ideas.
specific leavening JO-ES Publishing
agents; House Inc. 3. Tie-Up: (5 minutes) Critical thinking
pp 122 - 183 a. Calling on students to give a summary of the lesson by M and doing,
identifying the functions of eggs, liquids, and leavening communication,
agents in baking. collaboration and
b. Reminding the students to continue reading the other parts learning and self-
of their hand-outs/notes in preparation for next meeting. reliance in class
discussion

Verbal and
Reasoning ability
in answering
questions and
sharing of ideas.
December 4 – Through varied Subject Matter: Day 1
December 8, student-centered Introduction to
2017 activities, the Bread and Pastry
students are Production G. Sugar / Sweetening Ingredients and Flavorings in
expected to: - Sugar / Baking
Day 9 Sweetening
Ingredients and 1. Motivation: (10 minutes)
Flavorings in a. Calling on students to give a recap of the previous lesson M Shows respect by
Baking on baking ingredients. listening and
b. Letting the students discuss as a review the different participating in
baking ingredients and its uses/functions in baking. the class
discussion
Audio-visual 2. Lesson Proper: (45 minutes)
25. recall on the aids: a. Letting the students review on the basic baking
basic baking ingredients. Intrapersonal in
ingredients; PowerPoint b. Calling on students to identify the different sweetening A/M sharing one’s
26. identify the presentation ingredients in baking. ideas.
sweetening c. Differentiating the kinds of sugars used in baking (e.g.
ingredients in LCD Projector granulated, brown, confectioner’s, muscovado sugar) Critical thinking
baking; d. Letting the students identify and discuss the uses of each and doing,
27. explain the References: sugar. communication,
uses/functions of Sercado, Virginia e. Discussing the flavorings used in baking.
sugars; c. 2012. f. Calling on students to identify the different wet ingredients M Demonstrate
28. identify and Skills for a Lifetime in baking (including sugar) and its importance in baking. observation and
explain the uses of in Home analytical skills
flavorings in Economics I. 3. Tie-Up: (5 minutes)
baking; Valenzuela City a. Processing the importance of sugar/sweetening M
JO-ES Publishing ingredients in baking. Verbal and
House Inc. b. Calling on students to share their experiences in baking Reasoning ability
pp 122 - 183 specifically on the use of sweetening ingredients and the in answering
problem they encountered and what solution they made questions and
during the baking process. sharing of ideas.
December 4 – Through varied Subject Matter: Day 2
December 8, student-centered Introduction to
2017 activities, the Bread and Pastry III. DEEPEN
students are Production
expected to: - Pie and Pastry H. Pie and Pastry Making: Kinds of Pastries and Pies
Day 10 Making 1. Motivation: (5 minutes)
- kinds of Pastries a. Calling on students to give a recap of the previous lesson M Patience in
and Pies on baking ingredients. listening
b. Letting the students identify pastries and pies they usually attentively in the
eat. class discussion
Audio-visual c. From their response, introduce the lesson.
aids: Active
2. Lesson Proper: (50 minutes) participation in
29. identify the PowerPoint a. Presenting pictures of pastries and pies and let the A/M class discussion
kinds of pastries presentation students identify each pastry or pie using their notes as
and pies; reference. Interpersonal in
LCD Projector b. Calling on students to identify the different pastries and A/M sharing one’s
pies. ideas
References: c. Discussing and differentiating the characteristics of A/M
Sercado, Virginia pastries and pies. Critical thinking
30. identify and c. 2012. d. Discussing the basic ingredients and procedures in making A/M and doing,
discuss the basic Skills for a Lifetime pastry/pie crust. communication
pastry ingredients; in Home e. Facilitating the short assessment activity. T
31. explain the Economics I. Honesty in
basic rules in Valenzuela City 3. Tie-Up: (5 minutes) answering the
pastry making; JO-ES Publishing a. Allowing the students to recite on their own words the M assessment
32. explain the House Inc. procedures in making pastry/pie crust. activity
causes of poor pp 122 - 183 b. Guiding the students the basic skills and techniques in
quality pies and pastry/pie crust making. Demonstrate
pastries; c. Reminding the students of their Performance Task next observation and
33. answer meeting. analytical skills
correctly the
assessment
activity;
December 11 Through varied Subject Matter: Day 1
– December student-centered Introduction to
15, 2017 activities, the Bread and Pastry IV. TRANSFER
students are Production
expected to: - Pastry Making: I. PASTRY CRUST AND TART MAKING (Performance
Day 11 Pastry crust and Task)
34. select, Tarts 1. Motivation: (5 minutes)
measure and a. Reminding the students of their performance task. A/M
weigh required b. Allowing the students to prepare their ingredients and Critical thinking
ingredients materials and to stay in their assigned work stations. and doing,
according to communication,
recipe or 2. Lesson Proper: (50 minutes) collaboration and
production a. Giving of instructions about the performance task. M/T learning and self-
requirements; b. Letting the students prepare baking ingredients (all- reliance in the
35. use purpose flour, butter, cold water, tart filling) and materials group activity
appropriate (tartlet tins, chopping board, rolling pin, mixing bowl, spoon
equipment and fork). Demonstrate
according to c. Checking of individual personal protective equipment: observation and
required bakery apron, hairnet, gloves. analytical skills
products and d. Facilitating the performance task of the students: T
standard operating i. Making of the tart crust Time
procedures; ii. Baking of the tart crust Management
36. prepare iii. Assembling the tart by putting the tart filling
and bake tarts iv. Cooling down the baked tarts Spatial,
according to v. Cleaning and washing of baking Kinaesthetic skills
recipe and materials/equipment/work stations
standards;
37. present 3. Tie-Up: (5 minutes) Manifest the
baked pastry a. Checking of group output: tarts with filling M/T values of being
products b. Evaluating the baked product and giving of feedbacks. self-reliant,
according to cooperative and
established thoughtful in
standards and doing the
procedures; performance
38. develop tasks
within oneself the
values of self-
determination and
resourcefulness in
performing
individual tasks.