Grade 10: Enhancement Activity...................................................... 135

LM-Cookery Grade 10
TABLE OF CONTENTS
Page Cover
Page Table of Contents
Introduction...................................................................... 4 Content
Standard and Performance Standard..................... 5
Objectives.................................................................... 5 Program
Requirements................................................... 5 Learning
Episodes......................................................... 6 How to Use the
Module................................................... 7 Diagnostic
Assessment...................................................... 8 Personal
Entrepreneurial Competencies (PECs).................... 13 Environment
and Market (EM)............................................. 27
Quarter I Egg, Cereal, and Starch Dishes

Overview.................................................................... 49
Objectives.................................................................. 49 Pre-Test
1.................................................................. 49
Lesson 1 Prepare Egg Dishes

LO 1 Perform Mise‘en Place...................................... 53 LO 2 Prepare
and Cook egg Dishes............................ 64 LO 3 Present Egg
dishes........................................... 85 LO 4 Storing Egg
Dishes........................................... 100 Lesson 2 Prepare Cereals
and Starch Dishes
LO 1 Perform Mise‘en Place....................................... 103 LO 2 Prepare
Starch and Cereal Dishes........................ 113 LO 3 Present Starch and
Cereal Dishes........................ 124 LO 4 Store Starch and Cereal
Dishes........................... 131 Enhancement
Activity...................................................... 135 Post Test
1.................................................................... 137
Quarter II Vegetable and Seafood Dishes

Overview ...................................................................... 141
Objectives..................................................................... 141 Pre-Test
2..................................................................... 141
Lesson 1 Prepare Vegetable Dishes
LO 1 Perform Mise‘ En Place....................................... 145 LO 2
Prepare Vegetable Dishes.................................... 166
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LM-Cookery Grade 10
LO 3 Present Vegetable Dishes ................................. 185 LO 4 Store

Vegetable Dishes ..................................... 191 Lesson 2 Prepare and
Cook Seafood Dishes
LO 1 Perform Mise‘ En Place....................................... 193 LO 2
Handle Seafood Dishes...................................... 200 LO 3 Cook
Seafood................................. .................. 205 LO 4 Plate/Present
Seafood Dishes............................... 226 LO 5 Store
Seafood.................................................... 232 Enhancement
Activity....................................................... 234 Post Test
2.................................................................. 235
Quarter III Stocks, Sauces, Soups and Poultry Dishes

Overview .................................................................. 238
Objectives................................................................... 238 Pre-Test
3................................................................... 238
Lesson 1 Prepare Stocks, Sauces and Soups

LO 1 Prepare Stocks Required for Menu Items............... 242 LO 2
Prepare Soups Required for Menu Items ............... 255 LO 3 Prepare
Sauces Required for Menu Items............... 271 LO 4 Store and
Reconstitute Stocks, Sauces and Soups... 284 Lesson 2 Prepare
Poultry Dishes
LO 1 Perform Mise‘ En Place...................................... 287 LO 2 Cook
Poultry Dishes.......................................... 297 LO 3 Plate/Present
Poultry Dishes............................... 313 LO 4 Store
Poultry.................................................... 320 Enhancement
Activity.................................................... Post Test
3.................................................................. 326
Quarter IV Meat Dishes

Overview .................................................................... 329
Objectives................................................................... 329 Pre-Test
4................................................................... 329
Lesson 1 Prepare and Cook Meat Dishes

LO 1 Perform Mise‘en Place..................................... 333 LO 2 Cook
Meat..................................................... 340 LO 3 Plate/Present
desserts..................................... 365 LO 4 Store
Meat.................................................... 375 Enhancement
Activity.................................................... Post
Test ................................................................. 382
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LM-Cookery Grade 10
Summative Test.............................................................. 387

Synthesis .................................................................. 392
Glossary .................................................................. 393
References................................................................... 397 Key to
Correction ......................................................... 403
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LM-Cookery Grade 10
Introduction
Technology and Livelihood Education (TLE) is one nomenclature in the

implementation of the K to 12 Basic Education Program (BEP). It is composed of
four components, namely, Agri-Fishery Arts, Home Economics, Industrial Arts
and Information and Communication Technology. In this learning material, the
focus is on a course in Home Economics – Cookery.
The course provides varied and relevant activities and opportunities to

determine your understanding of the key concepts and to demonstrate core
competencies as prescribed in TESDA Training Regulation in Cookery. Thus, it
aims to provide quality service to target clients alongside of assessing yourself as
to the aspects of business that you may consider to strengthen and become part
of the food provider sector.
The world of work today presents a picture of available jobs that are
getting scarcer each year. To address this reality, the Department of Education is
stretching its available resources, prioritizing needs, and developing sustainable
programs to lead and to prepare the young minds as future skillful chef or any
related job. The department further believes that it is in honing the skills that the
learner can have an edge over other job seekers. DepEd endeavors to equip the
learners with the appropriate knowledge, attitudes, values and skills necessary to
become productive citizen of our society. This learner‘s material is specifically
crafted to focus on the different activities that will assess your level in terms of
skills and knowledge necessary to get a Certificate of Competency and/or
National Certification. This learner‘s material will surely make you a certified food
provider.
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LM-Cookery Grade 10
Content Standard
The learner demonstrates understanding of core concepts and theories in

cookery lessons.
Performance Standard
The learner independently demonstrates core competencies in cookery as

prescribed in the TESDA Training Regulation.
Objectives
Learners are expected to become proficient in performing skills on the following
competencies:
1. develop personal entrepreneurial skills; 2.
prepare egg dishes; 3. prepare cereals and
starch dishes; 4. prepare vegetables dishes;
5. prepare and cook seafood dishes; 6.
prepare stocks, sauces and soups; 7. prepare
poultry and game dishes; and 8. prepare and
cook meat.
Program Requirements
Grade 10 students who will take Cookery course as their specialization in
Technology and Livelihood Education (TLE) – Home Economics should have
successfully taken the exploratory course in Commercial Cooking in Grade 7/8
and have successfully completed the competencies indicated in Grade 9. The
student of this course must possess the following characteristic:

1. incline in cooking and other cooking-related activities; 2.
can communicate both in oral and written; 3. physically and
mentally fit; 4. with good moral character; and 5. can
perform basic mathematical computation.
Learners are expected to develop their knowledge and skills in Cookery,
demonstrate mise ‘en place, cook, present and evaluate egg, starch and cereal,
vegetable, stocks, sauces and soups, poultry and game, and meat dishes.
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LM-Cookery Grade 10
This learner‘s material should be taken for one school year for a total of
160 hours. Lessons should be taken one at a time, following the correct
sequence being presented and should accomplish the assessment or
enhancement activities before proceeding to the next lesson.
Along the learning process, learners of this course are required to
complete the 25-hour industry involvement to different food services to
experience the actual workplace.
Learning Episodes
This learner‘s material is subdivided into four (4) quarters which may serve
as the recommended scope and limit for every academic grading period. In every
quarter there are lessons that comprise the learning outcomes.
Before exploring the core competencies of Cookery, you will be guided on

how to assess your own Personal Entrepreneurial Competencies and Skills
(PECS) and demonstrate your understanding about the Environment and Market.
Quarter I is compose of two lessons. Lesson I is all about preparation,
cooking and presenting different kinds of egg dishes while Lesson II is on cereals
and starch dishes.
Quarter II has two lessons, the preparation of vegetable dishes and
seafood dishes. Learn the different kinds and classifications of vegetables and
seafood, cooking, plating dishes and storing food items.
Quarter III consists of lessons on preparing stocks, sauces and soups,
and poultry and game dishes.
Quarter IV covers lessons on how to prepare and cook different kinds of
meat like pork, beef, carabeef and others.
Enjoy using this learner‘s material as your guide to become a successful

chef in the future.
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LM-Cookery Grade 10
HOW TO USE THIS LEARNER’S

MATERIAL?
Here are some reminders on how to use this material.
1. Answer the diagnostic assessment before you proceed to the different
activities. The diagnostic assessment determines how much you know
about the lessons and identifies the areas you ought to learn more. Your
teacher will check and analyze your score to determine your learning
needs.
2. This learner‘s material contains relevant information and activities. Go
over each activity carefully. If you encounter difficulties, do not hesitate to
consult your teacher for assistance. Do not skip any topic unless you are
told to do so. REMEMBER that each activity is a preparation for the
succeeding activities.
3. For every lesson/learning outcomes, perform the enhancement activities
to enrich the knowledge and skills.
4. After successfully finished the tasks, answer the post-test to be given by
your teacher. Your score will be analyzed and will be used by your
teacher for the computation of your grades.
5. Lastly, DO NOT marks the learner‘s material in any way.

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LM-Cookery Grade 10
DIAGNOSTIC
ASSESSMENT
A. Multiple Choice.
Directions: Read the following questions carefully and choose the letter that best
describes the statement. Write your answer on your test notebook. 1. Which of
the following is the right step by step procedures in manual
dishwashing.
A. Drain and air-dry, scrape and pre-rinse, rinse, sanitize, and wash
dishes. B. Rinse, scrape and pre-rinse, wash, drain, air-dry and sanitize
dishes C. Scrape and pre-rinse, rinse, wash, sanitize, drain and air-dry
dishes D. Scrape and pre-rinse, wash, rinse, sanitize, drain and air-dry
dishes
2. Which of the following parts of an egg is produced by the oviduct and

consist of four alternating layers of thick and thin consistencies.
A. Air cell C. Chalaza B. Albumen D. Yolk 3. Which of the following vitamins is
found in eggs? A. B1 C. D B. C D. K 4. The appearance of egg is important for

consumer appeal. ON what basis
are shells evaluated?
A. cleanliness, shape, texture and soundness B. grade, texture, cleanliness,
shape C. shape, texture, cleanliness and size D. texture, soundness, size
and cleanliness 5. Which of the following market forms of eggs is seldom
used in cooking.
A. Dried egg C. Frozen egg B. Fresh egg D. Shelled egg 6. Which of the
following raises coagulation temperature producing softer,
weaker gel when added to egg used in culinary.
A. Alkali C. Sugar B. Salt D. Vinegar 7. Which kind of egg dish is prepared
by slipping shelled eggs into barely
simmering water and gently cooking until the egg holds its shape?
A. Fried egg C. Scrambled egg B. Poached egg D.
Soft-boiled egg
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LM-Cookery Grade 10
8. Which of the following tools is not used in cooking omelet?

A. Bowls C. Sauté pan B. Fork D. Skimmer 9. Which of
the following is true in plating egg dishes?
A. Choose serving dish small enough to let each food item stand out B. Play
with color and texture C. Protein dish should cover half of the plate D. Use
even numbers in setting the dish. 10. Which of the following sources of starch
is rarely used in manufacturing
food starch? A. Cassava C. Potato B. Corn D. Rice 11. Which of the following
changes in starch during cooking is the resistance
to flow; increase in thickness or consistency. A. Dextrinization C.
Retrogadation B. Gelatinization D. Viscosity 12. Which of the following is
suggested if you will hold pasta for a short time
for later service? A. Cook pasta ahead of time and chill B. Drain and add
sauce C. Drain, toss with a small amount of oil, cover and hold in warmer
D. Undercook slightly the pasta 13. Which is the process of making a new
product to be sold to the customers?
A. Product Analysis C. Product Development B. Product
Conceptualization D. Product Implementation 14. This is a meaningful
and unforgettable statement that captures the
essence of your brand.
A. Branding C. Tagline B. Product Naming D. Unique Selling Proposition
15. What managerial tool is used to assess the environment to gather
important information for strategic planning?
A. Environmental Scanning C. Survey Analysis B. SWOT
Analysis D.WOTS Analysis 16. What animal produces veal
meat?
A. Calf C. Hog B. Deer D. Sheep 17. Which of the following market forms of
meat does not undergo chilling?
A. Cured meat C. Frozen meat B. Fresh meat D.
Processed meat
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LM-Cookery Grade 10
18. What part of the meat helps you identify the less tender cuts?
A. Bone C. Flesh B. Fat D. Ligament 19. What part of the meat has the
greatest amount of quality protein?
A. Bone C. Flesh B. Fat D. Ligament 20. Which of the following meat
cuts requires long and slow cooking
temperature?
A. Less tender C. Tender B. Slightly tough D. Tough 21. Which of the following is
a long – bladed hatchet or a heavy knife used by
a butcher?
A. Butchers knife C. Cleaver knife B. Chopper knife D. Set of slicing knife
22. Which of the cooking methods does not belong to dry heat method?
A. Baking C. Roasting B. Broiling D. Stewing 23. What do you call to the cooking
method when meat is cooked in steaming
liquid in which bubbles are breaking on the surface.
A. Boiling C. Roasting B. Broiling D. Stewing 24. Which is an oil-acid
mixture used to enhance the flavor of meat.
A. Brine solution C. Soy sauce and vinegar B. Marinade D. Salt and
calamansi 25. Which of the following tools is used for carving?
A. Cleaver knife C. Slicer B. Fork D. Razor knife 26. To
which meat cut do internal organs belong?
A. Less tender cuts C. Tough cuts B. Tender cuts D.
Variety cuts 27. Where should meat products be stored?
A. Crisper C. Dry shelf B. Cold shelf D. Freezer 28. Which
of the following is the tenderest cut of beef?
A. Chunk C. Sirloin B. Round cut D. Tenderloin 29. Which
will you consider first when buying meats?
A. Brand C. Quality B. Price D. Round cut 30. What is your
primary consideration when storing goods? A. Expiration date C.
Quantity B. Fragility D. Size
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LM-Cookery Grade 10
31. What do ou call to young immature pigeon of either sex with extra tender
meat? A. Duck C. Rooster

B. Fryer D. Squab 32. To what part of poultry does breast
meat belong?
A. Dark meat C. Variety meat B. Tough meat D. White meat 33. Which of the
following characteristics is a good quality of a live poultry?
A. Free from pin feathers and shows no cuts B. Eyes are clear C.Is heavy and
the skin is watery D.Thighs are well-developed 34. What do you call to a
young chicken that is usually 9 to 12 weeks of?
A. Fryer C. Roaster B. Hen D. Stag 35. How many days should a
whole chicken be refrigerated? A. 1 day C. 2 to 4 days B. 1 to 2
days D. 3 to 4 days 36. How do you classify the fleshy part of
chicken like breast?
A. Entrails C. Viscera B. Dark meat D. White meat 37. What
cookery method is used for a matured poultry?
A. Boiling C. Roasting B. Frying D. Stewing 38. What cookery
method is suitable for the less tender cuts? A. Boiling C. Roasting
B. Frying D. Stewing 39. What is the best cooking temperature for
poultry?
A. High temperature C. Low to moderate temperature B. Low temperature
D. Moderate temperature 40. What factor affects the poultry meat‘s
tenderness and juiciness?
A. Age C. Cuts B. Cookery D. Sex 41. What is the flavor component of
vegetables which gives strong flavor and odor to some vegetables like onions,
leeks, garlic, chives, cabbage, and broccoli?
A. Flavonoids C. Sugar C. Glutamic acid D. Sulfur compounds 42. What is a
way of cooking by placing blanched or raw vegetables in the
pan, adding liquid (stock, water, wine) then covering and cooking it slowly.
A. Boiling C. Braising B. Baking D. Sautéing
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LM-Cookery Grade 10
43. Which of the following plating styles is not a classic arrangement?

A. Starch or vegetable item is heaped in the center while the main item
is sliced and lean up against it. B. The main item is in the center, with
vegetable distributed around it. C. The vegetable item is n the rear and
main item, starch item and
garnish at the front. D. The main item is in the center with neat piles of
vegetables carefully
arranged around. 44. Which of the following vegetables
is cooked uncovered? A. Fruit vegetables C. Roots and tubers B.
Green vegetables D. Yellow vegetables 45. Which of the
following is a freshwater fish?
A. Bluefish C. Grouper B. Cat fish D. Sole 46. Which is the market form of fish
where both sides of a fish is still joined
but bones are removed?
A. Butterfly C. Fillet B. Drawn D. Steak 47. Which of the
following is a characteristic of a fresh fish?
A. With fresh and foul odor B. Eyes are dull, shiny and bulging C. Gills are red or
pink D. Flesh shrink when pressed 48. Which of the following seafood is cooked
just enough to heat to keep juicy
and plump?
A. Fat fish C. Flat fish B. lean fish D. Shellfish 49. Which of the
following is a cooking method suited to fat fish?
A. Baking C. Deep -frying B. Boiling D. Sautéing 50. What is used to baste
lean fish to help prevent them from drying up.
A. Butter C. Soy sauce B. Cream D. Tomato sauce
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LM-Cookery Grade 10
Personal Entrepreneurial Competencies (PECs)
Content Standards Performance Standards
The learner demonstrates understanding of one‘s PECs in Cookery.

of action that strengthens and or further
The learner independently creates a plan develops his/her PECs in Cookery
Quarter I Time Allotment: 4 hours
Module 1 Personal Entrepreneurial

Competencies
Introduction
In this module, you will learn more about entrepreneurship and the
entrepreneurial competencies related to Cookery. You will have a first-hand
experience in educational activities leading to personal assessment of your
entrepreneurial competencies and assessment of entrepreneurial competencies
of a successful chef within your area. You will also have some activities that will
align your competencies those of successful practitioners. Moreover, this module
will stimulate your mind to think about entrepreneurship and its role in the
business community, as well as in the economic and social development.
To start with this module, let us first understand entrepreneurs and

entrepreneurship.
Entrepreneurs are people with skills and capabilities to see and evaluate
business opportunities. They are individuals that can strategically identify
products or services needed by the community and they have the capacity to
deliver these at the right time and at the right place.
Entrepreneurs are agents of economic change; they organize, manage and

assume risks of a business. Some of the good qualities of an entrepreneur are
opportunity seeker, risk taker, goal setter, excellent planner, a confident problem
solver, hardworking, persistent, and a committed worker.
LM-Cookery Grade 10
Entrepreneurship, on the other hand, is not just a simple business activity.

It is a strategic process of innovation and new venture creation. Basically,
entrepreneurship is both an art and science of converting business ideas into
marketable products or services to improve the quality of living.
Now that you have a little background knowledge about entrepreneurs and
entrepreneurship, can you now walk through in assessing your PECs? Always
remember that ―Successful entrepreneurs continuously develop and improve
their PECs.‖
To begin with, let us first try to find out the competencies you will master
as you finish this module.
OBJECTIVES
At the end of this module, you are expected to:
• identify areas for improvement, development and growth;

• align your PECs according to your business or career choice; and
• create a plan of action that ensures success in your business or career
choice.
Now that you have an idea about the knowledge and skill that you will
develop and master, take the first challenge in this module – the pre-assessment.
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LM-Cookery Grade 10
PRE-ASSESSMENT
As part of your initial activity, you will be challenged to dig deeper on your
knowledge and previous experiences on the topic. Try to diagnose or assess
what you already know about PECs by answering Task 1.
Task 1: Matching Type
Direction: Match the entrepreneurial competencies in column A with their

meaning in column B. Write the letter of the correct answer on the space
provided before each number.
A B ____1. Creative A. make a wise decision towards the set

objectives ____2. Profit-oriented B. strategic
thinking and setting of goals ____3. Discipline C. trust in one‘s ability ____4.
Decision Making D. adoptable to change ____5. People Skill E. innovative to
have edge over other
competitors ____6. Planner F. solid
dedication ____7. Self-confidence G. skillful in record keeping ____8.
Hardworking H. always stick to the plan ____9. Ability to accept change I.
working diligently ____10. Committed J effective and efficient communication
and relation to people K. always
looking for income
Task 2: Guide Questions
Direction: The following are guide questions which encapsulate the entire
module. Write your answers on your assignment notebook, and then share these
to the class.
A. Explain why entrepreneurial activities are important to social

development and progress of the economy. B. What entrepreneurial activities do you
know and capable of doing
which are related to Cookery? C. Given the opportunity to own a business that
relates with Cookery are
you confident to manage it? Explain your answer. D. What do you think are the most
important competencies you must possess in order to be successful in
running your chosen business?
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LM-Cookery Grade 10
E. Name successful entrepreneurs from your area whose business is related

to Cookery. Be able to share to the class their PECs that made them
successful.
After answering all the guide questions to the best of your knowledge and
skills, share those with your classmates. You too, may compare your insights,
personal knowledge, and relevant experiences on the topic to make it more
exciting and engaging.
LEARNING GOALS AND TARGET
After understanding the objectives of this module, having gone through

pre-assessment, and answering the guide questions, you will be asked to set
your own personal goals. These goals will trigger you to further achieve the
ultimate objective of this module. In the end, these goals will motivate you to
learn more about PECs.
Goals and Learning Activities

Targets Ultimate Goal
Figure 1: Strategic process to achieve the objectives of this module
READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
After setting your own personal goals and targets in achieving the
objectives of this module, check your inherent knowledge of PECs. Answer the
following guide questions with the help of your classmates.
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LM-Cookery Grade 10
Task 3: Group Activity
Direction: Answer the following guide questions on a separate sheet of

paper. Share your answers to the class.
1. Explain the importance of assessing one‘s PECs before engaging in a

particular entrepreneurial activity.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Are there other strategies or approaches where you can assess your PECs?
Explain how those strategies will become more useful in selecting a viable
business venture.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. What are the desirable personal characteristics, attributes, lifestyles, skills

and traits of a prospective entrepreneur? Why are these important?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. Why there is a need to assess one‘s PECs in terms of characteristics,

attributes, lifestyles, skills, and traits before starting a particular business?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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LM-Cookery Grade 10
5. What is the significance of evaluating PECs of a successful entrepreneur?

What helpful insights can you draw from this activity?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________.
How was your experience in answering the guide questions with your
classmates? Were you able to benefit from them? What were the insights you
have realized?
This time you‘re going to study the different topics that will enrich your
knowledge of PECs. Read carefully all the important details about the
succeeding topic.
Know
Assessment of Personal Entrepreneurial Competencies (PECs) and Skills vis- à-

vis a Practicing Entrepreneur or Employee in a Province
Entrepreneurial competencies refer to the important characteristics that

should be possessed by an individual in order to perform entrepreneurial
functions effectively. In this module, you will learn some of the most important
characteristics, attributes, lifestyle, skills and traits of a successful entrepreneur
in order to be successful in a chosen career.
Below are few important characteristics / traits / attributes of a good

entrepreneur:
• Hardworking: One of the important characteristics of a good

entrepreneur is hardworking. This means habitually working diligently for
a long period of time. Hardworking people keep on improving their
performance to produce good products and/or provide good services.
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LM-Cookery Grade 10
• Self-confidence: Entrepreneurs have confidence in one‘s ability and own

judgment. They exhibit self-confidence in order to cope with all the risks
of operating their own business.
• Discipline: Successful entrepreneurs always stick on the plan and fight

the temptation to do what is unimportant.
• Committed: A good entrepreneur accepts full responsibility of everything

in his/her business. He/she gives full commitment and solid dedication to
make the business successful.
• Ability to accept change: Nothing is permanent but change. Change

occurs frequently. When you own a business, you should cope-up and
thrive on changes. Capitalize on positive changes to make your business
grow.
• Creative: An entrepreneur should be creative and innovative to stay in

the business and in order to have an edge over the other competitors.
• Has the Initiative: An entrepreneur takes the initiative. You must put
yourself in a position where you are responsible for the failure or success
of your business.
• Profit-Oriented: An entrepreneur enters into the world of business to

generate profit or additional income. This shall become the bread and
butter for you and for your family as well. Therefore, you must see to it
that the business can generate income.
Listed below are the important skills of a successful entrepreneur:
• Planner: Planning is strategic thinking and setting of goals to achieve

objectives by carefully maximizing all the available resources. A good
entrepreneur develops and applies step-by-step plans to realize goals. A
good entrepreneur knows that planning is an effective skill only when
combined with action.
• People Skills: It‘s a very important skill in order to be successful in any

kind of business. People skills refer to effective and efficient
communication and relation to people working in and out of your
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business. In day-to-day business transactions, you need to deal with

people. A well-developed people skill can spell out the difference
between success and failure of the business.
• Decision Making: Successful entrepreneurs have the ability to think

quickly, and to make a wise decision towards pre-determined set
objectives. No one can deny that the ability to make wise decisions is an
important skill that an entrepreneur should possess. Sound decision
should spring out from given facts and information and should be towards
the pre-determined objectives.
Process
In order to firm up what you have learned and to have a better

appreciation of the different entrepreneurial competencies, read the PECs
checklist presented below, then answer the same.
Task 4: PECs Checklist
Directions: Using the PECs checklist, assess yourself by indicating a check ( /)

mark in either strengths or development areas column. Interpret the results by
counting the total number of check marks in each of the columns. After
accomplishing the checklist, form a group and share your insights and
experiences why you came up with that personal assessment.
LM-Cookery Grade 10
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LM-Cookery Grade 10
Table 1: PECs Checklist
Personal Entrepreneurial Competencies of an Entrepreneur
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Personal Assessment in terms of:
Development
Strengths
Areas
Hardworking - Working diligently
Self-confidence - Confidence in one‘s ability
Discipline - Always stick to the plan
Committed - Solid dedication
Ability to accept changes - Adoptable to change
Creative - Innovative to have edge over other
competitors
Profit-oriented - Always looking for income
Planner - Strategic thinking and setting of goals
People Skill - effective and efficient communication
and relation to people
Decision Making - make a wise decision towards the set
objectives
TOTAL
LM-Cookery Grade 10
Interpretation or Insights:
______________________________________________________________________
_____
______________________________________________________________________
_____
______________________________________________________________________
_____
______________________________________________________________________
_____
______________________________________________________________________
_____ _________________________________________________.
Reflect and Understand
How was your experience in discovering your strengths and the areas to
be developed? Did you gain valuable experience in exchanging insights with your
classmates? To learn more and deepen your understanding of PECs, do Task 5
below.
Task 5: Interview
Interview a successful chef or entrepreneur in your area whose type of

business is related with Cookery. Focus your interview on PECs and other
business-related attributes that helped them become successful. Analyze the
result of the interview and reflect on the similarities and/or differences. Write your
answer on a separate sheet of paper.
Sample Interview Guide
Name of Proprietor/Practitioner: ____________________________________

Age: _______________ Number of Years in Business: __________________
Business Name: ________________________________________________
Business Address: ______________________________________________
1. What are your preparations before you engaged in this type of

business or job?
________________________________________________________
________________________________________________________
________________________________________________________
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LM-Cookery Grade 10
2. What are your special skills and characteristics that are related with
your business or job?
________________________________________________________
________________________________________________________
________________________________________________________
3. How did you solve business-related problems during the early years of
your business operation?
________________________________________________________
________________________________________________________
________________________________________________________
4. Did you follow the tips from a successful businessman or practitioner

before you engage in your business?
________________________________________________________
________________________________________________________
________________________________________________________
5. What are your best business practices that you can share with aspiring
students?
________________________________________________________
________________________________________________________
________________________________________________________
6. What are the salient characteristics, attributes, lifestyle, skills and traits
that made you successful in your business or job?
________________________________________________________
________________________________________________________
_____________________________________________________
Note: Cull the needed information from the interview to supply answer/s to
Row 1 in the table below. Meanwhile, fill out the second row with your
PECs.
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LM-Cookery Grade 10
Personal Entrepreneurial Competencies
24 Characteristics Attributes Lifestyles Skills Traits
Successful Entrepreneur in the place
My PECs
Using the information on the table above, analyze and reflect on the similarities and
differences in your answers. Put your reflection on the table below. Write your
conclusion on the space provided.
Personal Entrepreneurial Competencies
Similarities Differences
Characteristics
Attributes
Lifestyles
Skills
Traits
Conclusion:
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________.
LM-Cookery Grade 10
25
Transfer
After performing the activities on the importance of PECs, let‘s determine how much you
have learned. Perform Task 6 to determine how well you have understood the lesson.
Task 6: Preparation of a Plan of Action
Directions: Using the table below and the information generated from Task 5
(Interview), prepare an action plan that indicates how you would align your PECs
to the PECs of a successful entrepreneur in Cookery in your place.
Objective Area Activities Strategies Frame
Time
Expected Outcome
To align my PECs with the PECs of a successful entrepreneur in Cookery.
Characteristics
Skills
Attribute
Traits
LM-Cookery Grade 10
Task 7: Essential Questions
Directions: Read and study the following questions below. You may use a
separate sheet of paper or your notebook to write your answers.
1. Why is there a need to compare and align one‘s PECs with the PECs
of a successful entrepreneur?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________.
2. How does your action plan help sustain your strong PECs and/or
address your development areas?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________.
3. What plan of action would you prepare to address your development

areas?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________.
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LM-Cookery Grade 10
ENVIRONMENT AND MARKET(EM)
Content Standards Performance Standards
The learner demonstrates understanding 27

of environment and market in Cookery The learner independently creates a
one‘s area. business vicinity map reflective of
potential market in Cookery in a
province.
Quarter I Time Allotment: 4 hours
Module 2 Environment and

Market
Introduction
People who aspire to start a business need to explore the economic, cultural and
social conditions prevailing in an area. Needs and wants of the people in a
certain area that are not met may be considered as business opportunities.
Identifying the needs of the community, its resources, available raw materials,
skills, and appropriate technology can help a new entrepreneur in seizing a
business opportunity.
To be successful in any kind of business venture, potential entrepreneurs should

always look closely at the environment and market. They should always be
watchful on the existing opportunities and constraints. The opportunities in the
business environment are those factors that provide possibilities for a business to
expand and make more profits. Constraints, on the other hand, are that factor
that limit the business to grow, hence reduces the chance of generating profit.
One of the best ways to evaluate the opportunities and constraints is to conduct
SWOT (Strengths, Weaknesses, Opportunities and Threats) Analysis.
SWOT Analysis is a managerial tool to assess the environment. This gathers

important information which in turn is used in strategic planning. Strengths and
weaknesses are internal in an organization. Basically, they relate to resources
owned by the organization, by the things that you have control over, and as well
as to the extent of its marketing.
LM-Cookery Grade 10
Opportunities and threats exist in the external environment. Opportunities

relate to the market, to the development of new technologies, and external
factors such as government policies, climate, and trends. Threats relate to what
the competition is doing, as well as legal and other constraints.
Now that you have read some important considerations to look into to be
successful in any business, you are now ready to explore more about the
environment and market.
To begin with, let‘s find out the competencies that you will master as you
finish this module.
OBJECTIVES
At the end of this module, you are expected to:
• identify what is of ―value‖ to the customer;

• identify the customer to sell to;
• explain what makes a product unique and competitive;
• apply creativity and innovative techniques to develop marketable
product; and
• employ a unique selling proposition (USP) to the product and/or
service.
Now that you have an idea about the things you will learn, take the first
challenge in this module – the pre-assessment.
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LM-Cookery Grade 10
PRE-ASSESSMENT
Task 1: Multiple-Choice
Directions: Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
1. This is generated by examining the goods and services sold in the

community.
A. business creation C. business concept B. business pricing D. business
idea 2. A process of making a new product to be sold to the customers.
A. product analysis C. product development B. product
conceptualization D. product implementation 3. These are luxuries,
advantages and desires that every individual
considers beyond necessity.
A. wants C. requirements B. desires D. needs 4. This is the factor or
consideration presented by a seller as the reason that one product or service
is different from and better than that of the competition.
A. unique selling plan C. unique pricing policy B. unique selling
proposition D. finding value-added 5. In this stage, the needs of the target
market are identified, reviewed
and evaluated.
A. concept development C. project development B. economic analysis D.
refine specification 6. This is the introduction of new ideas to make the
product and services
more attractive and saleable to the target customers.
A. new idea C. product development B. creativity D. innovation 7. A
managerial tool used to assess the environment and to gather
important information that can be used for strategic planning.
A. environmental scanning C. WOTS Analysis B. SWOT Analysis D. survey
analysis 8. A marketing practice of creating name, symbol or design that
identifies
and differentiate a product from the other products.
A. product naming C. branding B. unique selling proposition D. tagline 9.
This is a meaningful and unforgettable statement that captures the
essence of the brand.
A. product naming C. branding B. unique selling
proposition D. tagline
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LM-Cookery Grade 10
10. These are the things that people cannot live without in a society.
A. wants C. requirements B. desires D. needs
Task 2: Guide Questions:
Directions: Read and study the guide questions below. Use a separate
sheet of paper to write your answer.
1. How does one determine the product or services to be produced and

or to be offered or delivered to the target customers?
________________________________________________________
________________________________________________________
______________________________________________________
2. How does one select an entrepreneurial activity?

________________________________________________________
________________________________________________________
_____________________________________________________
3. When can one say that a certain product has a ―value‖?

________________________________________________________
________________________________________________________
_____________________________________________________
4. Are innovation and creativity to your product or services important?

Why?
________________________________________________________
________________________________________________________
______________________________________________________
5. How can one effectively respond to the needs of the target customer?
________________________________________________________
________________________________________________________
______________________________________________________
6. Express from the viewpoint of business owner the importance of scanning

the environment and market in generating business ideas.
________________________________________________________
________________________________________________________
_____________________________________________________
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LM-Cookery Grade 10
7. Using self-assessment, explain your level of confidence in formulating

a business idea.
________________________________________________________
________________________________________________________
_____________________________________________________
After all the guide questions have been answered and skills have been mastered,
share those with your classmates. Discuss your insights, personal knowledge,
and relevant experiences on the topic to make it more exciting and engaging.
LEARNING GOALS AND TARGET
After reading and understanding the objectives of this module and having gone
through the pre-assessment and guide questions, you will be asked to set your
own personal goals. These goals will trigger you to further achieve the ultimate
objective of this module. In the end, these goals will motivate you to learn more
about Environment and Market.
Goals and Ultimate

Learning Activities
Targets
Goal
Figure 2: Strategic process to achieve the objectives of this module.
READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
After setting your own personal goals and targets in achieving the objectives of
this module, you will have the opportunity to read and learn more about
environment and market. You will also be given a chance to do practical
exercises and activities to deepen your understanding of the topic.
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LM-Cookery Grade 10
32
Know
Product Development
When we talk of product development, we are referring to a process of

making a new product to be sold by a business or enterprise to its customers.
The product development may involve modification of an existing product or its
presentation, or formulation of an entirely new product that satisfies a newly
defined customer‘s needs, wants and/or a market place.
The term development in this module refers collectively to the entire

process of identifying a market opportunity, creating a product to appeal to the
identified market, and finally, testing, modifying and refining the product until it
becomes ready for production.
There are basic, yet vital questions that you can ask yourself about
product development. When you find acceptable answers to these, you may now
say that you are ready to develop a product and/or render services:
1. For whom are the product services aimed at? 2. What benefits will the
customers expect from it? 3. How will the product differ from the existing
brand? From its
competitor?
Likewise, needs and wants of the people within an area should also be
taken into big consideration. Everyone has his/her own needs and wants.
However, everyone has different concepts of needs and wants. Needs in
business are important things that every individual cannot live without in a
society. These include:
1. basic commodities for consumption; 2.

clothing and other personal belongings; 3.
shelter, sanitation and health; and 4.
education.
Basic needs are essential to an individual to live with dignity and pride in a
community. These needs can obviously help you generate business ideas and
subsequently to product development.
LM-Cookery Grade 10
Wants are desires, luxury and extravagance that signify wealth and expensive
way of living. Wants or desires are considered above all the basic necessities of
life. Some examples of wants or desires: fashion accessories, expensive shoes
and clothes, travelling around the world, eating in an expensive restaurant;
watching movies, concerts, having luxurious cars, wearing expensive jewelries,
perfume, living in impressive homes, among others.
Needs and wants of people are the basic indicators of the kind of business that
you may engage into because it can serve as the measure of your success.
Some other good points that might be considered in business undertakings are
the kind of people, their needs, wants, lifestyle, culture and tradition, and social
orientation that they belong to.
To summarize, product development entirely depends on the needs and wants of

the customers. Another important issue to deal with is the key concepts of
developing a product. The succeeding topic will enlighten you about the
procedure in coming up with a product.
Concepts of Developing a Product
Concept development is a critical phase in the development of a product. In this

stage, the needs of the target market are identified and competitive products are
reviewed before the product specifications are defined. The product concept is
selected along with an economic analysis to come up with an outline of how a
product is being developed. Below is a figure that shows the stages of concept
development of a product.
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LM-Cookery Grade 10
Identify
Establish
Generate
Select a Customer
Target
Product
Product Needs
Specifications
Concepts
Concept
Plan Remaining Developme nt Project
34
Refine Specifications
Analyze Competitive Products
Perform Economic Analysis
Concept Development
Figure 3: Concept Development
The process of product development follows the following steps:
A. Identify Customer Needs: Using survey forms, interviews, researches, focus group
discussions, and observations, an entrepreneur can easily identify customers‘ needs
and wants. In this stage, the information that can be possibly gathered are product
specifications (performance, taste, size, color, shape, life span of the product, etc.). This
stage is very important because this would determine the product to be produced or
provided.
B. Establish Target Specifications: Based on customers' needs and reviews of
competitive products, you may now establish target specifications of the prospective
new product and/or services. Target specifications are essentially a wish-list.
LM-Cookery Grade 10
C. Analyze Competitive Products: It is imperative to analyze existing competitive

products to provide important information in establishing product or services
specifications. Other products may exhibit successful design attributes that
should be emulated or improved upon in the new product or services.
D. Generate Product Concepts:After having gone through with the previous

processes, you may now develop a number of product concepts to illustrate
what types of product or services are both technically feasible and would best
meet the requirements of the target specifications.
E. Select a Product Concept: Through the process of evaluation between

attributes, a final concept is selected. After the final selection, additional market
research can be applied to obtain feedback from certain key customers.
F. Refine Product Specifications: In this stage, product or services specifications

are refined on the basis of input from the foregoing activities. Final specification
as the results of extensive study, expected service life, projected selling price
and among others are being considered in this stage.
G. Perform Economic Analysis: Throughout the process of product

development, it is very important to always review and estimate the economic
implications regarding development expenses, manufacturing costs, and selling
price of the product or services to be offered or provided.
H. Plan the Remaining Development Project: In this final stage of concept

development, you may prepare a detailed development plan which includes list
of activities, the necessary resources and expenses, and development schedule
with milestones for tracking progress.
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LM-Cookery Grade 10
Finding Value
People buy for a reason. There should be something in your product or

service that would give consumers a good reason to go back and buy for more.
There must be something that has to make you the best option for your target
customers; otherwise they have no reason to buy what you‘re selling. This
implies further, that you offer something to your customers that they will make
them value or treasure your product or service.
The value that you incorporate to your product is called value proposition.
Value proposition is ―a believable collection of the most persuasive reasons
people should notice you and take the action you‘re asking for.‖ Value is created
by fulfilling deep desires and solving deep problems. This is what gets people
moving, what people getsspending for your product or service.
Innovation
Innovation is the introduction of something new in your product or service.

This may be a new idea, a new method or a device. If you want to increase your
sales and profit, you must innovate. Some of the possible innovations in your
products are change of packaging, improve taste, color, size, shape and perhaps
price. Some of the possible innovations in providing services are application of
new improved methods, additional featured services and possibly freebees.
Unique Selling Proposition (USP)
Unique Selling Proposition is the factor or consideration presented by a

seller as the reason that one product or service is different from and better than
that of the competitions. Before you can begin to sell your product or service to
your target customers, you have to sell yourself on it. This is especially important
when your product or service is similar to those around you.
USP would require careful analysis of other businesses' ads and
marketing messages. If you analyze what they say or what they sell, not just their
product or service characteristics, you can learn a great deal about how
companies distinguish themselves from competitors.
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LM-Cookery Grade 10
Here's how to discover your USP and use it to increase your sales and profit:
•Use empathy: Put yourself in the shoes of your customers. Always focus on
the needs of the target customers and forget falling in love with your own
product or service. Always remember, you are making this product or
providing for the target customers to eventually increase sales and earn profit
and not making this product or service for you. Essential question such as
what could make them come back again and ignore competition should be
asked to oneself. Most possible answers may be focused on quality,
availability, convenience, cleanliness, and reliability of the product or service.
• Identify what motivates your customers . It is very important for you to

understand and find out what drives and motivates your customers to buy
your product or service. Make some efforts to find out, analyze and utilize the
information that motivates the customers in their decisions to purchase the
product or service.
• Discover the actual and genuine reasons why customers buy your product
instead of a competitor's. Information is very important in decision making. A
competitive entrepreneur always improve this products or services to provide
satisfaction and of course retention of customers. As your business grows,
you should always consider the process of asking your customers important
information and questions that you can use to improve your product or
service.
37
Process
In order to firm up your understanding of the topic previously presented,

you will be tasked to form a group and conduct an interview with a successful
entrepreneur or practitioner. You have to document this interview and present
this to the whole class for reflection and appreciation.
Task 3: Interview
Directions: Select a successful entrepreneur or practitioner. Conduct an

interview using the set of questions below. Document the interview and present
this to the class.
1. How did you identify your customers?

________________________________________________________
________________________________________________________
________________________________________________________
2. What were your considerations in selecting your customers?

________________________________________________________
________________________________________________________
________________________________________________________
3. Explain how your product or service becomes unique compared to

other products.
________________________________________________________
________________________________________________________
________________________________________________________
4. Did you consult somebody before you engage in this business? Cite
sample insights that you gained from the consultation.
________________________________________________________
________________________________________________________
_____________________________________________________
LM-Cookery Grade 10
38
LM-Cookery Grade 10
5. What were your preparations before you started the actual business?
________________________________________________________
________________________________________________________
_______________________________________________________
6. What creative and innovative techniques did you adopt to your product or
service? What was the effect of the innovative techniques to the sales and
profits of your business?
________________________________________________________
________________________________________________________
______________________________________________________
7. What strategy did you consider to have a unique selling proposition to

your product or service?
________________________________________________________
________________________________________________________
_____________________________________________________
Task 4: Video Viewing
In order to deepen your understanding of the lesson, perform the following tasks:
1. Browse the internet and view the topics related to:

a. customers‘ needs and wants b. techniques in identifying customers‘ needs
and wants c. creativity or innovations in products and services d. unique
selling proposition e. product development 2. Prepare a short narrative report
about the aforementioned topics. You may highlight the ―aspect‖ that
increases your knowledge of product development.
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LM-Cookery Grade 10
Transfer
Task 5: Product Conceptualization
Direction: Using the space and figures below, develop your own concept for your
product or service. Utilize bullets in every stage of product conceptualization in listing
important key ideas.
______________________________________________________________
______________________________________________________________
______________________________________________________________
1. Identify Customers Need
7. Prepare a Development Plan
- 2. Target
Specifications - - - - - - - - - -
6. Refine Product
3. Analyze a Specification
Competitive - Product - - - - -
5. Select A product
4. Generate Product Concept
Concept
- - - - - - 40
LM-Cookery Grade 10
41
Know
Generating Ideas for Business
The process of developing and generating business idea is not a simple process.
Some people just come with a bunch of business ideas but are not really
feasible. There are two problems that arise; first is the excessive generation of
ideas that can forever remain in the dreaming stage and the second is when they
don‘t have ideas and don‘t want to become entrepreneurs.
The most optimal way is to have a systematic approach in generating and

selecting business idea that will be transferred in real business. Here are some
basic yet very important considerations that may be used to generate possible
ideas for business:
1. Examine existing goods and services. Are you satisfied with the product?
What do other people who use the product say about it? How can it be
improved? There are many ways of improving a product from the way it is made
to the way it is packed and sold. You can also improve the materials used in
crafting the product. In addition, you can introduce new ways of using the
product, making it more useful and adaptable to the customers‘ many needs.
When you are improving the product or enhancing it, you are doing an
innovation. You can also do an invention by introducing an entirely new product
to replace the old one.
Business ideas may also be generated by examining what goods and

services are sold outside of the community. Very often, these products are
sold in a form that can still be enhanced or improved.
2. Examine the present and future needs. Look and listen to what the customers,
institutions, and communities are missing in terms of goods and services.
Sometimes, these needs are already obvious and felt at the moment. Other
needs are not that obvious because they can only be felt in the future, in the
event of certain developments in the community. For example, an area will have
its electrification facility in the next six months. Only by that time will the
entrepreneur could think of electrically-powered
LM-Cookery Grade 10
or generated business such as photo copier, computer service, digital
printing, etc.
3. Examine how the needs are being satisfied. Needs for the products and
services are referred to as market demand. To satisfy these needs is to supply
the products and services that meet the demands of the market. The term market
refers to whoever will use or buy the products or services, and these may be
people or institutions such as other businesses, establishments, organizations, or
government agencies.
There is a very good business opportunity when there is absolutely no supply

to a pressing market demand.
Businesses or industries in the locality also have needs for goods and
services. Their needs for raw materials, maintenance, and other services
such as selling and distribution are good sources of ideas for business.
4. Examine the available resources around you. Observe what materials or skills
are available in abundance in your area. A business can be started out of
available raw materials by selling them in raw form and by processing and
manufacturing them into finished products. For example, in a copra-producing
town, there will be many coconut husks and shells available as ―waste‖
products. These can be collected and made into coco rags or doormat and
charcoal bricks and sold profitably outside the community.
A group of people in your neighborhood may have some special skills that
can be harnessed for business. For example, women in the Mountain
Province possess loom weaving skills that have been passed on from one
generation to another. Some communities there set up weaving businesses to
produce blankets, decorative and various souvenir items for sale to tourists
and lowland communities.
Business ideas can come from your own skills. The work and experience you
may have in agricultural arts, industrial arts, home economics, and ICT
classes will provide you with business opportunities to acquire the needed
skills which will give you extra income, should you decide to engage in
income-generating activities. With your skills, you may also tinker around with
various things in your spare time. Many products were invented this way.
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LM-Cookery Grade 10
5. Read magazines, news articles, and other publications on new products and
techniques or advances in technology. You can pick up new business ideas from
Newsweek, Reader‘s Digest, Business Magazines, ―Go Negosyo‖, KAB
materials, and Small-Industry Journal. The Internet also serves as a library where
you may browse and surf on possible businesses. It will also guide you on how to
put the right product in the right place, at the right price, at the right time.
Key Concepts of Selecting a Business Idea
Once you have embarked on identifying business opportunities, you will

eventually see that there are many possibilities that are available for you. It is
very unlikely that you will have enough resources to pursue all of them at once.
You have to select the most promising one among hundreds of ideas. It will be
good to do this in stages. In the first stage, you screen your ideas to narrow them
down to about few choices. In the next stage, trim down the choices to two
options. In the final stage, choose between the two and decide which business
idea is worth pursuing.
In screening your ideas, examine each one in terms of the following factors:
1. How much capital is needed to put up the business? 2. How big is the
demand for the product? Do many people need
this product and will continue to need it for a long time? 3. How is the demand met?
Who are processing the products to meet the needs (competition or
demand)? How much of the need is now being met (supply)? 4. Do you
have the background and experiences needed to run this
particular business? 5. Will the business be legal, not going against any existing or
foreseeable government regulation? 6. Is the business in line with your
interest and expertise?
Your answers to these questions will be helpful in screening which ones among
your many ideas are worth examining further and worth pursuing.
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LM-Cookery Grade 10
Branding Branding is a marketing practice of creating name, symbol or designs

that identifies and differentiates product or services from the rest. It is also a
promise to your customers. It tells them what they can expect from your product
or service and it differentiates your offerings from other competitors. Your brand
is derived from who you are, who you want to be and what people perceive you
to be.
Branding is one of the most important aspects of any business. An

effective brand strategy gives you a major edge in increasingly competitive
markets. The features of a good product brand are as follows:

- Delivers the message clearly - Confirms your
credibility - Connects your target prospects
emotionally - Motivates the buyer - Concretizes
user loyalty
Here are some simple tips to publicize your brand: .

• Develop a tagline. Write a meaningful, unforgettable, and easy to
remember statement that captures the essence of your brand.
• Get a great logo. Create a logo suitable to your business and consistent
with your tagline and place it everywhere.
• Write
down your brand messaging. Select key messages you want to
communicate about your brand.
• Be true to your brand. Deliver your brand promise.
• Be consistent. Be reliable and consistent every time.
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LM-Cookery Grade 10
45
Process
In generating business idea, you should first identify what type of business is
suited to your business idea. You should analyze and scan the potential
environment, study the marketing practices and strategies of your competitors,
analyze the strengths, weaknesses, opportunities, and the threats in your
environment to ensure that the products or services you are planning to offer will
be patronized within the easy reach by your target consumers. Bear in mind these
simple rules for successful SWOT Analysis:
• Be realistic about the strengths and weaknesses of your business when

conducting SWOT Analysis.
• SWOT Analysis should distinguish between where your business is today,

and where it could be in the future.
• SWOT Analysis should always be specific. Avoid any grey area.
• Always apply SWOT Analysis in relation to your competition‘ i.e. better than
or worse than your competitions.
• Keep your SWOT Analysis short and simple. Avoid complexity and over
analysis.
• SWOT Analysis is subjective.
LM-Cookery Grade 10
Task 6: SWOT Analysis
Directions: Utilize the SWOT Analysis table below to list up all your observations. Be
guided by the strategies in analyzing and formulating realistic and attainable activities.
Write down the activities on the available spaces provided to create the best business
idea.
Strength (S) Weaknesses (W)
------
Strategies:
• SW - Maximize on the strengths to overcome the internal weakness.
• OW - Capitalize on the opportunities to eliminate the internal weakness.
• ST - Maximize on your strengths to eliminate the external threats.
• OT - Take advantage of the available opportunities to eliminate the external threats.
46 - - - - - -
Opportunities (O) Threats (T)
------
------
LM-Cookery Grade 10
Analysis:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My Best Business Idea:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
In order to deepen your understanding of the topics previously discussed, you

will be asked to perform the following activities:
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LM-Cookery Grade 10
Task 7: Extra Readings and Video Viewing
Reading books and watching videos have been considered as one of the
most effective educational activities that can help learners deepen their
understanding on a certain topic. In this particular task, you will be asked to
conduct extra readings and video viewings in the Internet on the following topics:
A. Steps in Selecting Business Idea B.

Criteria of a Viable Business Idea C.
Benefits of a Good Brand D. Ways on
Developing a Brand
After successfully performing the assigned task, make a narrative report

about it and share it to the class.
TransferTr
Task 9: Making My Own Logo
Direction: Generate a clear and appealing product brand with a logo and a
tagline.
Logo
Logo
_______________________
QUARTER I Prepare Egg, Cereal,
and Starch Dishes
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LM-Cookery Grade 10
QUARTER I Prepare Egg, Cereal,

and Starch Dishes
Overview
This quarter will provide you learners the essential knowledge and opportunities
to develop your skills and gained understanding in the preparation, cooking,
presentation, and storing egg, cereal, and starch dishes. You will be able to
know the needed tools and equipment and learn how to clean and sanitize them
after each use. Differentiated activities and hands – on activities were given to
give you opportunities to transfer what you have learned.
Objectives
At the end of the lesson, you are expected to: 1. perform
Mise‘en place; 2. prepare and cook egg, cereal and
starch dishes; 3. present egg, cereal and starch
dishes; and 4. store egg, cereal and starch dishes.
Let’s See What You Know
Pretest 1
A. Multiple Choice.
Directions: Read each question carefully. Choose the letter which
corresponds to the correct answer and write it in your test notebook.
1. It is a small hand tool used generally in decorative works such as
making garnishes.
A. bread knife C. channel knife B. butcher knife D.
paring knife
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LM-Cookery Grade 10
2. It is a perforated bowl of varying sizes made of stainless steel,

aluminum or plastic used to drain, wash or cook ingredients from liquid.
A. Canister C. Mixing bowl B. Colander D. Soup bowl 3. It is used for turning
and lifting eggs, pan cakes and meats on griddles,
grills, sheet pans, and the likes and also used to scrape and clean
griddles.
A. Measuring spoon C. Rubber scraper B. Offset spatula D. Wooden
spoon 4. It is used to scrape off all the contents of bowls and pans from
the
sides and fold in beaten eggs in batter or whipped cream. A. Paring knife C.
Wire whisk B. Rubber spatula D. Wooden spoon 5. It is a screen – type
mesh supported by a round metal frame used for
sifting dry ingredients like starch and flour.
A. Colander C. Sieve B. Funnel D. Skimmer 6. It is a device with loops of
stainless steel wire fastened to a handle. It
is used for blending, mixing, whipping eggs or batter, and for blending
gravies, sauces, and soups.
A. Fork C. Spoon B. Knife D. Whisk 7. It is a miniature Bain Marie with an
upper dish containing indentations
each sized to hold an egg or contains separate device for poaching.
A. Egg Poacher C. Frying pan B. Double boiler D. Omelet pan 8. It is a
chamber or compartment used for cooking, baking, heating, or
drying.
A. Blender C. Mixer B. Burner D. Oven 9. It is the process of washing and
sanitizing dishes, glassware, flatware,
and pots and pans either manually or mechanically.
A. Bleaching C. Ware washing B. Hand washing D. Washing machine 10.
It requires a dishwashing machine capable of washing, rinsing, and
drying dishes, flatware, and glassware.
A. Hand washing C. Mechanical ware washing B. Manual ware washing D.
Washing machine 11. It is the egg‘s outer covering which accounts for
about 9 to 12 % of its
total weight depending on egg size.
A. Chalaza C. Shell B. Germinal disc D. Yolk
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LM-Cookery Grade 10
12. This is the entrance of the latebra, the channel leading to the center of
the yolk.
A. Chalaza C. Shell B. Germinal disc D. Yolk 13. It is the yellow to yellow -
orange portion which makes up to about 33% of
the liquid weight of the egg.
A. Chalaza C. Shell B. Germinal disc D. Yolk 14. A disease that is carried
and transmitted to people by food is referred
to as food borne ________________.
A. Bacteria C. Infection B. Illness D Intoxication 15. It is a disease that
results from eating food containing harmful micro-
organism.
A. Food borne bacteria C. Food borne infection B. Food borne illness D.
Food borne intoxication 16. It is a disease that results from eating food
containing toxins from
bacteria, molds or certain plants or animals.
A. Food borne bacteria C. Food borne infection B. Food borne illness D.
Food borne intoxication 17. It is used for mixing creams, butter and for
tossing salads.
A. Electric mixer C. Wire whisk B. Serving spoon D. Wooden spoon 18. It is
used for preparing meat, chicken, and other grains or legumes,
such as mongo and white beans in lesser time.
A. Double boiler C. pressure cooker B. Frying pan D. rice cooker 19. It is a
long chainlike molecule, sometimes called the linear fraction, and is produced
by linking together 500 to 2, 000 glucose molecules which contributes to the
gelling characteristics to cooked and cooled starch mixtures.
A. Amylopectin C. Dextrin B. Amylose D. Mucin
20. This problem is usually encountered when using acid or acid

ingredients such as lemon or vinegar.
A. Scorching C. Thinning of gel. B. Skin formation D. Weak gelling 21.
This results when there is too much liquid in relation to the starch. A.
Scorching C. Thinning of gel. B. Skin formation D. Weak gelling
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LM-Cookery Grade 10
22. This problem can be reduced by covering the container of the starch
gel with a waterproof cover.
A. Scorching C. Thinning of gel. B. Skin formation D. Weak gelling 23. This
can be avoided by temperature control and constant stirring so
the starch granules do not settle at the bottom of the cooking pan.
A. Scorching C. Thinning of Gel. B. Skin formation D. Weak
gelling 24. It can be stored in the refrigerator for 2 or 3 days.
A. Cooked pasta C. Fresh pasta B. Dried pasta D. Frozen
pasta 25. FIFO stands for ___________
A. Fan In Fan On C. First In First Out B. First In Fight Out
D. Fit In Fit Out
B. Give one risk in the preparation and cooking of starch, cereal dishes and
other foods, and give some guidelines pertaining to food safety.
Your answer will be rated using the scoring rubric below:
SCORE CRITERIA
4 Explains very clearly the complete guidelines to consider pertaining to food
safety related to the given risk. 3 Explains clearly the complete guidelines to
consider pertaining to food
safety related to the given risk. 2 Explains partially the guidelines to consider
pertaining to food safety
related to the given risk. 1 Was not able to explain any guidelines to consider
pertaining to food
safety related to the given risk.
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LM-Cookery Grade 10
LESSON 1 PREPARE EGG DISHES
Overview
In cookery, egg refers to poultry or fowl products. The versatility of eggs is

evident in its presence in numerous food items. Eggs may be eaten cooked in its
shell, fried or poached or may be combined with other ingredients to produce
another dish. In baking, egg acts both as an emulsifier and leavener.
The egg‘s protective coating or mucin layer which aids in the maintenance of
its freshness by covering the small holes in the shell is called bloom. Bloom is
removed during washing so it is not advisable to wash eggs prior to storage
unless it is very dirty. Removal of the mucin layer will expose the holes making
the egg susceptible to bacterial penetration and dehydration, thus hastening
deterioration of its quality.
Eggs are produced commercially in farms with a few hundred laying chickens,
or in large laying complexes with thousands of layers. Small and micro-sized
backyard poultry either in small poultry cages or as free range chicken are also
producing eggs. Egg is indeed a convenient food for any meal in and out of the
house.
Learning Outcome 1 Perform Mise’en Place

At the end of the lesson, you are expected to:
1. identify tools, utensils and equipment needed in egg preparation; 2.
clean, sanitize and prepare tools, utensils and equipment needed
in preparing egg dishes; 3. identify egg components and its nutritive value; and 4.
identify and prepare ingredients according to standard recipe.
In the preparation of egg dishes, the first consideration is to identify the

needed tools and equipment and how to clean and sanitize them after each
use.
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LM-Cookery Grade 10
Tools, Utensils and Equipment Needed In Egg Preparation

Kitchen Tools
1. Channel Knife – a small hand tool used generally in decorative works

such as making garnishes. 2. Colander – a perforated bowl of varying sizes
made of stainless steel, aluminum or plastic, used to drain, wash or cook
ingredients from liquid. 3. Offset spatula – a broad – bladed implement bent
to keep the hand off hot surfaces. It is used for turning and lifting eggs, pan
cakes, and meats on griddles, grills, sheet pans, and the likes and also used
to scrape and clean griddles. 4. Pastry Brush – a small implement used to
brush the surface of unbaked pastries or cookies with egg white, egg yolk or
glaze. 5. Rubber spatula or scraper – a broad flexible plastic or rubber
scraper,
that is rectangular in shape with a curve on one side. It is used to scrape off
all the contents of bowls and pans from the sides and fold in beaten eggs in
batter or whipped cream. 6. Sieve – a screen – type mesh supported by a
round metal frame used
for sifting dry ingredients like starch and flour. 7. Spoons: solid, slotted and
perforated – large stainless spoons holding
about 3 ounces used for mixing, stirring, and serving. Slotted and
perforated spoons are large, long-handled spoons with holes in the bowl
used to remove larger solid particles from liquids. 8. Wire whip or Whisk –
a device with loops of stainless steel wire
fastened to a handle. It is used for blending, mixing, whipping eggs or
batter, and for blending gravies, sauces, and soups.
Kitchen Utensils 1. Egg Poacher – A miniature Bain Marie with an upper

dish containing
indentations each sized to hold an egg or contains separate device for
poaching. 2. Omelet Pan – a heavy-based frying usually of cast iron or
copper, with rounded sloping sides used exclusively for omelets and never
washed after used but cleaned with absorbent paper. 3. Measuring cup - a
kitchen utensil used for measuring liquid or bulk solid
cooking ingredients such as flour and sugar 4. Measuring spoon- used to
measure an amount of an ingredient, either
liquid or dry, when cooking. Measuring spoons may be made of plastic,
metal, and other materials. 5. Sauce pan- deep cooking pan with a handle
used primarily for cooking
sauce.
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LM-Cookery Grade 10
6. Mixing bowl - these containers have smooth, rounded interior surfaces

with no creases to retain some mixture and is used for mixing
ingredients.
Kitchen Equipment 1. Oven - a chamber or compartment used for cooking,

baking, heating,
or drying. 2. Electric mixer - A hand-held mixer which usually comes with various
attachments including a whisk attachment for whisking cream, batters and
egg whites, and sugar. 3. Refrigerator - a kitchen appliance where you store
food at a cool
temperature.
Cleaning and Sanitizing Tools and Equipment

A cleaning program that is an overall system should be prepared to organize all
your cleaning and sanitizing tasks. The program should also help identify your
cleaning needs, set up a master cleaning schedule, select the supplies and
tools to use, and train yourselves to make the best of your skills.
Cleaning is the removal of visible soil while sanitizing means reducing the
number of harmful microorganisms by using very hot water or a chemical
sanitizing solution. To be effective, cleaning and sanitizing must be two-step
process. Surfaces must first be cleaned and rinsed before being sanitized.
There are many cleaning products or agents and a variety of equipment in

the market. Choose the best for your workplace and follow instructions in
the label.
Here are some points to support your workplace training:

1. Clean in a logical order. 2. Different cleaning tasks require
different methods. Getting
things wrong can cause damage to surface, harm to yourself, and
spread bacteria and dirt. 3. Many cleaning agents are harmful. Their
contact with your skin
or eyes or breathing in the fumes can cause a serious illness. 4. Mixing one agent
with another can be very dangerous. A
chemical reaction can be set up, or in some cases, produce
poisonous fumes.
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LM-Cookery Grade 10
Ware washing Ware washing is the process of washing and sanitizing dishes,
glassware, flatware, and pots and pans either manually or mechanically. Manual
ware washing uses a three-compartment sink and is used primarily for pots and
pans. It may be used for dishes and flatware in small operations. Mechanical
ware washing requires a dishwashing machine capable of washing, rinsing, and
drying dishes, flatware, and glassware. In large operations, heavy-duty pot and
pan washing machines have been designed to remove cooked-on food.
Manual Dishwashing
Procedure
1. Scrape and pre-rinse.
The purpose of this step is to keep the wash water cleaner longer. 2.
Wash.
Use warm water at 1100F to 1200F and a good detergent. Scrub well with
a brush to remove all traces of leftover and grease. 3. Rinse.
Use clean warm water to rinse off detergent. Change the water
frequently, or use running water with an overflow. 4. Sanitize.
Place utensils in rack and immerse in hot water at 170 0F for thirty seconds.
(A gas or electric heating element is needed to hold water at this
temperature.) 5. Drain and air-dry.
Do not towel-dry. This may contaminate utensils.
Mechanical Dishwashing
The steps in washing dishes by machine are the same as in the
manual methods. Except that the machine does the washing, rinsing, and
sanitizing.
Procedure 1. Scrape and pre-rinse. 2. Rack dishes so that the

dishwasher spray will strike all surfaces. 3. Run machine for a full cycle.
4. Set the sanitizing temperatures at 180 0F for machine that sanitizes
by heat and at 1400F for machine that sanitizes by chemical
disinfectant. 5. Air-dry and inspect dishes. Do not touch food – contact
surfaces.
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A. YES/NO Cards. Directions: Using a 4 x 6 inches Index Card, do the

activity below: a. Write YES on one side and NO on the other side b.
When the teacher shows you a kitchen tool, a kitchen utensil or
equipment with label, raise the index card showing YES if the label is
correct and NO if it is wrong. c. Do the same in the succeeding
questions.
Performance Activity 1
B. Clean and sanitize tools and equipment by performing the given
activity. You will be asked to clean and sanitize the tools and equipment
in the food laboratory. Follow the procedures properly in performing the
task.
Your performance will be rated using the scoring rubric below:
4 Follows correctly the procedures in cleaning and sanitizing tools

and equipment and performs the skill without supervision and with initiative
and adaptability to problem situations. 3 Follows correctly the procedures in
cleaning and sanitizing tools
and equipment and performs the skill satisfactorily without assistance
or supervision. 2 Follows the procedures in cleaning and sanitizing
tools and
equipment with minor errors and performs the skill satisfactorily with some
assistance and/or supervision. 1 Was not able to follow the procedures in
cleaning and sanitizing
tools and equipment and performs the skill unsatisfactorily.
After knowing the needed tools and equipment needed in the preparation
of egg dishes and on how to clean and sanitize them after each use, the
next consideration is to know what makes up an egg and appreciate other
things about egg.
LM-Cookery Grade 10
Review of Learning Outcome 1

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LM-Cookery Grade 10
58
Physical Structure and
Composition of Eggs
We normally distinguish 3 parts of an egg, the shell, the egg white,
and the egg yolk, but a
closer scrutiny reveals a
much more detailed
structure of an egg.
Structure
1. Shell. The egg‘s outer covering, the shell, accounts for about 9 to 12 %
of its total weight depending on egg size. The shell is the egg‘s first line of
defense against bacterial contamination. The shell is produced by the shell
gland (uterus) of the oviduct, and has an outer coating, the bloom or cuticle.
The cuticle somewhat seals the pores and is useful in reducing moisture
losses and in preventing bacterial penetration of the egg shell. 2. Air cell.
This is the empty space between the white and shell at the
large end of the egg which is barely existent in newly laid egg. When an egg
is first laid, it is warm. As it cools, the contents contract and the inner shell
membrane separate from the outer shell membrane to form the air cell. 3.
Albumen/Egg white. Albumen, also called egg white, accounts for
most of an egg‘s liquid weight, about 67%. This is produced by the
oviduct and consists of four alternating layers of thick and thin
consistencies. From the yolk outward, they are designated as the inner
thick or chalaziferous white, the inner thin white, the outer thick white
and the outer thin white. The outer thin white is a narrow fluid layer
next to the shell membrane. The outer thick white is a gel that forms
the center of the albumen. The inner thin white is a fluid layer located
next to the yolk. The inner thick white (chalasiferous layer) is a dense,
matted, fibrous capsule terminates on each end in the chalazae, which
are twisted in opposite directions and serve to keep the yolk centered.
LM-Cookery Grade 10
4. Chalaza. This is the ropey strands of egg white at both sides of the
egg, which anchor the yolk in place in the center of the thick white. They are
sometimes mistaken for egg imperfections or beginning embryos, which of
course they are not. The twist in the chalaza is meant to keep the germinal
disc always on top whichever way the egg may turn. The more prominent the
chalazae the fresher is the egg. 5. Germinal Disc. This is the entrance of the
latebra, the channel leading to the center of the yolk. The germinal disc is
barely noticeable as a slight depression on the surface of the yolk. When the
egg is fertilized, sperm enter by way of the germinal disc, travel to the center
and a chick embryo starts to form. Since table eggs are not fertilized, this is
not as easy to recognize as when the egg is fertilized. 6. Membranes. There
are two kinds of membranes, one just under the shell and the other covering
the yolk. These are the shell membrane and the vitelline membrane. Just
inside the shell are two shell membranes, inner and outer. The air cell formed
due to the contraction of egg as it cools, is found between the two layers of
this shell membrane. The outer membrane sticks to the shell while the inner
membrane sticks to the albumen. During storage, the egg losses water by
evaporation, causing the air cell to enlarge. The vitelline membrane is the
covering that protects the yolk from breaking. The vitelline membrane is
weakest at the germinal disc and tends to become more fragile as the egg
ages. Every cook has experienced that the yolk of eggs that are no longer
fresh easily break. 7. Yolk. The yolk or the yellow to yellow- orange portion
makes up about
33% of the liquid weight of the egg. The egg yolk is formed in the ovary. On
the surface of the yolk, there is a small white spot about 2 mm in diameter.
This is the germinal disc and it is present even if the egg is infertile. In
infertile eggs, the germinal disc contains the genetic material from the hen
only but when fertilized, it contains the zygote that will eventually develop
into a chick. The yolk material serves as a food source for embryonic
development. It contains all the fat in the egg and a little less than half of the
protein. The main protein in the egg yolk is vitelline, a lipoprotein. It also
contains phosvitin which is high in phosphorus and has antioxidant
properties, and livetin which is high in sulfur.
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LM-Cookery Grade 10
Composition of an Egg
% % Water % Protein % Fat % Ash Whole Egg 100

65.5 11.8 11.0 11.7 Albumen 58 88 11.0 0.2 0.8 Yolk 31 48 17.5 32.5 2.0
Nutritive Value of Egg
Egg is indeed one of nature‘s complete food. It contains high quality

protein with all the essential amino acids, all of the vitamins except vitamin C,
and many minerals. Egg products are particularly good for fortifying food low in
protein quality. Except for mother‘s milk, eggs provide the best protein naturally
available. Egg protein is often used as a reference standard for biological values
of their proteins.
Egg Nutrient Chart
Nutrient Content of a Large Egg
Nutrient (unit) Whole Egg Egg White Egg Yolk Calories (kcal) 72 17 55
Protein (g) 6.3 3.6 2.7 Carbohydrate (g) 0.36 0.24 0.61 Carbohydrate (g) 0.36
0.24 0.61 Total fat (g) 4.8 0.06 4.5 Monounsaturated fat (g) 1.8 0 2
Polyunsaturated fat (g) 1 0 0.72 Saturated fat (g) 1.6 0 1.6 Trans fat (g) 0.02 0
0.02 Cholesterol (mg) 186 0 184 Choline (mg) 126 0.4 116 Riboflavin (mg)
0.2 0.15 0.09 Vitamin B12 (mcg) 0.45 0.03 0.33 Folate (mcg) 24 1 25 Vitamin
D (IU) 41 0 37 Vitamin A (IU) 270 0 245 Vitamin B 6 (mg) 0.09 0 0.06 Thiamin
(mg) 0.02 0 0.03 Vitamin E (mg) 0.5 0 0.44 Selenium (mcg) 15.4 6.6 9.5
Phosphorous (mg) 99 5 66
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LM-Cookery Grade 10
Iron (mg) 0.88 0.03 0.46 Zinc (mg) 0.65 0.01 0.39 Calcium (mg) 28 2 22 Sodium (mg)
71 55 8 Potassium (mg) 69 54 19 Magnesium (mg) 6 4 1 Source: U.S. Department of
Agriculture, Agricultural Research Service, 2010. USDA National Nutrient Database for Standard Reference,
Release 23. Nutrient Data Laboratory Home Page: http://www.ars.usdA.gov/nutrientdata
Egg quality
Egg quality has two general components: shell quality (exterior quality) and interior egg
quality. Interior egg quality has direct bearing on the functional properties of eggs while
shell quality has direct influence on microbiological quality.
Egg Grading. Grading is a form of quality control used to classify eggs for exterior and
interior quality. In the Philippines, the grade designations are A, B, C, and D. Egg Size.
Several factors influence the size of the egg: breed, age of hen, weight, feed and
environmental factors. Native chickens have much smaller eggs than commercial
breeds. Some commercial breeds have bigger eggs than others. Of the same breed,
new layers tend to have smaller eggs compared to older hens. Pullets that are
significantly underweight at sexual maturity will also produce small eggs. Better fed
hens lay larger eggs than underfed ones. The environmental factors that lead to smaller
eggs are heat, stress and overcrowding.
The egg sizes are Jumbo, Extra Large, Large, Medium, Small and Peewee. Medium,
Large, and Extra Large are the sizes commonly available.
Extra
Egg Size Classification Size Jumbo
Large Medium Small Peewee 840 756 672 588 504 420
large Weight of 12 eggs in grams
Average weight per egg in grams
61 70 63 56 49 42 35
LM-Cookery Grade 10
ABCD
Philippine Standard of Quality for Chicken Eggs Quality Factor
Shell
The appearance of the egg, as influenced by severity of defects, is important for
consumer appeal. Egg shells are evaluated on the basis of cleanliness, shape, texture,
and soundness.
The unit for describing egg freshness, based on the thickness of the albumen is called
Haugh unit with a symbol of HU named before Raymond Haugh in 1937.
62
Moderately stained Unbroken Slightly abnormal shape
Moderately stained Unbroken May be abnormal shape
Air Cell
Clean Unbroken Normal shape
Clean Unbroken Normal shape
Depth of 0.3cm or Depth less Practically regular
of 0.5cm or less Practically regular
Depth of 1.0 cm or less May be loose or bubbly
Depth of 1cm May be loose or bubbly
Egg White
May be weak and watery Small clots or spots may be present Less than 31 Haugh units
Egg Yolk
Clear Firm 72 Haigh units or higher
Clear Reasonably Firm 60 - 71 Haugh units
Clear May be slightly weak 31-59 haugh units
Outline may be well defined. May be slightly enlarged and flattened. Practically free
from defects. May have embryonic development
Outline may be Outline fairly
well defined.
Outlined defined Round and firm Free from defects
well defined Round and firm Free from
May be enlarged and flattened. May have defects
embryonic development
LM-Cookery Grade 10
Enhancement
activityActivity
A. Minute to Write It
Directions: In your test notebook write whether you agree or disagree to
the following statements and justify your answer.
1. Egg is a complete food. 2. Egg is composed of the shell,

egg white and egg yolk.
B. Pictorial Report
Directions: Make a pictorial report with illustration showing the qualities of
a fresh egg in terms of egg size and grading.
Your output will be rated using the scoring rubric below:
SCORE CRITERIA
5 Compiled pictures properly and illustrate the qualities of a fresh egg in

terms of egg size and grading in a very attractive manner.

terms of egg size and grading in an attractive manner.

terms of egg size and grading in a less attractive manner.

terms of egg size and grading in a less attractive manner.
1 Improperly compiled pictures but were not able to illustrate the qualities of
a fresh egg in terms of egg size and grading in disorderly manner.
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LM-Cookery Grade 10
Learning Outcome 2 Prepare and Cook Egg Dishes
At the end of the lesson, you are expected to: 1. identify and prepare
ingredients according to standard recipes; 2. identify the market
forms of eggs; 3. explain the uses of eggs in culinary; and 4. cook
egg dishes with appropriate taste and seasoned in
accordance with the prescribed standard.
Market Forms of Egg

There are three market forms of eggs namely: fresh, dried (whole, egg
whites/egg yolks), and frozen (whole, egg whites/egg yolks).
1. Fresh Eggs or shell eggs may be purchased individually, by dozen

or in trays of 36 pieces. 2. Frozen Eggs – are made of high quality fresh
eggs. They come in
the form of whole eggs with extra yolks and whites. Frozen eggs are
pasteurized and must be thawed before use. 3. Dried Eggs – are seldom
used. Their whites are used for preparing
meringue. Dried eggs are used primarily as ingredients in food
industry. They are not commonly sold directly to consumers.
Eggs are also sold in several processed forms: bulk or fluid whole eggs (which
sometimes includes a percentage of extra yolks to obtain a specific blend), egg
whites, and egg yolks. Pasteurized eggs are used in preparations such as salad
dressings, eggnog, or desserts, where the traditional recipe may have indicated
that the eggs should be raw. These products generally are available in liquid or
frozen form. Frozen egg products on the other hand are used as ingredients by
food processors. Products containing egg yolk usually have salt, sugar or corn
syrup added to prevent gelation or increased viscosity during freezing. They are
packed in 30- lB.containers and in 4-, 5-, 8-, and 10-lB.pouches or waxed or
plastic cartons. Dried powdered eggs are also sold and may be useful for some
baked goods or in certain circumstances. For food service use, they are
generally sold in 6-oz. pouches, and 3-lB.and 25-lB.poly packs.
Egg substitutes may be entirely egg-free or may be produced from
egg whites, with dairy or vegetable products substituted by yolks. These
substitutes are important for people with reduced-cholesterol diet requirement.
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LM-Cookery Grade 10
Uses of Eggs in culinary

Egg is cooked in many ways. It can be the main protein dish; it can be a
main or accessory ingredient in dishes from appetizers to desserts. It can be
cooked by dry heat, moist heat, with or without oil, as simply or as elaborately
as one‘s inclination for the moment. Indeed it can be eaten anywhere.
Effect of Heat on Eggs

1. Coagulation of proteins: white at 60-65 0C, yolk at 65-700C.
• Beyond this temperature, over coagulation occurs and water is
squeezed out causing shrinkage resulting in a tough product. 2.
Formation of greenish discoloration at the interface of the yolk and
white when egg is overcooked
• Due to the reaction between the iron in the yolk and the
hydrogen sulfide liberated from the sulfur containing ferrous
sulfide.
• Reaction is favored by - High
cooking temperature - Prolonged
cooking
• Reaction is prevented by immediate cooling of the egg (e.g.
immersing in cold water) after cooking
Uses of Egg 1. Cooked and served

―as is‖, e.g.
• in the shell – soft cooked ( 5 minutes simmering) or hard cooked (15
minutes simmering)
• poached – cooked in simmering water; addition of salt and vinegar
hastens coagulation
• fried – keep low to moderate temperature
• scrambled – addition of sugar delays coagulation; addition of liquids and
acids decreases coagulation point
• omelet 2. Eggs as
emulsifier
• Lecithin and lysolecithin are responsible for the remarkable ability of egg
yolk to act as an emulsifying agent; both are phosphoproteins containing
polar and non-polar ends such that the polar end holds water while the non-
polar end holds the fat, thus, prevent oil droplets in suspension from
coalescing.
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LM-Cookery Grade 10
3. As binding, thickening agent, and gelling agents

• Eggs are useful as binding, thickening and gelling agents because they
contain proteins that are easily denatured by heat
• Using whole egg requires lower coagulation temperatures resulting in a
stiffer gel
• Addition of sugar, raises coagulation temperature producing softer,
weaker gel
• Softer gel is produced with the addition of scalded milk and acid
• In cooking custards, Bain Marie, double boiler or steamer is used to
avoid boiling which can produce a porous custard
• Soft custards are produced by constant stirring.
4. As foam
• When egg is beaten albumen is denatured, air is incorporated as white is
stretched into thin films
• With continued beating, the air cells are subdivided and volume is
increased
• Protein network dries up and stabilizes the gas or air foams
- If only egg whites are used, the color turns white and soft peaks are
formed. The egg proteins collect at the air/liquid interface of the air
bubble and undergo surface denaturation. - If whole eggs or only egg
yolks are used, the color becomes
pale yellow with continued beating; volume is increased (but not as
much as when only whites are used); no surface denaturation occurs.
- With further beating of egg whites, liquid drains out, air bubbles
coalesce and foam breaks. - The same changes occur when the foam is
allowed to stand too
long. - Maximum stability is reached at soft stage while maximum
volume attained is at stiff stage - Stages in
foam formation
A. frothy – large air bubbles that flow easily B. soft foam – air
cells are smaller and more numerous; foam
becomes whiter; soft peaks are formed when beater is lifted C. stiff foam –
peaks hold their shape; when bowl is tipped, it
holds, moist and glossy D. dry – moistness and glossiness disappear;
specks of egg
white are seen
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LM-Cookery Grade 10
• Factors to be considered in foam formation (leavening agent) a.

Beating time and temperature: as the time of beating
increases, both volume and stability of the foam increases initially,
then, decreases; white can be beaten/whipped more readily at
room temperature than at refrigerator temperature – refrigerated
eggs are more viscous, thus, hard to beat/whip. b. Eggs beaten at
room temperature whip better resulting in
bigger volume and finer texture. c. Whole eggs or egg yolk require more beating
to produce a
good foam d. Stored eggs foam faster but produce smaller volume than
fresh eggs. e. Acids (e.g. cream of tartar, 1 t per cup) increase the stability of foams,
but when added too early, delay foam formation (reduced volume)
thus, increases the time necessary for beating f. Sugar also
increases the stability of foams but delays foams formation
(reduced volume), thus, it should be added after foaming has
started and soft peaks are formed; sugar retards the denaturation
of egg white g. Addition of soda increases stability and volume h.
Addition of salt lowers quality of the foam i. Type of egg: duck eggs
do not foam well because they lack
ovumucin j. Dilution of egg white by water produces bigger volume but
lesser foam; this produces more tender cakes, but in
meringues, syneresis occurs. k. Applications of foam in
cookery
• as leavening e.g. in angel cake, sponge cake, chiffon
cakes
• as meringue, e.g. (a) soft meringue for topping of cream,
chocolate, or lemon
pie, requires a proportion of two tablespoons sugar per egg
white (b) hard meringue for confections, base of fruit pies or
Sans Rival Cake, requires a proportion of 1⁄4 cup sugar
per egg white
• structural and textural agent – tenderness and fluffiness to
products, e.g. fluffy or foamy, soufflé, divinity, foam cakes,
popovers
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LM-Cookery Grade 10
5. As coloring and flavoring agent
Egg Products
1. Balut from duck eggs 2.
Pidan eggs 3. Century
eggs 4. Pickled eggs
Eggs may be cooked in a lot of ways:

Egg Dishes
• Eggs cooked in a shell
Hard and soft-cooked eggs are cooked this way. Eggs should only be
simmered and not boiled to prevent overcoagulation which would cause
the eggs to be tough. The optimum cooking time for eggs in shells is 20
to 25 minutes. To avoid cracking of the eggs during cooking, refrigerated
eggs should be warmed at ambient temperature before cooking. Before
boiling, water at room temperature should be used.
Sometimes yolks of eggs may become greenish during cooking. This
color is due to the formation of iron sulfide. Darkening often occurs in
eggs wherein the pH of the albumen is high. It may also be a result of
cooking too long at very high temperature.
To avoid this, fresh eggs should always be used. Eggs should be cooked
within a minimum period and cooled immediately in running water after
cooking.
• Eggs prepared out of the shell
This method involves breaking the egg and using both the yolk and
white during cooking. Poaching, frying, and the process of making
scrambled eggs or omelet are some of the common methods done.
Culinary Uses:
• Eggs as a thickening agent and binder
When used as a binder or thickener, the hydrophilic colloids of yolks and
whites, due to the presence of proteins are converted into a hydrophobic
colloid thus turning it into a gel.
At high temperature, the gel toughens. This explains why the white
becomes an opaque mass when cooked at a temperature of 62 0C. For
egg yolk, coagulation starts at 650C.
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LM-Cookery Grade 10
• Eggs as leavening agent

Baked products such as sponge cakes, chiffon cakes, meringues, and soufflés make use
of eggs as leavened resulting in a light, airy texture. This is explained by the
incorporation of air during the beating of eggs. Foam is formed when the albumen
surrounds a colloidal system of air bubbles. When beating eggwhites, overbeating
must be avoided as this tends to stretch the albumen and would result in a dry,
watery appearance.
Why do you need to eat eggs?

Eggs may be considered as "functional foods". Functional foods are foods that
may have health benefits beyond their traditional nutritional value. Eggs as
functional foods contain lutein and zeaxanthin that reduce the risk of cataracts
and macular degeneration. Eggs may also belong to "designer foods". Designer
foods are foods that have been modified through biotechnology to enhance their
quality or nutritional value. Eggs as designer foods contain omega-3-
polyunsaturated fatty acids and vitamin E. So learn now and explore the various
egg dishes below.
Variety of Egg Dishes
Cooking Eggs in the Shell

Although the term boiled may appear in the name, eggs prepared in the shell
should actually be cooked at a bare simmer for best results. Eggs are cooked in
the shell to make hard- and soft-cooked and coddled eggs. They may be served
directly in the shell or they may be shelled and used to make another
preparation, such as deviled eggs, or as a garnish for salads or vegetable
dishes.
Select a pot deep enough for the eggs to be submerged in water. Have on hand
a slotted spoon, skimmer, or spider to remove eggs from the water once they are
cooked.
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LM-Cookery Grade 10
Directions: Given the different recipes in preparing and cooking egg dishes,
perform the suggested activities below. Your product and performance will be
evaluated using the given rubric after each activity.
Hard – Cooked Eggs Makes

10 servings Tools/Equipment
Needed:
Gas range Saucepan
Ladle Ingredients
Needed:
20 Eggs Cold water
Procedure:
1. Prepare tools, equipment and food items. 2. Place the eggs in a pot. Fill
the pot with enough cold water to cover the
eggs by 2in/5in. 3. Bring the water to a boil and immediately lower the
temperature to a
simmer. Begin timing the cooking at this point. 4. Cook small eggs for 12
minutes, medium eggs for 13 minutes, large
eggs for 14 to 15 minutes, and extra-large eggs for 15 minutes. 5. Drain
immediately and cool under cold running water to stop cooking. 6. Peel as
soon as possible by cracking the shell starting from the large
end. For easier peeling, peel while still warm, and hold under running water
to help loosen the shell. 7. Serve the eggs or refrigerate until needed.
Coddled Eggs. Put cold eggs into already simmering water and simmer for 30
seconds.
Soft-Cooked Eggs. Put cold eggs into already simmering water and simmer for
3 to 4 minutes.
Medium-Cooked Eggs. Put cold eggs into already simmering water and
simmer for 5 to 7 minutes.
Poached Eggs
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LM-Cookery Grade 10
Poached eggs are prepared by slipping shelled eggs into barely simmering water
and gently cooking until the egg holds its shape. The fresher the egg, the more
centered the yolk, the less likely the white is spread and become ragged.
Poached eggs can be prepared in advance and held safely throughout a typical
service period to make the workload easier during service. Slightly under poach
the eggs, shock them in ice water to arrest the cooking process, trim them, and
hold them in cold water. At the time of service, reheat the eggs in simmering
water.
Eggs are most often poached in water, though other liquids, such as red wine,
stock, or cream, can also be used. Add vinegar and salt to the water to
encourage the egg protein to set faster. Otherwise, the egg whites can spread
too much before they coagulate.
Standard Qualities of Poached Eggs and Cooked Eggs in the Shell

1. Bright, shiny appearance 2. Compact, round
shore, not spread or flattened 3. Firm but tender
whites 4. Warm, liquid yolks
Poached Eggs Makes 10

servings Tools/Equipment
Needed:
Saucepan
Skimmer
Ingredients Needed:
1 gal/3.84L water 1tbsp/15g salt 1
floz. /30ml distilled white vinegar 20
eggs
Procedure:
1. Prepare tools, equipment and food items. Be sure that eggs are chilled
until ready to poach. 2. Combine the water, salt and vinegar, in a deep pan and
bring it to a
bare simmer. 3. Break each egg into a clean cup, and then slide the egg carefully
into
the poaching water. 4. Cook for 3 to 5 minutes, or until the whites are set and
opaque. 5. Remove the eggs from the water with a slotted spoon, blot them
on
absorbent toweling, and trim the edges if desired.
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LM-Cookery Grade 10
6. Serve or chill and refrigerate for later use.
A good-cooked poached egg has a compact, glossy, tender white, and

unbroken, thickened yolk
Critical factors:
• quality of the egg

• temperature
• amount of liquid
• the way the egg is put in the pan
Fried Eggs
Fried eggs call for perfectly fresh eggs, the correct heat level, an appropriate
amount of cooking fat, and a deft hand. Fried eggs may be served sunny side
up (not turned) or over (turned once). Fried eggs may be basted with fat as
they fry. Using very fresh eggs is the only way to ensure a rich flavor and
good appearance of the finished dish.
Standard Qualities of Fried Eggs
1. White should be shiny, uniformly set, and tender, not browned,

blistered or crisp at edges.
2. Yolk should be set properly according to desired doneness. Sunny

side-up yolks should be yellow and well rounded. In other styles, the
yolk is covered with a thin layer of coagulated white.
3. Relatively compact, standing high. Not spread out and thin.
5. A fried egg should have a yolk covered with a thin film of coagulated
egg white and still remain slightly fluid.
6. The egg white should be opaque, firm and tender, not chewy, crisp or
brown.
7. A perfectly fried egg is a glory to behold – crispy edges and a wobbly,
pinkish yolk.
8. It will provide a fried egg with a slightly crispy, frilly edge; the white will
be set and the yolk soft and runny
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LM-Cookery Grade 10
Types of Fried Eggs
1. Sunny side up Cook slowly without flipping until white is completely set but yolk is
still soft and yellow. Heat must be low or bottom will
toughen or burn before top is completely set.
2. Basted Do not flip. Add a few drops of water to pan and cover to steam cook the
top. A thin film of coagulated white will cover the
yolk which should remain liquid.
3. Over easy Fry and flip over. Cook just until the white is just set but the yolk is still
liquid.
4. Over medium Fry and flip over. Cook until the yolk is partially set.
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LM-Cookery Grade 10
5. Over hard Fry and flip over. Cook until the yolk is completely set.
Fried Eggs
Tools/Equipment Needed:
Sauté pan (preferably non-stick)
Dish, turner
Ingredients Needed:
Fresh egg
Oil or clarified or whole butter, as needed for frying
Salt, as needed
Ground black pepper, as needed
Procedure:
1. Select very fresh grade AA eggs for best results.
2. Break the eggs into a dish.
3. Add about 1/8 inch fat to the sauté pan and set it to a moderate heat. Too
much fat will make the eggs greasy. Less fat will cause them to stick,
unless a pan with the nonstick coating is used.
4. When the fat is hot enough, slide the egg into the pan.
5. Tilt the pan, allowing the fat to collect at the side of the pan, and baste the
eggs with the fat as they cook.
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LM-Cookery Grade 10
6. Season the eggs with salt and pepper and serve at once.
Eggs over Easy, Medium or Hard: turn the eggs over near the end of their
cooking time with a spatula and cook them on the other side until done as
desired, 20 to 30 seconds for over easy, 1 minute for over medium, 2
minutes for over hard.
Desirable Qualities of Fried Eggs

• glossy
• moist
• tender Common
pitfalls:
• eggs brown and crisp
• eggs white blistered
• eggs odd-shaped
• eggs sticking
Scrambled Eggs
Scrambled eggs can be made in two ways: the eggs can be stirred constantly
over low heat for a soft delicate curd and a creamy texture, or stirred less
frequently as they cook for a larger curd and a firm texture. Whether
prepared to order or to serve on a buffet line, scrambled eggs must be
served hot, fresh and moist.
Choose eggs that are fresh, with intact shells. Adding a small amount of water or
stock (about 2tsp/10ml per egg) to the beaten eggs will make them puffier as
the water turns to steam. Milk or cream may be used to enrich the eggs.
Scrambled eggs can be seasoned with salt and pepper, and/or flavored or
garnished with fresh herbs, cheese, sautéed vegetables, smoked fish, or
truffles.
Eggs can be scrambled in a sauté pan or on a griddle. Nonstick surfaces make it
easy to prepare scrambled eggs with a minimum amount of added fat. Pans
used for eggs should be reserved for that use only, if possible. A table fork,
wooden spoon, or spatula is needed for stirring the eggs in cooking.
Do not overcook scrambled eggs or hold them too long. Overcooked eggs are
tough and watery and will turn green in steam table. Scrambled eggs should
be soft and moist.
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For flavor variations, the following ingredients may be added to

scrambled eggs before serving.
Chopped parsley or other herbs Grated cheese

Diced ham Crumbled bacon Sautéed diced
onions and green bell pepper Diced smoked
salmon Sliced cooked breakfast sausage
A good scrambled egg must not be tough nor burned but completely
coagulated
Preparing and Cooking Egg Dishes
Directions: Given the different recipes in preparing and cooking egg dishes,
perform each of the activity and you will be evaluated using a rubric.
Scrambled Eggs
Tools/Equipment Needed: Stainless bowl

Fork or egg beater Sauté pan, steam kettle
or tilting skillets
Ingredients Needed: 30 Eggs 1 tbsp. /15g
salt 1 tsp/2g ground pepper 5 floz. /50ml
water or milk (optional) 2 1⁄2 floz. /75 ml
clarified butter or oil
LM-Cookery Grade 10
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LM-Cookery Grade 10
Procedure:
1. Collect equipment and food items. 2. Break eggs into a stainless steel bowl
and beat until well blended.
Season with salt and pepper. 3. Add small amount of milk or cream about 1 to 1
1⁄2 t, if desired. 4. Heat butter in a small sauté pan or heat nonstick pan
over medium
heat and add butter or oil, tilting the pan to coat the entire surface. The pan
should be hot but not smoking. 5. Pour the egg mixture into the pan. 6. Cook
over low heat, stirring frequently with the back of the fork or
wooden spoon until the eggs are soft and creamy. 7. Remove the eggs from
the heat when fully cooked, but still moist. 8. Serve at once.
Omelets The rolled, or French-style, omelets start out like scrambled eggs, but
when the eggs start to set, they are rolled over. A folded or American style,
omelet is prepared in much the same manner, though it is often cooked on a
griddle rather than in a pan, and instead of being rolled, the American omelet is
folded in half. There are two other styles of omelets, both based upon a beaten
mixture of eggs, cooked either over direct heat or in an oven.
Choose eggs that are fresh, with intact shells. As with scrambled eggs, the
ability of the egg to hold its shape is irrelevant, but fresh eggs are preferable.
Omelets can be seasoned with salt, pepper, and herbs. Clarified butter or oil is
the most common cooking fat.
Omelets may be filled or garnished with cheese, sautéed vegetables or potatoes,
meats, and smoked fish, among other things. These fillings and garnishes are
incorporated at the appropriate point to be certain they are fully cooked and hot
when the eggs have been cooked. Grated or crumbled cheeses will melt
sufficiently from the heat of the eggs, and are often added just before an omelet
is rolled or folded.
Two Factors for Making Quality Omelets

1. High Heat.
This is an opposite to the basic principle of low temperature egg cookery.
The omelet cooks so fast that its internal temperature never has time to get
too high.
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2. A conditioned omelet pan.

The pan must have sloping sides and be of the right size so the omelet
can be shaped properly. It must be well seasoned or conditioned to avoid
sticking.
Suggested Omelet Fillings
Cheese Sautéed or creamed mushrooms
Creamed or curried chicken Creamed or buttered spinach

Sautéed onions with or without bacon Sautéed onions and diced potatoes
LM-Cookery Grade 10
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Plain Rolled Omelet
Small bowls
Sauté pan
Fork
Ingredients Needed: 30 eggs 1tbsp/15g salt 1tsp/2g

ground pepper 5fl oz. /150 ml water, stock, milk, or cream
(optional) 2 1⁄2 fl.oz. /175 ml, as needed clarified butter or
oil
Procedure
1. Prepare equipment and food items. 2. For each portion, beat 3 eggs
well and season with salt and pepper.
Add the liquid, if using. 3. Heat a nonstick omelet pan over high heat and add the
butter or oil,
tilting the pan to coat the entire surface. 4. Pour the entire egg mixture into the pan
and scramble it with the back
of the fork or wooden spoon. 5. Move the pan and the utensil at the same time
until the egg mixture
has coagulated slightly. Smooth the eggs into an even layer. 6. Let the egg
mixture finish cooking without stirring. 7. Tilt the pan and slide a fork or
a spoon around the lip of the pan,
under the omelet, to be sure it is not sticking. Slide the omelet to the front
of the pan and use a fork or a wooden spoon to fold it inside to the center.
8. Turn the pan upside down, rolling the omelet onto the plate. The
finished omelet should be oval shaped.
LM-Cookery Grade 10
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Notes:
Options for filling an omelet: A pre-cooked filling may be added to the
eggs after they have been smoothed into an even layer and before the omelet is
rolled. Alternatively, the rolled omelet can be slit open at the top, and a pre-
cooked filling can be spooned into the pocket.
To give the omelet, additional sheen, rub the surface lightly with butter. A perfect
omelet is fluffy, moist and tender, soft in the center, yellow in color with no brown
at all or just a hint of it, oval in shape, and all in one continuous piece
Ham and Cheese Frittata
Skillet/Non-stick pan
Knife Non-stick turner
Fork or wire whisk Small
bowl Chopping board
Ingredients:
1 cup diced cooked ham 1⁄2 cup
sliced tomato 1pc white onion (cut
into ring) 1⁄2 cup stripped sweet bell
pepper 10pcs lightly beaten egg 1⁄4
tsp ground black pepper 1⁄4 cup
shredded cheddar cheese 1⁄4 cup
evaporated milk 1⁄4 tsp iodized salt
Procedure
1. In a skillet coated non-stick turner, put little oil, sauté the ham, onion,
tomato, red bell pepper and season to taste. 2. In a bowl, combine the egg
and milk, salt, black pepper and pour over
ham mixture. Let eggs set on the bottom, then lift the edges to allow any
uncooked egg to flow underneath. Cover and cook until the eggs
LM-Cookery Grade 10
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Grade 10: Enhancement Activity...................................................... 135

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LM-Cookery Grade 10

Quarter I Egg, Cereal, and Starch Dishes

Lesson 1 Prepare Egg Dishes

Quarter II Vegetable and Seafood Dishes

LO 3 Present Vegetable Dishes ................................. 185 LO 4 Store

Quarter III Stocks, Sauces, Soups and Poultry Dishes

Lesson 1 Prepare Stocks, Sauces and Soups

Quarter IV Meat Dishes

Lesson 1 Prepare and Cook Meat Dishes

Summative Test.............................................................. 387

Technology and Livelihood Education (TLE) is one nomenclature in the

The course provides varied and relevant activities and opportunities to

become productive citizen of our society. This learner‘s material is specifically

The learner demonstrates understanding of core concepts and theories in

The learner independently demonstrates core competencies in cookery as

and have successfully completed the competencies indicated in Grade 9. The

student of this course must possess the following characteristic:

Before exploring the core competencies of Cookery, you will be guided on

Enjoy using this learner‘s material as your guide to become a successful

HOW TO USE THIS LEARNER’S

Here are some reminders on how to use this material.

1. Answer the diagnostic assessment before you proceed to the different

activities. The diagnostic assessment determines how much you know

2. This learner‘s material contains relevant information and activities. Go

over each activity carefully. If you encounter difficulties, do not hesitate to

told to do so. REMEMBER that each activity is a preparation for the

3. For every lesson/learning outcomes, perform the enhancement activities

to enrich the knowledge and skills.

4. After successfully finished the tasks, answer the post-test to be given by

teacher for the computation of your grades.

5. Lastly, DO NOT marks the learner‘s material in any way.

2. Which of the following parts of an egg is produced by the oviduct and

found in eggs? A. B1 C. D B. C D. K 4. The appearance of egg is important for

8. Which of the following tools is not used in cooking omelet?

meat? A. Duck C. Rooster

43. Which of the following plating styles is not a classic arrangement?

Personal Entrepreneurial Competencies (PECs)

Content Standards Performance Standards

The learner demonstrates understanding of one‘s PECs in Cookery.

Quarter I Time Allotment: 4 hours

Module 1 Personal Entrepreneurial

To start with this module, let us first understand entrepreneurs and

Entrepreneurs are agents of economic change; they organize, manage and

Entrepreneurship, on the other hand, is not just a simple business activity.

At the end of this module, you are expected to:

• identify areas for improvement, development and growth;

Task 1: Matching Type

Direction: Match the entrepreneurial competencies in column A with their

A B ____1. Creative A. make a wise decision towards the set

Task 2: Guide Questions

A. Explain why entrepreneurial activities are important to social

E. Name successful entrepreneurs from your area whose business is related

LEARNING GOALS AND TARGET

After understanding the objectives of this module, having gone through

Goals and Learning Activities

Figure 1: Strategic process to achieve the objectives of this module

READING RESOURCES AND INSTRUCTIONAL ACTIVITIES

Task 3: Group Activity

Direction: Answer the following guide questions on a separate sheet of

1. Explain the importance of assessing one‘s PECs before engaging in a

3. What are the desirable personal characteristics, attributes, lifestyles, skills

4. Why there is a need to assess one‘s PECs in terms of characteristics,