Engaged Learning Management Template

CUL. ED. 209 – Development of Culture-Based Lesson Exemplars

ENGAGED LEARNING MANAGEMENT TEMPLATE about a Cultural Icon

KEY FACTS

The Puto Lancho of Toledo City
Toledo City has its own native delicacy that’s truly a product of creativity and hard work.
 A contribution of Toledo City to the “One Town, One Product” campaign of the Department of Tourism.
 A chance for livelihood and income for the Toledanos.

ORGANIZING CONCEPTS

Every place has its native delicacy that forms part of its local cultural identity.
 Create various activities such as trade fairs, entrepreneurship, and conduct of training skills workshops about the product.
 Build a sense of pride of its origin and its role as a living heritage of the city by becoming a sponsor/benefactor in advocating and propagating the product.

GUIDING PRINCIPLES

Food is a part of man’s basic needs.
 Food nourishes the body and helps man to avoid sickness.
 A healthy body is an asset towards being a productive citizen.
 Food can be a good source of livelihood and income.

ESSENTIAL SKILLS

Cooking Skills
o Identify food ingredients
o Measure ingredients
o Handle kitchen utensils
Entrepreneurial Skills
o Buying and selling products
o Arithmetic skills

ASSOCIATED ATTITUDES

Full support and commitment for the advocacy and propagation of the delicacy through the following:
 Lifetime income support through entrepreneurship
 Conduct of training skills workshop in making/cooking puto lancho
 Conduct of trade fairs showcasing the puto lancho

CONTENT OBJECTIVES

The students are able to:
 Perform various activities that highlights the Puto Lancho
 Justify the importance of having a delicacy in relation to the city’s local cultural identity by writing a photo essay.

PROCESS OBJECTIVES

The students will be engaged in either of the following tasks:
 Cooking demonstration
 Entrepreneurship skills
 Management of training workshops
 Advertising and production

PRE-TEACHING ACTIVITIES

A. The pupils will be grouped in 5’s or 6’s. They will share or talk about certain delicacies that they have eaten before. They can present pictures/realias of these different Filipino delicacies.

B. They will have a problem-solving activity as to the pros and cons of that certain delicacy.
 Why certain delicacy does taste not as good as the others?
 How to achieve a good result in cooking such delicacy?
 What are the factors to consider when cooking a native delicacy?
 When can a food be considered a delicacy of a certain place?
 How to effectively promote/sell the delicacy?

PROCEDURE/ACTIVITIES/STRATEGIES

~ PROJECT-BASED LEARNING ~
The teacher facilitates in the introduction of the Puto Lancho as a native delicacy and demonstrates how to make/cook it. The teacher also presents the ingredients needed.
Let the pupils take turns in making the delicacy from the preparation of ingredients towards the cooking procedure itself.
After production of the delicacy, the students can choose among the following activities for their group project:
 Cooking the delicacy (hands on application)
 Engaging in entrepreneurship by selling the product to pupils in other grade levels
 Promoting the delicacy by staging a trade fair and/or training workshops

MATERIALS

Students will use the H.E. room and its amenities in the production of puto lancho.
Students will roam around the school campus for entrepreneurial activities (selling the puto lancho)
Students will utilize the school stage for the conduct of training workshops and trade fairs.

WRAP-UP

The students are task to document all their activities and then hold a photo exhibit inside the campus showcasing their creativity in preparing, selling, and propagating the city’s delicacy.

ASSESSMENT OF STUDENT

The teacher will evaluate the students’ accomplished projects through the use of a rubric.
The students will have to write a conclusion about their activities in an essay form with photos and documentations.