Cookery: Module 2 of 2
Cookery: Module 2 of 2
com
Module 2 of 2
Cookery
Teacher’s Guide
Department of Education
Republic of the Philippines
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Technical-Vocational-Livelihood Education – Cookery Module
2 Teacher’s Guide
First Edition 2016
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Guide Writers: Aniceta S. Kong and Anecita P. Domo
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TABLE OF CONTENTS
Page
Cover Page
Table of Contents…......................................................................................iii
Curriculum Guide………………………………….......….….……... vi
Content Standard and Performance Standard…............................................1
Learning Episodes…......................................................................................1
Introduction....................................................................................................2
Objectives...............................................................................................2
Learning Goals and Targets....................................................................3
Program Requirements...........................................................................3
Learning Episodes..................................................................................3
How to Use This Teacher’s Guide.........................................................4
Diagnostic Assessment…...............................................................................5
Personal Entrepreneurial Competencies (PECs)…........................................10
Environment and Market (EM)…..................................................................14
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Quarter 2 Vegetable and Seafood Dishes
Pretest 2…..............................................................................................51
iv
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LO 3 Plate/Present Poultry Dishes……………………….… 117
LO 4 Store Poultry and Game Bird...................................... 117
LO 5 Evaluate the Finished Product................................... 118
Posttest 3….............................................................................................118
Quarter IV Meat Dishes
Pretest 4…...............................................................................................121
Lesson 1 Prepare and Cook Meat Dishes
LO 1 Perform Mise’en Place…........................................................124
LO 2 Cook Meat Cuts…..................................................................125
LO 3 Plate/Present Meat dishes…....................................................133
LO 4 Store Meat...............................................................................134
LO 5 Evaluate the Finished Product.................................................134
Posttest 4.................................................................................................135
Summative Assessment…..............................................................................138
Synthesis….....................................................................................................143
Glossary..........................................................................................................144
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DEPE
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COPY
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DEPE
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COPY
DEPED
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DEPE
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DEPE
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K to 12 Basic Education Program
TECHNOLOGY AND LIVELIHOOD EDUCATION
TECHNICAL-VOCATIONAL-LIVELIHOOD EDUCATION
HOME ECONOMICS
TEACHER’S GUIDE
COOKERY
CONTENT STANDARD
The learner demonstrates understanding of core concepts, and principles in
Cookery.
PERFORMANCE STANDARD
The learner applies core competencies in cookery as prescribed by TESDA Training
Regulation.
LEARNING COMPETENCIES
• Develop and strengthen PECs needed in cookery
• Develop a product/service in cookery
• Select a business idea based on the set criteria and techniques
• Develop a brand for the product
• Perform mise en place
• Prepare, cook, present and evaluate egg dishes
• Prepare, cook, present and evaluate starch and cereal dishes
• Prepare, cook, present and evaluate vegetable dishes
• Prepare, cook, present and evaluate seafood dishes
• Prepare, cook, present and evaluate stocks, sauces and soups dishes
• Prepare, cook, present and evaluate poultry and game dishes
• Prepare, cook, present and evaluate meat dishes
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Introduction
The Technology and Livelihood Education (TLE) for junior high school and
Technical-Vocational-Livelihood Education (TVL) for senior high school is one track in
the implementation of the K to 12 Basic Education Program (BEP). The TLE/TVL
Track has four strands, namely: Agri-Fishery Arts, Home Economics, Industrial Arts,
and Information and Communication Technology. Learners in Grades 7 and 8 take
exploratory courses under the track; tackling common competencies that they would
need, helping them pursue a career in TVL. Their learnings and competencies are further
enhanced in Grades 9 and 10, up to Senior High.
Cookery Module 2 of 2
This is the second of two modules that make up the Cookery Manual. It includes
information and activities to develop desirable values, skills and understanding through
authentic tasks on [how to clean, maintain and sanitize kitchen tools, equipment, and
working premises which are important routines after each preparation of foods in the
kitchen. It also contains step-by-step procedures and helpful techniques and guidelines
on how to prepare, present and store appetizers, salads and salad dressings, sandwiches
and desserts, all of which do not require heat in preparation]. Provisions for practical
application to real life situation are also included for lifelong learning.
This Teaching Guide opts to guide teachers in facilitating learning geared toward the attainment of the lear
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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.
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.
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This learning resource 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, the learners will be guided
on how to assess their Personal Entrepreneurial Competencies and Skills (PECS) and
demonstrate their understanding about the Environment and Market.
Quarter II has two lessons, the preparation of vegetable dishes and seafood
dishes and learning 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.
4. After successfully finishing the tasks, let the learners answer the posttest to be
given by you. Analyze individual scores and use them for the computation of
their grades.
5. Lastly, tell the students to NOT mark the learner’s material in any way.
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Give the preassessement test below to your students.
DIAGNOSTIC ASSESSMENT
A. Multiple Choice.
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
consists 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. 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
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 a serving dish small enough to let each food item stand out.
B. Play with color and texture.
C. The protein dish should cover half of the plate.
D. Use even numbers in setting the dish.
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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. From what animal does veal meat come from?
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
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
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23. What do you call 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
31. What do you call a 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 a young chicken that is usually 9 to 12 weeks old?
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
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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
B. 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
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 in 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. catfish 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 shrinks when pressed.
48. Which of the following seafoods is cooked in just enough to keep it juicy and
plump?
A. fat fish C. flat fish
B. lean fish D. shellfish
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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 it from drying up?
A. butter C. soy sauce
B. cream D. tomato sauce
Key to Correction
1. D 11. C 21. D 31. D 41. D
2. B 12. A 22. D 32. D 42. A
3. D 13. C 23. A 33. A 43. C
4. A 14. D 24. B 34. A 44. B
5. C 15. B 25. C 35. C 45. B
6. D 16. A 26. D 36. D 46. A
7. B 17. B 27. D 37. D 47. C
8. D 18. D 28. D/C 38. D 48. D
9. B 19. C 29. C 39. C 49. A
10.D 20. A/D 30. A 40. A 50. A
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LEARNING EXPERIENCES
Quarter I 4 hours
Content Standard
Performance Standard
The learner independently creates a plan of action that strengthens and or further
develops his/her PECs in Cookery.
Learning Competencies
I. Introduction
This teacher’s guide will lead you to effectively and efficiently teach Module
1. Moreover, this will guide you in determining relevant and appropriate teaching
techniques and strategies that will tailor fit to the learning needs and demands of the
learners to make them best understand, appreciate and be inspired in realizing the
importance of entrepreneurship and the entrepreneurial competencies related to Cookery.
This module will also provide learners an opportunity to know that individuals possess
different PECs.These PECs include characteristics, attributes, lifestyles, skills, or traits
that make a person different from others. Likewise, when one aligns these competencies
with the competencies of successful practitioners or entrepreneurs, he or she may become
ready to face the experiences of starting a business or being employed.
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Moreover, the module is designed to stimulate the learners’ mind to think about
entrepreneurship and its role in the business community and in economic and social
development.
II. Objectives
With your assistance and guidance in using the module, learners are expected to
understand the underlying principles and concepts of PECs, more particularly in:
Introduction
Objectives
• Guide learners in identifying and understanding the objectives of
Module 1.
Pre-assessment
• Utilize the sample pre-assessment test available in the Learner’s
Materials or craft a comprehensive teacher-made test to assess a
learner’s prior knowledge and skills in PECs.
• Evaluate the result of the pre-assessment and prepare a plan of action to
strategically address the learning needs and requirements of the learners.
Guide Questions
• Have learners answer Task 2, and let them share their answers and
relevant experiences to the class.
• Process learners’ understanding on the guide questions presented in
Task 2.
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Learning Goals and Target
Group Activity
• Group the learners then let them perform Task 3 and let them share their
thoughts to the class.
• Process learners’ understanding and guide them in arriving at a relevant
and acceptable generalization.
What to Know
What to Process
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What to Transfer
V. Feedback
VI. References
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints- business-
environment--165.php#ixzz1PVjUuaWu
5. ht t p : / / w ww . t he t i m e s 10 0. c o. u k/ t h e or y/ t h e or y- - c o ns t r a i nt s - o n-
production--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
13
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Environment and Market (EM)
Quarter I 4 hours
Content Standard
Performance Standard
Learning Competencies
I. 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.
14
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expand and make more profits. Constraints, on the other hand, are those factors 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 Strengths, Weakness,
Opportunities, and Threats (SWOT) Analysis.
II. Objectives
With your assistance and guidance of this module, learners are expected to
understand the underlying principles and concepts of EM more particularly in:
Introduction
Objectives
Pre-assessment
15
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Guide Questions
Product Development
What to Know
What to Process
16
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• Let them prepare a comprehensive narrative report on the videos they
have watched.
• Encourage learners to present their accomplishments to the class.
• Process learners’ understanding in relation to the objectives of this
module.
What to Transfer
What to Know
• Let learners read and understand the topics related to generating ideas
for business, key concept of selecting a business idea, and branding.
• Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business, key concept
of selecting a business idea, and branding.
• Process learners’ understanding relative to the objectives of this module.
What to Process
17
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What to Reflect and Understand
What to Transfer
V. Feedback
Pre/Post Assessment
1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D
VI. REFERENCES
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
18
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QUARTER I
Prepare Egg, Cereal, and Starch Dishes
Instruct learners to answer the pre-test on pages 35-38. Ask them to write their answer in
their test notebook. Have them check their answers using the key to correction.
Pretest 1
A. Multiple Choice.
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
2. It is a perforated bowl of varying sizes made of stainless steel, aluminum or
plastic used to drain washed or cooked 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
19
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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,
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
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
microorganisms.
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, produced by
linking together 500 to 2,000 glucose molecules which contribute to the gelling
characteristics of cooked and cooled starch mixtures.
A. amylopectin C. dextrin
B. amylose D. mucin
20
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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
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
Key to Correction
1. C 6. D 11. C 16. D 21. D
2. B 7. A 12. B 17. D 22. B
3. B 8. D 13. D 18. C 23. A
4. B 9. C 14. B 19. B 24. A
5. C 10. C 15. C 20. C 25. C
B. Ask learners to give one risk in the preparation and cooking of starch,
cereal dishes and other foods and give some guidelines pertaining to food
safety.
Tell them that their answer will be rated using the scoring rubric below:
SCORE CRITERIA
Explains very clearly the complete guidelines to consider per-
4
taining to food safety related to the given risk.
Explains clearly the complete guidelines to consider pertaining to
3
food safety related to the given risk.
Explains partially the guidelines to consider pertaining to food
2
safety related to the given risk.
Was not able to explain any guidelines to consider pertaining to
1
food safety related to the given risk.
21
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Learning Outcome 1
Perform Mise’en Place
Lead learners in understanding the concept about the preparation of egg dishes
starting with familiarizing themselves of the different tools, materials and equipment
needed in preparations. Then instruct them to follow the right procedures on how to clean
and sanitize kitchen tools and equipment after each use.
Instruct learners to do the enhancement activity on page 50. Tell them that
their performance in Activity B will be rated using the given rubric below the activity.
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.
22
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Your performance will be rated using the scoring rubric on the next page:
Follows correctly the procedures in cleaning and sanitizing tools and
equipment and performs the skill very satisfactorily
4
without supervision and with initiative and adaptability to problem
situations.
Follows correctly the procedures in cleaning and sanitizing tools and
3 equipment and performs the skill satisfactorily without assistance or
supervision.
Follows the procedures in cleaning and sanitizing tools and
2 equipment with minor errors and performs the skill with some
assistance and/or supervision.
Was not able to follow the procedures in cleaning and sanitizing tools
1
and equipment and performs the skill unsatisfactorily.
Guide learners in knowing the physical structure and composition of an egg on page 49.
ENHANCEMENT ACTIVITY
Instruct them to perform the activities on page 56. Tell them to write their answers in activity
A in their test notebook and that their output in activity B will be rated using the given rubric.
A. Minute to Write It
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
Make a pictorial report with illustration showing the qualities of a fresh egg in
terms of egg size and grading. Output will be evaluated using the scoring rubric
below.
SCORE CRITERIA
Compiled pictures properly and illustrated the qualities of a fresh egg in terms
5
of egg size and grading in a very attractive manner.
Compiled pictures properly and illustrated the qualities of a fresh egg in terms
4
of egg size and grading in an attractive manner.
Compiled pictures properly and illustrated the qualities of a fresh egg in terms
3
of egg size and grading in a less attractive manner.
Compiled pictures properly and illustrated the qualities of a fresh egg in terms
2
of egg size and grading in a less attractive manner.
Improperly compiled pictures and was not able to illustrate the qualities of a
1
fresh egg in terms of egg size and grading in an orderly manner.
23
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Learning Outcome 2: Prepare and Cook Egg Dishes
Facilitate learning of the market forms of egg, uses of egg in culinary, and the
different ways on how to cook egg dishes.
Process
Let’s D o It!
Performance Activity 2
Instruct learners to perform the suggested activities on page 55 and follow the
procedures therein for them to learn how to prepare and cook some egg dishes by pair or
by group. Tell them that their product and performance will be evaluated using the given
rubric.
Hard-Cooked Eggs
Makes 10 servings
Ingredients:
• 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 place 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.
24
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Poached Eggs
Makes 10 servings
Tools and Equipment Needed:
• saucepan
• skimmer
Ingredients:
• 1 gal or 3.84L water
• 1tbsp or 15g salt
• 1 floz. or 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.
6. Serve or chill and refrigerate for later use.
Fried Eggs
Tools and Equipment Needed:
• Sauté pan (preferably non-stick)
• Dish, turner
Ingredients:
• 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.
6. Season the eggs with salt and pepper and serve at once.
25
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Understand
Instruct learners to perform the enhancement activity on page 61. Here, tell them
that the preparation and cooking of egg dishes will be done individually and that their
output will be rated using the given rubric. Have them choose one from among the given
recipes.
ENHANCEMENT ACTIVITY
Ingredients:
• 30 eggs
• 1 tbsp./15g salt
• 1 tsp/2g ground pepper
• 5 FLoz./50ml water or milk (optional)
• 2 ½ FLoz./75 ml clarified butter or oil
Procedure:
26
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Plain Rolled Omelet
Ingredients:
• 30 eggs
• 1tbsp or 15g salt
• 1tsp or 2g ground pepper
• 5fl oz./150 ml water, stock, milk, or cream (optional)
• 2 ½ FLoz./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.
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.
27
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Ham and Cheese Frittata
Tools and Equipment Needed:
• skillet/non-stick pan
• small bowl
• chopping board
• knife
• non-stick turner
• fork or wire whisk
Ingredients:
• 1 cup diced cooked ham
• ½ cup sliced tomato
• 1pc white onion (cut into ring)
• ½ cup stripped sweet bell pepper
• 10pc slightly beaten egg
• ¼ tsp ground black pepper
• ¼ cup shredded cheddar cheese
• ¼ cup evaporated milk
• ¼ 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 are set for about 3
minutes. Sprinkle with cheese and cut into wedges to serve.
28
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Have them answer the assessment on page 66 and write their answers in their test
notebook.
1.
2.
3.
4.
5.
Answer Key
1. sunny side up
2. basted
3. over easy
4. over medium
5. over hard
29
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Transfer
Let’s D o It!
Performance Activity 4
Tell learners to prepare poached egg individually following the procedure on
pages 67-68. Instruct them to use ingredients that may add flavor to the dish. Tell them
that their performance and output will be rated using the given rubric.
Ingredients:
• eggs
• distilled vinegar
• water
Procedure:
1. Prepare mise en place
4. Break eggs one at a time, into a dish or a small plate and slide
into the simmering water.
30
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7. Drain well and trim off ragged edges.
8. Serve immediately.
(To hold for later service, plunge immediately into cold water
to stop cooking. Reheat briefly in hot water at service time).
Learning Outcome 3
Present Egg Dishes
Know
Guide learners in knowing the different ways on how to present food like a
chef and the different techniques in presenting egg dishes attractively.
31
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A. Identify the different ways in presenting cooked eggs. Write your answer in your
test notebook.
1. 2.
3. 4.
5. 6.
7.
8.
9. 10.
32
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Answer Key
1. scrambled egg and bun on a plate
2. fried egg with bacon and toasted bread
3. egg in a sandwich
4. hard boiled eggs in different shapes
5. deviled eggs
6. salad egg
7. stuffed egg
8. poached egg
9. fried egg toppings
10. soft boiled egg
L ET ’ s D O I T !
B. Instruct learners to prepare and cook French Omelet individually following the
procedures below. Tell them to present their product in artistic way.
Ingredients:
• three eggs
• salt and pepper
• clarified butter
• fillings
Procedure:
1. Prepare the necessary equipment.
33
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3. Place an omelet pan over high heat.
6. With one hand, vigorously shake the pan back and forth.
At the same time, stir the eggs with a circular motion with
the bottom side of the fork, but do not let the fork scrape
the pan.
7. Tilt the handle up and shake the pan so the omelet slides
to the opposite side.
9. With the fork, fold the sides of the omelet over the center.
10. Grasp the handle of the pan, and tilt the omelet into the
plate so it inverts and keeps an oval shape.
34
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Explain to learners the given rubric which will be used in rating their performance and output.
Dimension P E R F O RM A N C E L E V E L
Excellent Very Satisfac- Satisfactory Needs Improve- No Points
(4 pts.) tory (2 pts.) ment Attempt Earned
(3 pts.) (1 pt.) (0 pt.)
1. Use of tools Uses tools and Uses tools and Uses tools and Uses tools and No
and equipment equipment equipment equipment equipment attempt
correctly and correctly and correctly but less incorrectly and
confidently at all confidently confidently less confident-
times most of the time sometimes ly most of the
time
2. Application of Manifests very Manifests clear Manifests under- Manifests less No
procedures clear under- understanding standing of understanding of attempt
standing of the of the step- by- the step-by-step the step- by-step
step- by-step step procedure procedure procedure seek-
procedure but sometimes ing clarification
seeks clarification most of the time
Works inde- Works inde- Works inde- Works inde- No
pendently with pendently with pendently with pendently but with attempt
ease and ease and con- ease and confi- assistance from
confidence at all fidence most of dence sometimes others most of the
times the time time
3. Safety work Observes safety Observes safety Observes safety Not observing No
habits precautions at all precau- tions precautions safety precautions attempt
times most of the time sometimes most of the time
4. Final Output Output is very Output is very Output is pre- Output is not so No
presentable and presentable and sentable and taste presentable and attempt
taste exceeds the taste meets the is within the taste is within the
standard standard. standard. standard.
5. Time man- Work completed Work com- Work completed Work completed No
agement ahead of time pleted within (mins./hours/ (mins./hours/ attempt
allotted time days) beyond days) beyond
TOTAL POINTS
35
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Let the learners read and learn the proper ways on how to store raw and cooked
eggs.
Answer Key
1. True
2. False
3. False
4. True
5. True
36
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Lesson 2: Prepare Cereals and Starch
Inform learners that at the end of this module they should be able to:
Learning Outcome 1:
Perform Mise en Place
Know
Guide learners in identifying the tools and equipment needed in the preparation and cooking of
cereal and starch and all about cereal and starch.
Instruct learners to answer the activity on page 90. Tell them to write the appropriate tools or
equipment needed to perform the given task in the first column and write their answer in
their test notebook.
A B
1. Used for separating coarse particles of flour, sugar, baking
powder, and powdered ingredients to retain finer
textures.
2. Used for cooking meat and fish dishes with gravy and
sauce.
3. Used for cooking food by steaming
4. Used for tenderizing meat, chicken, and other grains or
legumes, such as mongo and white beans in lesser time.
B. Enumerate the different kinds of starch and give its nutritional value
1.
2.
3.
4.
37
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C. Give at least three starch properties and reactions and describe it in one
sentence.
1.
2.
3.
4.
5.
Answer Key
A.
1. sifter
2. sauce pan and pots
3. steamer
4. pressure cooker
5. strainer
B.
Potato Cassava Wheat Cornstarch
Moisture,% 19 13 13
Ash,% 0.4 0.2 0.2
Protein, % 0.06 0.1 0.4
Lipid,% 0.05 0.1 0.8
Phosphorus% 0.08 0.01 0.06
Amylose,% 21 17 28
C.
1. Gelatinization. The sum of changes that occur in the first stages of heating starch
granules in a moist environment which includes swelling of granules as water is
absorbed and disruption of the organized granule structure.
2. Viscosity. The resistance to flow; increase in thickness or consistency. When the
newly gelatinized starch is stirred, more swollen granules break and more starch
molecules spill causing increase in viscosity or thickness.
3. Retrogadation is the process in which starch molecules, particularly the amylose
fraction, re-associate or bond together in an ordered structure after disruption by
gelatinization; ultimately a crystalline order appears.
4. Syneresis. Oozing of liquid from gel when cut and allowed to stand (e.g. jelly or
baked custard). The oozing of liquid from a rigid gel; sometimes called weeping.
5. Dextrinization. The process of forming dextrin. Dextrin’s – are partially
hydrolyzed starches that are prepared by dry roasting. In home kitchens,
dextrinization is achieved by toasting flour for polvoron, rice flour for kare- kare
sauce and bread slices for breakfast.
6. Hydrolysis Starches undergo hydrolysis during cooking or processing and during
storage of food where a chemical reaction in which a molecular linkage is broken
and a molecule of water is utilized.
38
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Learning Outcome 2
Prepare and Cook Starch and Cereal Dishes
Lead learners in knowing the factors affecting starch paste viscosity and starch
gel strength, functions of starch and application in Filipino dishes and principles in
cooking cereal and pasta.
Process
Let’s D o It!
Instruct learners to follow the procedures on how to cook pasta by pair or by group.
Ingredients:
• 500g pasta
• salt
• water
Procedure:
1. Put 4 quarter water per 500g of pasta in a kettle. Add 1 ½ teaspoon salt.
2. Boil the water rapidly and drop in the pasta. As it softens, stir gently to keep it
from sticking together and to the bottom. Continue to boil, stirring a few times.
3. Drain immediately in a colander as soon as it is al dente, and rinse with cold
running water until the pasta is completely cooled. If serve immediately, just
drain well from hot water.
Ensure that learners follow the guidelines in proper and safe handling of food.
39
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Understanding
ENHANCEMENT ACTIVITY
Instruct learners to collect 20 different recipes of starch and cereal dishes and
compile it like a book using any kind of paper, decorating materials, glue, and coloring
materials.
Tell them that their output will be rated using the scoring rubric below:
SCORE CRITERIA
Compiled properly 20 or more recipes of starch and cereal
5
dishes in a very attractive manner
Compiled properly 16-19 recipes of starch and cereal dishes in an
4
attractive manner
Compiled properly 10-15 recipes of starch and cereal dishes
3
in a simple manner
Compiled properly 6-9 recipes of starch and cereal dishes in a
2
simple manner
Compiled less than 6 recipes of starch and cereal dishes in a
1
disorganized manner
Let’s D o It!
Ask learners to prepare and present Fettuccine Alfredo using the given recipe on page 99:
Ingredients:
• 1 cup heavy cream
• 2 oz.butter
• 1 ½ lb.fresh fettuccine
• 1 cup heavy cream
• 6 oz. freshly grated parmesan cheese
• salt to taste
• pepper to taste
Procedure:
1. Combine the cream and butter in a sauté pan. Bring to simmer, reduce by
¼ and remove from heat.
2. Drop the noodles into boiling salted water, return to a full boil and drain.
Undercook slightly the noodles because they will cook further in the cream.
40
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3. Put the noodles in the pan with hot cream and butter. Toss the noodles with two
forks until they are well coated with the cream, over low heat.
4. Add the remainder of the cream and cheese and toss to mix well.
5. Add salt and pepper to taste.
6. Plate and serve immediately.
Tell them that their performance will be rated using the scoring rubric below:
Follows correctly the procedures in preparing and cooking starch dish and
4 performs the skill without supervision and with initiative and adapt- ability to
problem situations.
Follows correctly the procedures in preparing and cooking starch dish and
3
performs the skill satisfactorily without assistance or supervision.
Follows correctly the procedures in preparing and cooking starch dish with
2 minor errors and performs the skill satisfactorily with some assis- tance
and/or supervision.
Was not able to follow the procedures in preparing and cooking starch dish
1
and performs the skill unsatisfactorily.
Learning Outcome 3
Present Starch and Cereal Dishes
Facilitate learning of the techniques in plating pasta and presenting pasta dishes.
ENHANCEMENT ACTIVITY
Instruct learners to make an album of twenty different kinds of starch and cereal
dish presentations with its corresponding recipes.
Explain to them the rubric which will be used in rating their output.
SCORE CRITERIA
Created an album of 20 starch and cereal dish presentations,
5
with its recipes, in a very attractive manner
Created an album of 16-19 starch and cereal dish presenta- tions, with
4
its recipes, in an attractive manner
Created an album of(10-15) starch and cereal dish presenta- tions,
3
with its recipes in a simple manner
Created an album of (6-9) starch and cereal dish presentations in a
2
simple manner
Created an album of less than 6 recipes of starch and cereal dish
1
presentations in a disorganized manner
41
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Let’s D o It!
Tell learners to prepare and present Baked Lasagna following the given recipe below:
Baked Lasagna
Ingredients:
• ¾ lb. ricotta cheese
• 1 oz. parmesan cheese, grated
• 1 pc egg
• salt to taste
• pepper to taste
• 1 lb. lasagna
• 6 cups meat sauce
• ¾ lb.mozzarella cheese, shredded
• 2 oz.parmesan cheese, grated
Procedure:
1. Mix the ricotta, parmesan and eggs. Season to taste with salt and pepper.
2. Cook lasagna noodles. Lay them out in a single layer on oiled sheet pans.
3. Ladle a little meat sauce into the pan. Spread it across the bottom.
4. Arrange a layer of noodles in the pan. Add a layer of ricotta mixture, a layer of
noodles, a layer of sauce and a layer mozzarella.
5. Continue making layers of noodles, ricotta, sauce and mozzarella until all
ingredients are used. Top with parmesan cheese.
6. Bake at 375°F (190°C. for about 30-45 minutes. Cover lightly with foil, then
remove after 15 minutes of baking time.
42
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Tell them that their performance will be rated using the scoring rubric below:
Evaluate your finished product and performance using the score sheet.
VeryGood Good Fair Poor
(4) (3) (2) (1)
A. Products:
1. General Appearance
a. The dish is attractive to look at and appetizing.
b. The dish has good color combination
c. The ingredients are cooked just right.
d. The dish has the correct consistency.
2. Palatability
a. The dish tastes delicious.
b. The dish tastes just right.
3. Nutritive value
a. The dish is highly nutritious.
B. Procedures
1. Use of Resources:
a. Learner keeps working table orderly while preparing the
ingredients.
b. Learner uses only the proper and needed utensils and
dishes.
c. Learner uses time-saving techniques and devices.
2. Cleanliness and sanitation
a. Learner is well-groomed and properly dressed for
cooking, uses a clean apron, hairnet, hand towels and
pot holders.
b. Learner observes proper sanitary handling of food.
3. Conservation of nutrients
a. Learner follows proper preparation and cooking
procedures.
b. Learner followed the recipe correctly.
Score: (maximum 46 points)
Comments:
43
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ENHANCEMENT ACTIVITY
In advance, download a video from YouTube on how to make fresh pasta with the use of
bare hands. Let the learners watch the video and instruct them to note down the procedures
and observations in their notebook. Tell them to make a narrative observation in a short bond
paper and submit it next meeting. Ask them to prepare for an actual demonstration on how to
make fresh pasta.
Transfer
Performance Activity 9
Instruct learners to make their own homemade pasta from scratch using the given
raw materials. Tell them that they may include other ingredients to the pasta.
Tools & Utensils:
• rolling pin
• mixing bowl
• measuring cup/spoon
• sharp cutter/knife
Ingredients:
• 2 cups all-purpose flour
• ¼ tsp salt
• 3 pcs egg
• 1tbsp milk
• 1tsp olive oil
Procedure:
1. Combine 2 cups all-purpose flour and 1/4 teaspoon salt on pastry board, culling
board, or countertop; make well in center. Whisk 3 eggs, 1 tablespoon milk, and
1 teaspoon olive oil in small bowl until well blended; gradually pour into the
flour mixture while mixing with fork or fingertips to form ball of dough.
3. Place dough on lightly floured surface; flatten slightly. To knead dough, fold
dough in half toward you and press dough away from you with heels of hands.
Give dough a quarter turn and continue folding, pushing, and turning. Continue
kneading for 5 minutes until smooth and elastic, adding more flour to prevent
sticking if necessary. Wrap dough in plastic and let it stand for 15 minutes.
44
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4. Knead the dough until it becomes smooth and elastic.
5. Unwrap dough and knead briefly (as described in step 2) on lightly floured
surface. Using lightly floured rolling pin, roll out dough to 1/8-inch-thick circle
on lightly floured surface. Gently pick up dough circle with both hands. Hold it
up to the light to check for places where dough is too thick. Return to board. Let
rest until dough is slightly dry but can be handled without breaking.
8. Slide rolling pin out; press dough roll gently with hand and cut into strips of
desired width with sharp knife. Carefully unfold strips.
10. Pasta can be dried and stored at this point. Hang strips over pasta rack or clean
broom handle covered with plastic wrap and propped between two chairs. Dry
for at least 3 hours; store in airtight container at room temperature for 4 days. To
serve, cook pasta in large pot of boiling salted water 3 to 4 minutes just until al
dente. Drain well.
Ask them that their performance will be rated using the scoring rubric below:
Follows correctly the procedures in preparing and cooking
4 homemade pasta and performs the skill without supervision.
45
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Learning Outcome 4
Store Starch and Cereal Dishes
SCORE CRITERIA
5 Done creatively and neatly showing much
relevance to the given topic
4 Done creatively and neat enough with
relevance to the given topic
3 Done creatively and neat enough but no
relevance to the given topic
2 Done simply and neat enough but not so
relevant to the given topic
1 Done poorly with erasures and irrelevant to the
given topic
46
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Performance Activity 8
To further enrich their understanding ask them to prepare and cook any recipe of cereal dish
from among those recipes which they have compiled in the previous activity.
Ask them that their performance will be rated using the scoring rubric below:
Dimension P ER F O RM A N C E L E V E L
Excellent Very Satisfactory Needs No Points
(4 pts.) Satisfactory (2 pts.) Improvement Attempt Earned
(3 pts.) (1 pt.) (0 pt.)
1. Use of tools Uses tools and Uses tools and Uses tools and Uses tools and No
and equipment equipment equipment equipment equipment attempt
correctly and correctly and correctly but less incorrectly and
confidently at all confidently most confidently less confident-
times of the time sometimes ly most of the
time
2. Application Manifests very Manifests clear Manifests under- Manifests less No
of procedures clear under- understanding of standing of the understanding of the attempt
standing of the the step-by- step step-by-step step- by-step
step-by-step procedure procedure procedure seeking
procedure but sometimes clarification most of
seeks clarification the time
Works inde- Works inde- Works inde- Works inde- No
pendently with pendently with pendently with pendently but with attempt
ease and ease and ease and confi- assistance from
confidence at all confidence most dence sometimes others most of the
times of the time time
3. Safety work Observes safety Observes safety Observes safety Not observing No
habits precautions at all precautions most precautions safety precautions attempt
times of the time sometimes most of the time
4. Final Output is very Output is very Output is pre- Output is not so No
Output presentable and presentable and sentable and taste presentable and attempt
taste exceeds the taste meets the is within the taste is within the
standard standard. standard. standard.
5. Time Work completed Work completed Work completed Work completed No
management ahead of time within allotted (mins./hours/ (mins./hours/ attempt
time days) beyond days) beyond
TOTAL POINTS
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Instruct the learners to answer the post test in their test notebook.
Post test 1
A. Multiple Choice.
Read each question carefully. Choose the letter which corresponds to the
correct answer and write it in your test notebook.
1. Knife is chef’s best buddy. It is the busiest tool being used by people assigned
inside the kitchen. Which of the following knives is used for decorative works
such as garnishes?
A. bread knife C. channel knife
B. butcher knife D. paring knife
2. It is a perforated bowl of varying sizes made of stainless steel, aluminum or
plastic used to drain washed or cooked 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,
pots, and pans either manually or mechanically.
A. bleaching C. ware washing
B. hand washing D. washing machine
48
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10. 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
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
microorganisms.
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 of 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
49
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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. Food stuff has a required shelf life and storing requirement. Which of the
following food item 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
Key to Correction
1. C 6. A 11. C 16. D 21. D
2. B 7. A 12. B 17. D 22. B
3. B 8. D 13. D 18. C 23. A
4. B 9. C 14. B 19. B 24. A
5. C 10. C 15. C 20. C 25. C
B. Give one risk in the preparation and cooking of starch, cereal dishes and
other foods and give some guidelines pertaining to food safety.(26-30)
50
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Quarter 2
Prepare Vegetable And Seafood Dishes
Inform learners that at the end of this module they are expected to:
1. perform Mise’en place;
2. prepare and cook vegetable and seafood dishes;
3. present vegetable and seafood dishes;
4. store vegetable and seafood dishes.
Ask learners to read the following questions carefully and choose the letter that best
describes the statement. Tell them to write their answers in their test notebooks.
Pre-test 2
1. Which of the following vegetables is rich in carbohydrates?
A. legumes, peas, and beans C. mushroom, tomatoes, and radish
B. nuts, olives, and avocado D. seeds, roots, and tubers
2. 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
B. glutamic acid D. sulfur compounds
3. Which tool is used to drain excess water after washing vegetables?
A. bowls C. steamer
B. colander D. utility tray
4. Which of the following is cooked 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
5. Which fat soluble compound is responsible for the green coloring of plants?
A. anthocyanins C. chlorophyll
B. carotenoids D. lycopene
6. Mrs. Cabrillas needs more supply of Vitamin A. which of the following will she
eat to give her the nutrient she needs?
A. alugbati C. lettuce
B. potatoes D. saluyot
51
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7. Which of the following plating styles is not a classic arrangement?
A. The starch or vegetable item is heaped in the center while the main item is
sliced and leaned up against it.
B. The main item in the center, with vegetable distributed around it.
C. The vegetable item in front and main item, starch item and garnish at the
rear.
D. The main item is in the center with neat piles of vegetables carefully
arranged around.
8. Chef Shaneshan will cook chopsuey. She is about to remove the hard core of a
cabbage. Which of the following knives will she use?
A. butcher knife C. cutting knife
B. channel knife D. paring knife
9. What kind of knife is used in removing the hard core of a cabbage?
A. butcher knife C. cutting knife
B. channel knife D. paring knife
10. At what temperature in a dry, dark place should potatoes and onions be stored?
A. 50 – 650F C. 60 – 850F
B. 40 – 45 F0
D. 70 – 950F
11. Which of the following vegetables is cooked uncovered?
A. fruit vegetables C. roots and tubers
B. green vegetables D. yellow vegetables
12. What kind of fish has no internal bone structure?
A. fin fish C. round fish
B. freshwater fish D. shell fish
13. Which of the following fishes is high in fat?
A. bass C. mackerel
B. cod D. red snapper
14. Which of the following fishes is low in fat?
A. cod C. trout
B. salmon D. tuna
15. What market form is produced when the viscera, head, tail and fins are
removed?
A. butterfly C. fillet
B. dressed D. sticks
16. Which of the following is a freshwater fish?
A. bluefish C. grouper
B. cat fish D. sole
17. What market form is produced when both sides are still joined but bones are
removed?
A. Butterfly C. fillet
B. Drawn D. steak
18. Which of the following is the second step in scaling whole fish?
A. Begin to rake the scales from the tail towards the head.
B. Remove the scales on both sides of the fish.
C. Hold the fish down firmly with your hand near its head.
D. Lay your fish flat on the board.
19. Which of the following is the third step in opening an oyster?
52
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A. Cut muscle from bottom cup.
B. Insert oyster knife at hinge slowly but firmly
C. Push knife into oyster and slice muscle from top shell
D. Twist knife handle to open the oyster.
20. Which of the following is a characteristic of fresh fish?
A. With fresh and foul odor
B. Eyes are dull, shiny and bulging
C. Gills are pink or red
D. Flesh shrink when pressed
21. How many colors are suggested on a plate to make it balanced?
A. four to five C. three to four
B. one to two D. two to three
22. Which of the following seafoods is cooked with just enough to heat to keep it
juicy and plump?
A. fat fish C. flat fish
B. lean fish D. shellfish
23. Which of the following enhances baked fish when served?
A. Butter C. lemon
B. Cream D. sauce
24. What cooking method is suited to fat fish?
A. Baking C. deep -frying
B. Boiling D. sautéing
25. Which is basted to baked lean fish to help prevent it from drying up?
A. butter C. soy sauce
B. cream D. tomato sauce
Answer Key
A.
1. D 6. A/D 11. B 16. B 21. D
2. D 7. C 12. D 17. A 22. D
3. B 8. D 13. C 18. C 23. C
4. A 9. D 14. A 19. D 24. A
5. C 10. A 15. B 20. C 25. A
B.
26. Fresh and mild odor
27. Eyes are clear, shiny and bulging
28. Gills are red or pink
29. Texture of flesh is firm or elastic
30. Scales are shiny, and tightly cling, on skin
53
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Lesson 1 Prepare Vegetable Dishes
Learning Outcome 1
Perform Mise En Place
Know
Knowledge about the things to be done prior to cooking.
Ask learners to bring actual materials before this activity so there could be
actual demonstration of the lesson by group. Instruct learners to answer the formative
assessment on page 133.
A. Ask learners to identify and give the classification of the following vegetables.
Name Classification
1.
2.
3.
4.
54
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Name Classification
5.
6.
7.
8.
9.
10.
55
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B. Instruct learners to identify the different methods of preparing fresh vegetables and
write the correct method on the space provided.
1 2. 3.
4. 5.
6. 7.
Answer Key
A.
11. chayote - gourd family
12. corn - seeds and pods
13. bokchoy - cabbage family
14. artichoke - fruit vegetables
15. asparagus - stalks, stems and shoot
16. sweet potato - roots and tubers
17. spinach - leafy greens
18. mushroom - mushrooms
19. shallot - onion family
20. bamboo shoot - stalks, stems and shoot
B.
1. wash
2. cutting
3. soaking
4. wash
5. soaking
6. peeling
7. wash
56
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Learning Outcome 2
Prepare Vegetable
Dishes
ENHANCEMENT ACTIVITY
Tell them that their output will be rated using the given rubric.
SCORE CRITERIA
5 Done creatively and neatly with more than 20 pages
4 Done creatively and neat enough with 15 to 20 pages
3 Done creatively and neat enough but with10 to 14 pages
2 Done simply and neat enough but with 10 to 14 pages
1 Done poorly with less than 10 pages
Process
Let’s D o It!
Performance Activity
Ask learners to perform by pair the different ways of cooking vegetables. Tell them to
choose 2 from any of the given recipes. Explain to them the rubrics on how their
performance and product will be rated.
57
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Boiling Vegetables
Ingredients:
• vegetables (any kind)
• water
Procedure:
Boiling Vegetables
1. Trim, peel, and cut vegetables as required.
2. Add required amount of water to the pot.
3. Add salt and bring to boil.
4. Place vegetables in the pot and return the water to a boil.
5. Reduce heat to a simmer and cook vegetable, to required doneness.
*Green vegetables and strong flavored vegetables are cooked uncovered.
6. Drain vegetables quickly to avoid overcooking.
7. Cool them in cold water, drain as soon as cool, and refrigerate until needed.
Steaming Vegetables
1. Trim and cut vegetables as required.
2. Pre-heat the steamer.
3. Arrange vegetables in pan or baskets for cooking. Make a shallow, even layers for
uniform cooking.
4. Steam for required time.
5. Remove vegetables from steamer.
6. Finish vegetables according to recipe and serve at once, or cool quickly.
58
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Cooking Vegetables by Sautéing and Frying
Ingredients:
• Vegetables (any kind)
• clarified butter, oil, or fat
Procedure:
Sautéing Vegetables
1. Prepare vegetables as required.
2. Place sauté pan on high heat.
3. When pot is hot, add small amount of clarified butter, oil or other fat enough to
coat the bottom of the pan.
4. Add vegetables. Do not overload the pan, or the temperature will be lowered too
much and the vegetables will simmer instead of sauté.
5. After the heat has recovered, flip the pan to toss vegetables.
6. Continue to flip as necessary.
7. As soon as vegetables are cooked, remove from pan and serve.
Frying Vegetables
1. Prepare mise-en place. Use a griddle if only a small amount of fat is required.
2. Heat the pan and add fat, and let it heat.
3. Place prepared vegetables in the pan. Cook to desired degree of browning.
4. Turn vegetables with a spatula and continue to cook until done.
5. Remove from pan, and drain on absorbent paper to eliminate excess fat.
Tell learners that their performance will be rated using the scoring rubric below:
Follows correctly the procedures in sautéing/frying vegetables and per- forms the
4 skill very satisfactorily without supervision and with initiative and adaptability to
problem situations.
Follows correctly the procedures in sautéing/frying vegetables and per- forms
3
the skill satisfactorily without assistance or supervision.
Follows correctly the procedures in sautéing/frying vegetables with minor errors
2 and performs the skill satisfactorily with some assistance and/or supervision.
Was not able to follow the procedures in sautéing/frying vegetables and performs
1
the skill unsatisfactorily.
59
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Cooking Vegetables by Braising
Ingredients:
• vegetables
• water or wine
Procedure:
1. Heat pan, add fat.
2. Place vegetables in a pan.
(Vegetables may or may not be cooked in fat before adding liquid)
3. Add liquid, stock, water or wine or combination of liquids.
4. Cover the pan and cook vegetables.
5. Remove from heat, and serve vegetables with the cooking liquid, or drained
off the liquid and reduced over high heat before serving to concentrate flavor.
Was not able to follow the procedures in braising vegetables and per- forms
1
the skill unsatisfactorily.
60
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Cooking Vegetables by Baking and Deep Frying
Ingredients:
• vegetables
• breading
• oil
Procedure:
Baking Vegetables
1. Collect all equipment and food products.
2. Prepare vegetables as required.
3. Place in appropriate pan and set in pre-heated oven.
4. Bake to desired doneness.
Deep-Frying Vegetables
1. Collect all equipment and food products.
2. Pre-heat fryer to proper temperature (325°F - 350°F).
3. Prepare food items as required. Apply breading or batter if necessary.
4. Place proper amount of food in fryer. Do not overload.
5. Fry to desired doneness.
6. Remove from pan. Drain to remove excess fat.
7. Serve at once or if necessary, hold uncovered in a warm place for the shortest
possible time.
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Transfer
Performance Activity 2
Given the different recipes, instruct learners to follow the procedures by pair or by
group. Tell them that their performance will be evaluated using the given rubric.
Vegetable Tagliatelle
Ingredients:
• 450 grams zucchini, trimmed
• 450 grams. carrots, peeled and trimmed
• 450 grams. celery root, peeled
• 4tbsp. butter
Procedure:
1. Cut vegetables lengthwise into thin slices. About 1/8 inches thick, cut into long
thin strips to resemble flat noodles.
2. Blanch each vegetable separately into boiling salted water. Refresh under cold water
and drain.
3. Just before serving, heat butter in saucepan over moderate heat. Add
vegetables and toss in butter until hot.
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Mushroom
Ingredients:
• 1 1/2kg mushrooms, fresh
• 10 tbsp. clarified butter or
• salt to taste
• pepper to taste
Procedure:
1. Rinse the mushrooms quickly and dry them with towels. Trim off the bottom of
the stems and slice the mushrooms.
2. Heat sauté pans over high heat. Add fat to the pan.
3. Place mushrooms in the pan. Do not overload. Sauté over high heat until
browned. Do not overcook.
4. Season with salt and pepper.
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Braised Celery
Tool/Equipment Needed:
• chopping board
• knife
• pan
• ladle
Ingredients:
• 1 kg celery
• 4 tbsp butter
• 1 ½ pt. brown stock or chicken stock
• salt to taste
• pepper to taste
Procedure:
1. Trim and wash celery. Peel the outside part and use the tender inner stems. Cut into
1 ½ inches lengths.
2. Heat the butter in a braising pot and add the celery. Cook over moderate heat until the
celery is just beginning to soften.
3. Add enough stock to cover the celery. Season with salt and pepper to taste. Cover
and cook slowly in an oven or range top until tender.
4. Drain the celery and keep it warm in a steam table. Reduce the stock over high heat.
Adjust the seasonings and pour the sauce over the celery.
64
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Glazed Sweet Potatoes
Ingredients:
• 1.8 kg sweet potatoes
• 6 tbsp. water
• ¾ c light corn syrup or maple syrup
• 6 tbsp. brown sugar
• 8 tbsp. orange juice
• 2 tbsp. lemon juice
• 2 tbsp. butter
• ½ tsp cinnamon
• 1/8 t ground cloves
• ¼ t salt
Procedure:
1. Scrub sweet potatoes. Boil or steam until tender. Do not overcook.
2. Spread the potatoes on a sheet pan to cool.
3. Peel the potatoes when they are cool enough to handle. Cut into uniform pieces.
Arrange in a buttered baking pan.
4. Place water, syrup and sugar in a saucepan. Stir over heat until sugar dissolved.
Add remaining ingredients and boil mixture is reduced, and forms a heavy syrup.
5. Pour syrup over potatoes.
6. Bake at 350°F until potatoes are thoroughly cooked and glazed, about 45
-60 minutes.
65
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Lumpiang Ubod with Egg Wrapper
Tools and Equipment Needed::
• wok
• colander
• turner
• measuring spoon
• knife
• measuring cups
• chopping board
• casserole
Ingredients:
• ½ kl stripped ubod
• 1 kl stripped sweet potato
• ½ kl carrot
• ½ kl cabbage
• 2 stalk celery
• 2 cups ground peanut
• 1 head garlic
• 2pcs onion
• ½ kl ground pork
• 1/4kl shrimps
• 2T fish sauce
• 1pc pork bouillon
Procedure:
1. Blanch the ubod first
2. Sauté the garlic and onion, put the ground pork and 2T fish sauce
3. Put sweet potato until tender
4. Put the ubod, carrots, cabbage and celery
5. Put the ground peanut
6. Season to taste
Sauce:
Ingredients:
• ½ kl sugar
• 1/4T fish sauce
• ½ cup ground peanut
• ¼ cup minced garlic
• 1 stalk chopped celery
• ¼ cup cornstarch mixed with ¼ cup water
• 1.5L water
Procedure:
1. Caramelize sugar, put 1.5 liter of water and let it boil
2. Put the minced garlic, celery and peanut
3. Let it boil
4. Thicken with cornstarch dispensed in water
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ENHANCEMENT ACTIVITY
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Learning Outcome 3
Present Vegetable
Dishes
Facilitate learning of the factors in plating vegetable dishes, techniques in storing
vegetables the principle behind FIFO and the safety hygienic practices in the kitchen laboratory.
ENHANCEMENT ACTIVITY
5 Done creatively and neatly showing much relevance to the given task
4 Done creatively and neat enough with relevance to the given task
3 Done creatively and neat enough but no relevance to the given task
2 Done simply and neat enough but not so relevant to the given task
1 Done poorly with erasures and irrelevant to the given task
Let’s D o It!
Ask learners to perform the given formative assessment and apply the chosen plate presentation. Tell
them that they will be rated using the given rubric.
68
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Ingredients:
• 350 g Chinese cabbage, cut into chunks
• 8 dried black mushrooms, julienned
• 4tbsp. carrots, cut julienne
• 4tbsp baby corn, drained
• 4 scallions, cut into shreds
• 4tbsp oil
• 1 garlic cloves, crushed
• 2 slices ginger root
• ½ t salt
• 12tbsp water or chicken stock
• 1/8 c cornstarch
• 12tbsp water, cold
• ½ t sesame oil
Procedure:
1. Heat oil in a wok.
2. Add garlic.
3. Add ginger and salt.
4. Add cabbage and stir fry.
5. Add the remaining vegetables except shredded cabbage. Continue to stir fry for 1
-2 minutes, then add shredded cabbage.
6. Add the stock, soy sauce, and cook until vegetables are cook but crisp.
7. Mix cornstarch with cold water, then stir into vegetables to thicken the
sauce.
8. Stir in the sesame oil and serve at once.
Learning Outcome 4
Store Vegetable
Dishes
69
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Lesson 2 Prepare And Cook
Seafood Dishes
Explain to learners that at the end of this module they are expected to:
1. perform mise en place;
2. handle fish and seafood;
3. cook fish and shellfish;
4. plate/present fish and seafood; and
5. store fish and seafood.
Learning Outcome 1
Perform Mise En Place
Guide learners in knowing the classifications of seafood, composition and structure
of fish, market forms of fish, and characteristics of fish and shellfish.
Instruct learners to answer the formative assessment on page 162. Tell them to write their
answers in their test notebook.
Answer Key:
4. steaks 5. fillets
70
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Learning Outcome 2
Handle Fish and Seafood Dishes
Guide learners in knowing the different ways on how to handle seafood hygienically and the
proper ways on how to thaw frozen seafoods correctly to ensure its maximum quality and
maintain its nutritional value.
ENHANCEMENT ACTIVITY
Instruct learners to do the given enhancement activity on page 167. Tell them to follow
the instructions below:
• Visit at least 2 markets or supermarkets and list down the fishes
and seafood that they are selling. Note down their characteristics.
• Identify the kind and market forms of the fishes and other seafood
products available in the market visited.
Tell learners that their output will be rated using the given rubric.
SCORE CRITERIA
5 Done creatively and neatly showing much relevance to the given topic
4 Done creatively and neat enough with relevance to the given topic
3 Done creatively and neat enough but no relevance to the given topic
2 Done simply and neat enough but not so relevant to the given topic
1 Done poorly with erasures and irrelevant to the given topic
Learning Outcome 3
Cook Fish and Shellfish
Guide learners in knowing the cooking techniques for fish and shellfish and preparations
done prior to cooking like scaling, filleting, skinning, deboning, opening oyster, opening
clams, cleaning a squid, and splitting lobster.
71
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Process
Let’s D o It!
• Let the group do collaborative learning and study the step by step procedure on how
to perform scaling, filleting, skinning, deboning, opening oysters, opening clams,
cleaning a squid, and splitting lobsters. Tell them to be ready for a demonstration.
• Tell them that they can watch a video in You Tube or visit markets to see actual
demonstration for deeper learning.
• Instruct learners to bring materials needed for the purpose of demonstration of the
lesson.
• Tell learners that they will demonstrate the different ways of preparing fish and
seafood prior to cooking activities.
72
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Let’s D o It!
Understan
Performance Activity
Instruct learners to perform the given assessment on page 181. Tell them that the performance
rating will start from the preparation of the fish or seafood up to cooking. Explain to them the
rubric you will use in rating their performance and output.
Ingredients:
• 1 1/2 pounds large shrimp, peeled and deveined, tails left on, patted dry
• 1 tablespoon olive oil
• 2 cloves garlic, minced
• coarse salt and ground pepper
• 2 tablespoons freshly squeezed lemon juice
• 2 tablespoons chopped fresh parsley
• Lemon wedges, for serving
Procedure:
1. Heat broiler with rack set 4 inches from heat. Place shrimp on a large broiler
proof rimmed baking sheet.
2. Sprinkle the shrimp with oil and garlic, and season generously with salt and
pepper; toss to coat. Arrange shrimp in a single layer.
3. Broil until opaque throughout, 3 to 4 minutes. Sprinkle with lemon juice and
parsley; toss to combine. Serve immediately; garnish with lemon wedges.
Can perform the skill without supervision and with initiative and adaptability to
4
problem situations.
3 Can perform the skill satisfactorily without assistance or supervision.
Can perform the skill satisfactorily but requires some assistance and/or supervision.
2
Can perform parts of the skill satisfactorily, but requires considerable assistance
1
and/or supervision.
73
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Performance Activity
Given the different recipes, learners by group will be asked to prepare and cook fish and
shellfish. Tell them that their performance will be evaluated using the given rubric. Note: The
teacher can provide at least three activities to deepen learners’ competency in preparing and
cooking seafood.
Ingredients:
• fish
• fish rub (or any combination of seasonings you like)
• 2 tbs. butter
• lemon juice
Procedure:
1. Season all the fillets by sprinkling the seasoning and pressing it into the
meat.
2. Get a spatula to handle the fish. If you have 10-12” fillets cut them in half
unless you’re using a fish spatula
3. Heat the pan on medium heat and add the butter. When the butter is melted
put some fish in the pan. Leave it on one side for about three to four minutes.
4. Move them around often to assure they’re not sticking.
5. Flip one piece to check the brownness. If it’s partially browned flip them all
and continue to cook until the other side is browned.
6. Add more oil as needed.
7. Once it’s out of the pan, put six to eight drops of lemon juice on each piece. You
may use other sauces if you want.
Note: Testing the degree of doneness is as simple as taking your spatula and gently pushing on
the thickest part of the fillet in the spinal bone line. When done, meat separates when you gently
push with spatula.
Can perform the skill without supervision and with initiative and adaptability
4
to problem situations.
3 Can perform the skill satisfactorily without assistance or supervision.
Can perform the skill satisfactorily but requires some assistance and/or
2
supervision.
Can perform parts of the skill satisfactorily, but requires considerable
1
assistance and/or supervision.
74
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Cooking Fish or Shellfish by Deep Frying
using the Standard Breading Procedure
Ingredients:
• 1 cup self-rising cornmeal • 1/4 tsp garlic salt
• 1/2 cup self-rising flour • 2 tbsp. peanut oil
• 3/4 tsp table salt • 1 large egg
• 1/2 tsp powdered white pepper • 1 tsp cool tap water
• 1/3 tsp cayenne pepper (optional)
Procedure:
1. Use a small bowl and prepare an egg wash by mixing 1 large egg with 1 tsp of
water.
2. In another bowl, place the cornmeal, flour, salt, pepper, cayenne pepper, garlic
salt, and blend well. This breading recipe will cover about 2 pounds of fillets.
3. Rinse the fillets and pat dry, then place them into the
refrigerator for about 30 minutes.
4. Place the fillets in the egg wash, then the breading
mix before placing them on the prepared cookie
sheet.
5. Prepare the cookie sheet by spreading the peanut oil
evenly on the sheet.
6. The oven should be pre-heated to 375 °F. Cook
the fillets 5 minutes on each side.
Can perform the skill without supervision and with initiative and adaptability
4
to problem situations.
3 Can perform the skill satisfactorily without assistance or supervision.
Can perform the skill satisfactorily but requires some assistance and/ or
2
supervision.
Can perform parts of the skill satisfactorily, but requires considerable
1
assistance and/or supervision.
75
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Learning Outcome 4
Plate/Present Fish and Seafood Dishes
1. balance
2. portion size
3. serving hot food on hot plates
4. serving cold foods on cold plates
5. garnishes
Answer Key
1. Food must have a variety and contrast in color, shapes, textures and flavors
to make it appetizing.
2. Portion size - match portion sizes and plates
3. Select plates large enough to hold all the items without crowding
4. Balance the portion sizes of the items on the plate – don’t let the main item get
lost with excessive garnish
5. Keep food off the rim of the plate.
6. Arrange the items for the convenience of the customer.
7. Add gravy or sauce attractively.
8. Keep it simple.
Let’s D o It!
Performance Activity
Given the recipe, the students will perform the following by group:
• Group learners in advance and asked them to prepare for the
preparation, cooking and presentation of fish and shellfish.
• Tell them to apply the principles learned in food presentation.
• Guide them in preparing by group especially in the assignment of tasks.
• Explain to them the rubric which you will use in evaluating their product and
performance.
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Broiled Fish Steaks
Ingredients:
• 3 fish steaks, 1” thick
• ½ tsp. salt
• dash of pepper
• 2 tsp. lemon juice
• 2 tbsp. butter, melted
Procedure:
1. Sprinkle both sides of fish with salt, pepper and lemon juice.
2. Brush with half of the butter.
3. Put fish in broiler pan in 550 degree oven, don’t cover.
4. Broil with tops about 4 inches from heat until light brown.
5. Brush fish with butter turn very carefully.
6. Brush with rest of the butter.
7. Broil until fish flakes easily with fork, 4-6 more minutes.
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Poached Fillet of Sole in White Wine Sauce
Ingredients:
• 2 lbs. sole fillets
• 2 lbs. spinach, cooked and drained
• ½ c. dry white wine
• 1 c. fish stock
• 3 tbsp. butter
• 4 tbsp. flour
• 1 c. grated cheese
• salt and pepper
Procedure:
1. Roll and secure each fillet with toothpicks
2. Poached for 8 minutes in wine or fish stock
3. Drain and save liquid
Sauce
1. Melt butter
2. Blend in flour, salt and pepper and fish liquid
3. Assemble, butter shallow serving dish
4. Arrange spinach on bottom
5. Cover with poached fish (remove toothpicks)
6. Spoon sauce over fish
7. Sprinkle with cheese
8. Broil under hot broiler a few minutes
Can perform the skill without supervision and with initiative and adaptability
4
to problem situations.
3 Can perform the skill satisfactorily without assistance or supervision.
Can perform the skill satisfactorily but requires some assistance and/ or
2
supervision.
Can perform parts of the skill satisfactorily, but requires considerable
1
assistance and/or supervision.
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Learning Outcome 5
Store Seafood
Answer Key
1. A 6. E
2. B 7. A
3. D 8. A
4. C 9. E
5. E 10. E
Let’s D o It!
Performance Activity
Let learners perform an experimental fish cookery. Ask them to make their own recipe and
let them prepare, cook and present the product. Have them explain how to properly store
their output. Tell them that their performance will be evaluated using the given rubric.
Can perform the skill without supervision and with initiative and
4
adaptability to problem situations.
3 Can perform the skill satisfactorily without assistance or supervision.
Can perform the skill satisfactorily but requires some assistance
2
and/or supervision.
Can perform parts of the skill satisfactorily, but requires considerable
1
assistance and/or supervision.
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Ask learners to answer the post test on pages 192-194. Tell them to write their answers in their
test notebook.
Post test 2
Multiple Choice.
Read the following questions carefully and choose the letter that best describes the
statement. Write your answer in your test notebook.
1. Which of the following vegetables is rich in carbohydrates?
A. legumes, peas, and beans C. mushroom, tomatoes, and radish
B. nuts, olives, and avocado D. seeds, roots, and tubers
2. 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
B. glutamic acid D. sulfur compounds
3. Which tool is used to drain excess water after washing vegetables?
A. bowls C. steamer
B. colander D. utility tray
4. Which of the following is cooked 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
5. Which fat soluble compound is responsible for the green coloring of plants?
A. anthocyanins C. chlorophyll
B. carotenoids D. lycopene
6. Mrs. Cabrillas needs more supply of Vitamin A. which of the following will she
eat to give her the nutrient she needs?
A. alugbati C. lettuce
B. potatoes D. saluyot
7. Which of the following plating styles is not a classic arrangement?
A. The starch or vegetable item is heaped in the center while the main item is
sliced and leaned up against it.
B. The main item in the center, with vegetable distributed around it.
C. The vegetable item in front and main item, starch item and garnish at the
rear.
D. The main item is in the center with neat piles of vegetables carefully
arranged around.
8. Chef Shaneshan will cook chopsuey. She is about to remove the hard core of a
cabbage. Which of the following knives will she use?
A. butcher knife C. cutting knife
B. channel knife D. paring knife
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9. What kind of knife is used in removing the hard core of a cabbage?
A. butcher knife C. cutting knife
B. channel knife D. paring knife
10. At what temperature in a dry, dark place should potatoes and onions be stored?
A. 50 – 650F C. 60 – 850F
B. 40 – 45 F0
D. 70 – 950F
11. Which of the following vegetables is cooked uncovered?
A. fruit vegetables C. roots and tubers
B. green vegetables D. yellow vegetables
12. What kind of fish has no internal bone structure?
A. fin fish C. round fish
B. freshwater fish D. shell fish
13. Which of the following fishes is high in fat?
A. bass C. mackerel
B. cod D. red snapper
14. Which of the following fishes is low in fat?
A. cod C. trout
B. salmon D. tuna
15. What market form is produced when the viscera, head, tail and fins are
removed?
A. butterfly C. fillet
B. dressed D. sticks
16. Which of the following is a freshwater fish?
A. bluefish C. grouper
B. cat fish D. sole
17. What market form is produced when both sides are still joined but bones are
removed?
A. butterfly C. fillet
B. drawn D. steak
18. Which of the following is the second step in scaling whole fish?
A. Begin to rake the scales from the tail towards the head.
B. Remove the scales on both sides of the fish.
C. Hold the fish down firmly with your hand near its head.
D. Lay your fish flat on the board.
19. Which of the following is the third step in opening an oyster?
A. Cut muscle from bottom cup.
B. Insert oyster knife at hinge slowly but firmly
C. Push knife into oyster and slice muscle from top shell
D. Twist knife handle to open the oyster.
20. Which of the following is a characteristic of fresh fish?
A. With fresh and foul odor
B. Eyes are dull, shiny and bulging
C. Gills are pink or red
D. Flesh shrink when pressed
21. How many colors are suggested on a plate to make it balanced?
A. four to five C. three to four
B. one to two D. two to three
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22. Which of the following seafoods are cooked with just enough to heat to keep
it juicy and plump?
A. fat fish C. flat fish
B. lean fish D. shellfish
23. Which of the following enhances baked fish when served?
A. butter C. lemon
B. cream D. sauce
24. What cooking method is suited to fat fish?
A. baking C. deep -frying
B. boiling D. sautéing
25. Which is basted to baked lean fish to help prevent it from drying up?
A. butter C. soy sauce
B. cream D. tomato sauce
B. Give five characteristics of a fresh fish.
26.
27.
28.
29.
30.
Answer Key
A.
1. D 6. A 11. B 16. B 21. D
2. D 7. C 12. D 17. A 22. D
3. B 8. D 13. C 18. C 23. C
4. A 9. D 14. A 19. D 24. A
5. C 10. A 15. B 20. C 25. A
B.
26. With fresh and mild odor
27. Eyes are clear, shiny and bulging
28. Gills are red or pink
29. Texture of flesh is firm or elastic
30. Scales are shiny and tightly cling, on skin
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Quarter 3
Prepare Stocks, Sauces, and Soups
Poultry And Game Dishes
At the end of the quarter students are expected to:
1. prepare stocks required for menu item;
2. prepare soups required for menu item;
3. prepare sauce required for menu item;
4. store and reconstitute stocks, sauces and soups;
5. perform mise en place;
6. cook poultry and meat dishes;
7. plate and present poultry and meat dishes;
8. evaluate finished products; and
9. store poultry and meat.
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8. Mrs. Sante will be having visitors for dinner. If she will prepare stock for their
dinner, which of the following flavoring agents will she use to give aroma to the
stock?
A. aromatic flavoring C. ginger
B. garlic D. smoke
9. What makes the stock tasty and appetizing?
A. appearance C. ingredients
B. color D. smell
10. Which of the following is a clear soup?
A. bisques C. cream
B. bouillon D. puree
11. Which of the following examples is a thick soup?
A. bisques C. consommé
B. bouillon D. fruit
12. Which of the following is not a thickening agent?
A. flour C. rice
B. grain D. salt
13. Which of the four basic sauces whose basic ingredient is milk is thickened with
flour enriched with butter?
A. Hollandaise sauce C. veloute sauce
B. savory butter D. white sauce
14. Which among the four basic sauces has a chief ingredient of chicken broth
thickened with flour and enriched with butter seasoning?
A. Hollandaise sauce C. veloute sauce
B. savory butter D. white sauce
15. Which of the four basic sauces has three basic ingredients like butter, egg yolk, and
lemon juice with seasoning for accent?
A. Hollandaise sauce C. white sauce
B. savory butter D. veloute sauce
16. Which of the four basic sauces has a basic ingredient like butter that is creamed
and blended with other ingredients to give individual flavor?
A. Hollandaise sauce C. veloute sauce
B. savory butter D. white sauce
17. Which of the following is not a thickening agent?
A. dairy cream C. flour
B. egg D. spice
18. What do you call birds that are hunted for food?
A. game C. poultry
B. livestock D. swine
19. Which of the following poultry originated from China and is noted for its tender
and flavorful meat?
A. chicken C. itik
B. goose D. peking duck
20. A young immature pigeon of either sex with extra tender meat is called .
A. duck C. rooster
B. fryer D. squab
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21. Poultry is composed of different parts. To which of the following does breast
meat belong?
A. dark meat C. variety meat
B. tough meat D. white meat
22. Which of the following characteristics is a good quality of live poultry?
A. free from pin feathers and shows no cuts
B. has clear eye
C. heavy and the skin is watery
D. well develop thighs
23. What do you call a young chicken that is usually 9 to 12 weeks of age?
A. fryer C. roaster
B. hen D. stag
24. How many days should a whole chicken should be refrigerated?
A. 1 day C. 2 to 4 days
B. 1 to 2 days D. 3 to 4 days
25. How do you classify the chicken breast?
A. entrails C. viscera
B. dark meat D. white meat
26. In cookery, we apply different cooking methods depending on the ingredients that we
have. If you will cook a matured poultry, which of the following methods will you
apply?
A. boiling C. roasting
B. frying D. stewing
27. What cookery method is suitable for the less tender cuts?
A. boiling C. roasting
B. frying D. stewing
28. What is the best cooking temperature for poultry?
A. high temperature C. low to moderate temperature
B. low temperature D. moderate temperature
29. What factor affects the poultry meat’s tenderness and juiciness?
A. age C. cuts
B. cookery D. sex
30. Which of the following can be done to prevent drying when reheating?
A. cook using sauces and gravy
B. overcook the poultry meat
C. remove fat before cooking
D. none of the above
Key to Correction
1. C 6. C 11. A 16. B 21. D 26. A
2. A 7. B 12. D 17. D 22. C 27. C
3. B 8. A 13. D 18. A 23. A 28. C
4. D 9. C 14. C 19. D 24. C 29. A
5. D 10. B 15. A 20. D 25. D 30. A
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Lesson 1: Prepare Stocks, Sauces
and Soups
Know
Learning Outcome 1
Prepare Stocks for Required Menu Items
Let’s D o It!
Ingredients:
• 4 -5 kg bones; chicken, veal or beef
• 1 L water, cold
Mirepoix Bouquet Garni
• 450 g onion, chopped • 1 pc dried bay leaf
• 16 tbsp. carrot, chopped • ¼ tsp Dried thyme
• 16 tbsp. celery, chopped • ¼ tsp peppercorns
• 6-8 stems parsley
• 2 whole cloves
Procedure:
1. Cut the bones into pieces, 3 to 4 inches long for easy extraction.
2. Rinse in cold water to remove impurities that cloud the stock.
3. Place the bones in the stockpot and cover with cold water to speed
extraction.
4. Bring water to a boil and then reduce to simmer. Skim the scum that comes
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from the surface for a clear stock. Do not let the stock boil because it makes the
stock cloudy.
5. Keep the water level above the bones because bones cooked while exposed to air
will turn dark and darken the stock. Also, bones will not release flavor into the
water.
6. Add the mirepoix.
7. Simmer for recommended length of time:
8. Strain through several layers of cheesecloth.
9. Cool the stock as quickly as possible by:
• setting the pot in a sink and allow cold water to flow under the pot
and around it.
• stirring the pot occasionally so all the stock cools evenly.
10. When cooled, refrigerate the stock properly in covered containers for 2-3 days.
If properly frozen, it will last for several months.
OVERALL EVALUATION
Level
PERFORMANCE LEVELS
Let your learners Achieved
assess their 4 - Can perform the skill very satisfactorily without
performance in the supervision and with initiative and adaptability to
following critical task problem situations.
and performance 3 - Can perform the skill satisfactorily without
criteria below assistance or supervision.
2 - Can perform the skill less satisfactorily but
Rate them based on
requires some assistance and/or supervision.
the evaluation on the
right side. 1 - Can perform parts of the skill satisfactorily, and
requires considerable assistance and/or supervision.
3. Place the bones in the stockpot and cover with cold water to speed
extraction
4. Bring water to boil and then reduce to simmer. Skim the
scum
5. Keep the water level above the bones
6. Add mirepoix
7. Simmer for recommended length of time
8. Strain through several layers of cheesecloth
9. Cool the stock as quickly as possible
10. When cool, refrigerate the stock properly in covered
containers to keep for 2-3 days.
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Basic Brown Stock
Tools and Equipment:
• stove
• stock pot
• chopping board
• knife
• skimmer/strainer
• ladle
• container
Ingredients:
• 4 ½ kg. bones; chicken, veal or beef
• 10-12 qtr.water, cold
Mirepoix
• 450 g onion, chopped
• 16 tbsp. carrot, chopped
• 16 tbsp. celery, chopped
• 450 g tomato puree
Bouquet Garni
• 1 pc dried bay leaf
• ¼ tsp dried thyme
• ¼ tsp peppercorns
• 6-8 stems parsley
• 2 whole cloves
Procedure:
1. Cut the bones into pieces, 3-4 inches long. Use veal or beef bones.
2. Do not wash or blanch the bones. The moisture would hinder browning.
3. Place the bones in a roasting pan in one layer, and brown in a hot oven at
375°F (190°C. or higher. The bones must be well browned to color the stock
sufficiently. Bones may be oiled lightly before browning.
4. When the bones are well browned, remove from pan and place in a stockpot.
Cover with cold water and bring to simmer.
5. Drain and reserve the fat from the roasting pan. Deglaze the pan by adding water
and stirring over heat until all the brown drippings are dissolved or loosened.
Add to stockpot.
6. While the stock is getting started, place the mirepoix in the roasting pan with
some of the reserved fat and brown the vegetable well in the oven.
7. When the water in the stockpot comes to a simmer, skim the scum at the surface.
8. Add the browned vegetable and tomato puree to the stockpot.
9. Put the bouquet garni by tying it to the handle of the pot for easy removal.
10. Continue to simmer for recommended length of time, 6-8 hours.
11. Strain through several layers of cheesecloth.
12. Cool the stock and refrigerate properly in a covered container to keep for 2-3
days. If properly frozen, it will last for several months.
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How Well Did You Perform?
Instruct the learners to accomplish the Scoring Rubric honestly.
OVERALL EVALUATION
Level
Achieved PERFORMANCE LEVELS
Let your learners assess their 4 - Can perform the skill satisfactorily
performance in the following without supervision and with initiative
critical task and performance and adaptability to problem situations.
criteria below
3 - Can perform the skill satisfactorily
Rate them based on the without assistance or supervision.
evaluation on the right side. 2 - Can perform the skill satisfactorily
but requires some assistance and/or
supervision.
1 - Can perform parts of the skill sat-
isfactorily, but requires considerable
assistance and/or supervision.
3. Place the bones in the stockpot and cover with cold water to
speed extraction
4. Bring water to boil and then reduce to simmer. Skim the
scum.
5. Keep the water level above the bones
6. Add mirepoix
7 Simmer for recommended length of time
8 Strain through several layers of cheesecloth
9. Cool the stock as quickly as possible
10. When cool, refrigerate the stock properly in covered
containers to keep for 2-3 days.
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Instruct learners to read the following questions carefully and choose the letter of the correct
answer. Tell them to write their answer in their test notebook.
1. What do you call the liquid in which meat, fish, and sometimes vegetables have
been cooked?
A. glaze C. stock
B. sauce D. water
2. Which of the following stocks uses veal bone as its main ingredient?
A. brown stock C. prawn stock
B. ham stock D. white stock
3. What kind of stock uses fish as its main ingredient?
A. brown stock C. glace viands
B. fish stock D. ham stock
4. What stock uses chicken bone as its main ingredient?
A. fish stock
B. ham stock
C. prawn stocks
D. chicken stocks
5. Which one is the easiest to prepare?
A. brown stock C. white stock
B. fish stock D. vegetable stock
Answer Key
1. C
2. A
3. B
4. D
5. D
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Learning Outcome 2
Prepare Soups Required for Menu Items
Process
ENHANCEMENT ACTIVITY
Enhancement Activity 1
Instruct your learners to perform the given soup recipe.
Ingredients:
• ½ cup chopped bacon • ¼ cups butter
• ¾ kg potatoes • ¼ tsp. pepper
• 3 cups water • 2 tbsp. all-purpose flour
• 2 bulbs onions, chopped • ½ tsp. salt
• 1 whole chicken bouillon cube • 1½ c all-purpose cream
• 2 cups hot water
Procedure:
1. Cook bacon until crispy. Cool. Set aside. Peel potatoes and cut into cubes, place in a
saucepot and add water and chopped onions. Bring to a boil and cook until potatoes
are tender. Remove potatoes and sear the broth.
2. Add chicken bouillon cube to the reserved potato broth to make potato chicken broth
and stir until dissolved. Add the hot water. Place cooked potatoes in blender in 2
batches, adding ¾ cup of the potato-chicken broth with each batch. Cover and blend
for 1 minute or until smooth. Set aside.
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3. Melt butter in a saucepan. Add flour, salt and pepper. Add all-purpose cream at once.
Stir while cooking until slightly thickened and bubbly. Cook for 1 minute more. Stir
until heated through. If necessary, stir in additional milk to make the desired
consistency. Serve with sprinkled bacon bits.
Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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Instruct learners to perform the following:
Let’s D o It!
CONSOMME A LA MADRILENE
Tools and Equipment
• casserole
• gas or electric stove
• knife
• chopping board
• measuring cup
• measuring spoon
• wooden spoon
• soup ladle
Ingredients
• 1kg. lean beef, cut in 3 portions • 2 spring parsley
• ½ kg bone marrow • pinch basil
• 3 ½ liter cold water • 1 clove garlic
• 3 large carrots, cut up • 1pc bay leaf
• 2 cloves onion, stuck with 3 cloves • 3 large egg whites, beaten
• 2 stalks celergy with leaves • 3 crushed eggshells
• 3 leeks, sliced lengthwise and • 2 cup tomato puree
• 1½ tbsp. wash salt • 2tbsp finely chopped onions
• 6 peppercorns • ½ tsp dried basil
Procedure:
1. Combine the beef, bone and water in a stockpot and bring to a boil. Simmer for 5
minutes and skim. Cover and simmer for 1 hour.
2. Add to the onion stock with cloves, the carrots, celery, leeks, salt peppercorns,
parsley, thyme, garlic and bay leaf. Cover and cook slowly for 4 – 5 hours.
3. Strain through a double thickness of cheesecloth and skim off fat. Use absorbent
paper towels. Remove the remaining particles and reserve the meat for another
purpose.
4. To clarify the consommé, return it to the heat and add beaten egg whites and
eggshells.
5. Bring to a rolling boil and strain once more through 3 thickness cheesecloth.
6. Pour 6 cups of consommé into a saucepan and reserve the remainder for another
use.
7. Add the tomato puree, onion, and dried basil. Simmer for 20 minutes, remove
from the heat and strain through cheesecloth.
8. Serve hot.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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EGG DROP SOUP
Tools and Equipment
• casserole
• stockpot with cover
• gas or electric stove
• knife
• chopping board
• mortar and pestle
• strainer
• measuring cup
• measuring spoon
• wooden spoon
• soup ladle
Ingredients
• 6 ½ cups prepared basic chicken stock light
• 2 tbsp. soy sauce
• 2 tbsp. sherry
• ¼ tsp. white pepper
• 2 large egg whites
• 1 tbsp. salt
• 2 tbsp. sesame oil
• 1/8 tsp cornstarch
• 2 large eggs
• 1 tbsp. scallions, thinly sliced
Procedure:
1. In a 2-quart soup pot, pour 6 cups of chicken broth to a simmer. Add the soy sauce,
sherry, pepper, and salt.
2. Beat the egg whites lightly. Drizzle into the chicken broth mixture
3. Mix the cornstarch with the remaining ½ cup chicken stock until lump free. Add to
the soup. Stir in the sesame oil, garnish with scallions and serve hot.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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CREAMY CARROT SOUP
Ingredients
• 22 grams butter
• 1 medium onion, chopped
• 3 strips bacon, chopped
• 600 grams carrots, cubed
• 1 pc small chicken cube
• ½ cup cream
• dash salt/pepper
Procedure:
1. Melt butter in a large saucepan, add onion and bacon, stir constantly over heat until
onion is soft.
2. Add carrots to pan, then chicken stock and cube, bring to a boil, reduce heat, cover,
simmer for about 30 minutes or until carrots are tender. Remove sauce- pan from
heat.
3. Blend or process mixture in several batches until smooth.
4. Return mixture to pan, stir in cream, reheat, and stir constantly without boiling.
5. Season with salt and pepper. Serve hot.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
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CHICKEN AND CORN CHOWDER
Tools and Equipment
• saucepan
• saucepot
• gas or electric stove
• knife
• chopping board
• mortar and pestle
• strainer
• measuring cup
• measuring spoon
• wooden spoon
• soup ladle
Ingredients
• 200 grams butter
• 1 tsp. salt
• 1 pc carrot, strips
• 1 pc onion, sliced
• 6 cups water
• 6 strips bacon strips
• ½ cup chopped onion
• ½ cup cubed celery
• ½ cup cubed carrot
• 7 cup chicken stock
• ½ cup all-purpose flour
• 1 can small corn kernels
Procedure:
1. In a saucepan, put chicken breast, salt, carrot, onion, and water. Bring to a
boil. Cook for 20 minutes.
2. Strain out chicken stock. Set aside. Remove chicken breast. Slice meat into cubes.
Set aside.
3. In a saucepan, put bacon strips. Cook until brown. Set aside.
4. Retain about 2 tablespoons of the bacon drippings.
5. In a saucepan, using the bacon drippings, sauté onions until soft. Add chick-
en meat. Mix well. Add flour. Stir well.
6. Add the chicken mixture. Let it simmer. Stir until thick.
7. Put soup in a bowl, top with chopped bacon. Serve while hot.
It may be served with barley-garlic, bread, and bacon at the side.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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Instruct learners to read the question carefully and choose the letter of the
correct answer. Tell them to write their answer in their test booklet.
1. Which of the following is a clear soup?
A. bisque C. cream
B. bouillon D. puree
2. What substance is added that gives taste to the food?
A. decoration C. seasoning
B. flavoring D. thickening
3. What type of soup can be served either hot or cold?
A. ancient soup C. dessert soup
B. cold soup D. fruit soup
4. What utensil is appropriate in serving hot soup?
A. bowl C. soup bowl
B. basin D. tray
5. What makes a soup appetizing?
A. garnish C. taste
B. ingredients D. all of the above
Answer Key
1. B
2. C
3. D
4. C
5. D
ENHANCEMENT ACTIVITY
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Learning Outcome 3
Prepare Sauces Required for Menu Items
Understanding
Let’s D o It!
Guide learners in performing the following activities. Tell them to follow the
procedures correctly and accurately.
Procedure:
Method 1
1. Remove the roast from the roasting pan.
2. Clarify the fat.
3. Deglaze the pan.
4. Combine with stock and simmer.
5. Make a roux or a slurry of arrowroot or cornstarch and water.
6. Thicken the gravy with the roux or cornstarch slurry.
7. Strain.
8. Adjust seasoning.
Method 2
1. Remove the roast from the roasting pan.
2. Clarify the fat.
3. Add flour to the roasting pan and make a roux.
4. Add stock. Stir until thickened and the pan is deglaze.
5. Strain. Skim excess fat.
6. Adjust consistency, if necessary, with more stock or more roux.
7. Season.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
103
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BÉCHAMEL SAUCE
Ingredients:
• 4 tbsp. clarified butter
• 4 tbsp. bread flour
• ¼ gal milk
• ¼ pc bay leaf
• ¼ pc onions
• salt to taste
• nutmeg to taste
• white pepper to taste
Procedure:
1. Heat the butter in a heavy sauce pan in a very low heat. Add the flour and
make a white roux. Cool the roux slightly.
2. In another sauce pan, scald the milk. Gradually add it to the roux, beating
constantly.
3. Bring the sauce to a boil, stirring constantly. Reduce heat to simmer.
4. Stick the bay leaf and onions and add to the sauce. Simmer at least 15 - 30
minutes or more. Stir occasionally while cooking.
5. Adjust the consistency with more hot milk if necessary.
6. Season lightly with salt, nutmeg and white pepper. Spice flavor should not
dominate.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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HOLLANDAISE SAUCE
Tools and Equipment Needed:
• saucepan
• beater
• ladle
• spoon
• strainer
• mixing bowl
Ingredients:
• 1 kg.butter
• 12pcs egg yolks
• 4 tbsp. cold water
• 6 tbsp . lemon juice
• salt to taste
• cayenne to taste
Procedure:
1. Clarify the butter. Keep the butter warm but not hot.
2. Place the egg yolks and cold water in a stainless steel bowl and beat well. Beat in
a few drops of lemon juice.
3. Hold the bowl over a hot water bath and continue to beat until the yolks are
thickened and creamy.
4. Remove the bowl from the heat. Using a ladle, slowly and gradually beat in the
warm butter. Add the butter drop by drop at first. If the sauce becomes too thick
to beat before all the butter is added, beat in a little of the lemon juice.
5. When all the butter has been added, beat in lemon juice to taste and adjust
seasoning with salt and cayenne. Keep warm for service. Hold no longer than 1
½ hours.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
107
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Instruct learners to choose the correct answer from the given choices and write the letter of
their answer in their test notebook.
1. A roux-based sauce made with margarine or butter, flavor, and brown stock.
A. brown sauce C. Hollandaise sauce
B. butter sauce D. tomato sauce
2. Sauce made from melted butter or margarine to which seasonings are added.
A. brown sauce C. Hollandaise sauce
B. butter sauce D. tomato sauce
3. Sauce made by forming an emulsion with fat such as margarine, butter or salad
oil and egg.
A. brown sauce C. Hollandaise sauce or Dutch
B. butter sauce D. tomato sauce
4. Sauce made with tomatoes and seasoned with spices and herbs.
A. brown sauce C. Hollandaise sauce
B. butter sauce D. tomato sauce
5. Sauce made from a blend of salad oil, vinegar and seasoning.
A. brown sauce C. tomato sauce
B. butter sauce D. white sauce
Answer Key
1. A
2. B
3. C
4. D
5. D
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ENHANCEMENT ACTIVITY
Learning Outcome 4
Store and Reconstitute Stocks, Sauces and Soups
ENHANCEMENT ACTIVITY
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Lesson 2 Prepare Poultry and Game Dishes
1. What do you call the birds that are hunted for food?
A. game C. poultry
B. livestock D. swine
2. What do you call a desexed male chicken usually under 8 months old?
A. broiler C. hen
B. capon D. rooster
3. Which of the following poultry originated from China and is noted for its
tender and flavorful meat?
A. chicken C. itik
B. goose D. peking duck
4. What do you call the young immature pigeon of either sex with extra tender
meat?
A. duck C. rooster
B. fryer D. squab
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9. 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
Answer Key
1. C
2. B
3. D
4. D
5. C
6. D
7. C
8. A
9. C
10. D
ENHANCEMENT ACTIVITY
Instruct learners to make a research on the market forms of poultry, different cuts of
poultry, characteristics of good quality poultry and preparation of poultry for cooking.
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Learning Outcome 2
Cook Poultry and Game Dishes
ENHANCEMENT ACTIVITY
Process
Let’s D o It!
Guide learners in demonstrating the steps in fabricating and deboning a chicken. Instruct them
to follow the procedures on page 250. Tell them that their performance will be evaluated
using the rubric below.
SCORING RUBRICS
Level
Achieved PERFORMANCE LEVELS
Let your learners to assess 10 - Can perform the skill very
their performance in the satisfactorily without supervision and
following critical task and with initiative and adaptability to
performance criteria below problem situations.
7 - Can perform the skill satisfactorily
Rate them based on the
without assistance or supervision.
evaluation on the right
side. 4 - Can perform the skill less satisfactorily
but requires some assistance and/or
supervision.
1 - Can perform parts of the skill
satisfactorily, but requires considerable
assistance and/or supervision.
Instructor will initial level achieved.
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Understand
Guide learners in the preparation and cooking of the following recipes.
Chicken Galantina/Relleno
Find a partner and perform the given chicken recipe. Performance activity will be eval- uated
based on the given rubric
Ingredients:
• 1 whole chicken, deboned • 3/4 cup chopped Vienna sausage
• ½ kilo ground pork • 1/2 cup minced onions
• ½ kilo ground beef • 1/2 cup grated carrot
• 300 g ground chicken • 1/2 cup chopped red bell pepper
• 4 pieces sausage • 5 tbsp bread crumbs
• 3 tbsp. sweet pickle relish • 3/4 cup soy sauce
• 1/2 cup raisins • 1 1/2 tsp.juice of 1 lemon
• 2 pieces hard boiled eggs • 1/2 tsp. salt
• 3/4 cup minced ham • ground black pepper
Procedure:
1. Combine ground pork, ham, sausage, bell pepper, carrot, onion, raisins, sweet pickle
relish, salt, and pepper. Mix well.
2. Add the bread crumbs and then continue mixing. Set aside.
3. Combine lemon juice and soy sauce in a large container. Stir.
4. Marinate the whole chicken in the lemon and soy sauce mixture for 30 minutes.
5. Remove the chicken from the mixture and then stuff with half of the meat and
vegetable mixture.
6. Arrange the boiled eggs inside the chicken and then continue to put-in the rest of the
meat mixture.
7. Secure the chicken by wrapping it in aluminum foil
8. Meanwhile pre heat oven at 350 degree Fahrenheit.
9. Bake the Chicken Relleno for about 1 hour
10. Remove from oven. Remove aluminum foil on the surface then brush with butter
on top and on side
11. Bake again for 15-20 minutes or until golden brown.
12. Allow to cool
13. Slice into serving pieces.
14. Serve. Share and enjoy!
pinoykitchenette.blogspot.com
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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Italian Chicken Roll-Ups
Tools and Equipment:
• casserole
• gas or electric stove
• knife
• chopping board
• measuring cup
• measuring spoon
• wooden spoon
• frying pan
Ingredients:
• 8 boneless skinless chicken breast halves (4 ounces each)
• 8 thin slices (4 ounces) ham
• 4 slices cheese, halved
• 2/3 cup seasoned bread crumbs
• 1/2 cup grated cheese
• 1/4 cup minced fresh parsley
• 1/2 cup milk
• cooking spray
Procedure:
1. Pre-heat oven to 425°.
2. Flatten chicken to 1/4-in. thickness.
3. Place a slice of ham and half slice of provolone cheese on each piece of
chicken.
4. Roll up from a short side and tuck in ends; secure with a toothpick.
5. In a shallow bowl, combine crumbs, Romano cheese and parsley.
6. Pour milk into another bowl. Dip chicken rolls in milk, then roll in crumb
mixture.
7. Place roll-ups, seam side down, on a greased baking sheet. Spritz chicken with
cooking spray.
8. Bake, uncovered, 25 minutes or until meat is no longer pink.
9. Remove toothpicks. Yield: 8 servings.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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Learning Outcome 3
Plate/Present Poultry and Game Bird Dishes
Ask learners to choose the correct answer from the given choices and write the letter of their
answer on their answer sheet.
1. Act of arranging the meal on the individual plate immediately before it’s serving
A. garnishing
B. cooking
C. plating
D. serving
Answer Key
1. C
2. C
3. C
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12. Which of the following is not a thickening agent?
A. flour C. rice
B. grain D. salt
13. Which of the four basic sauces whose basic ingredient is milk is thickened with
flour enriched with butter?
A. Hollandaise sauce C. veloute sauce
B. savory butter D. white sauce
14. Which among the four basic sauces has a chief ingredient of chicken broth
thickened with flour and enriched with butter seasoning?
A. Hollandaise sauce C. veloute sauce
B. savory butter D. white sauce
15. Which of the four basic sauces has three basic ingredients like butter, egg yolk, and
lemon juice with seasoning for accent?
A. Hollandaise sauce C. white sauce
B. savory butter D. veloute sauce
16. Which of the four basic sauces has a basic ingredient like butter that is creamed
and blended with other ingredients to give individual flavor?
A. Hollandaise sauce C. veloute sauce
B. savory butter D. white sauce
17. Which of the following is not a thickening agent?
A. dairy cream C. flour
B. egg D. spice
18. What do you call birds that are hunted for food?
A. game C. poultry
B. livestock D. swine
19. Which of the following poultry originated from China and is noted for its tender
and flavorful meat?
A. chicken C. itik
B. goose D. peking duck
20. A young immature pigeon of either sex with extra tender meat is called .
A. duck C. rooster
B. fryer D. squab
21. Poultry is composed of different parts. To which of the following does breast
meat belong?
A. dark meat C. variety meat
B. tough meat D. white meat
22. Which of the following characteristics is a good quality of live poultry?
A. free from pin feathers and shows no cuts
B. has clear eye
C. heavy and the skin is watery
D. well-develop thighs
23. What do you call young a chicken that is usually 9 to 12 weeks of age?
A. fryer C. roaster
B. hen D. stag
24. How many days should a whole chicken should be refrigerated?
A. 1 day C. 2 to 4 days
B. 1 to 2 days D. 3 to 4 days
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25. How do you classify the chicken breast?
A. entrails C. viscera
B. dark meat D. white meat
26. In cookery, we apply different cooking methods depending on the ingredients that we
have. If you will cook a matured poultry, which of the following methods will you
apply?
A. boiling C. roasting
B. frying D. stewing
27. What cookery method is suitable for the less tender cuts?
A. boiling C. roasting
B. frying D. stewing
28. What is the best cooking temperature for poultry?
A. high temperature C. low to moderate temperature
B. low temperature D. moderate temperature
29. What factor affects the poultry meat’s tenderness and juiciness?
A. age C. cuts
B. cookery D. sex
30. Which of the following can be done to prevent drying when reheating?
A. cook using sauces and gravy
B. overcook the poultry meat
C. remove fat before cooking
D. none of the above
Posttest
Key to Correction
1. C 11. A 21. D
2. A 12. D 22. C
3. B 13. D 23. A
4. D 14. C 24. C
5. D 15. A 25. D
6. C 16. B 26. A
7. A 17. D 27. C
8. A 18. A 28. C
9. C 19. D 29. A
10. B 20. D 30. A
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Quarter 4
Prepare And Cook Meat
Explain to the learners that at the end of the quarter they are expected to:
1. perform mis ‘en place
2. cook meat cuts
3. present and evaluate meat dishes
4. store meat
Pretest 4
Ask learners to read the following statements/questions carefully, choose the letter of the
correct answer, and write their answer in their test note book.
1. From what animal can you derive veal meat?
A. calf C. hog
B. deer D. sheep
2. Which of the following market forms of meat does not undergo chilling?
A. cured meat C. frozen meat
B. fresh meat D. processed meat
3. What part of the meat helps you identify the less tender cuts?
A. bone C. flesh
B. fat D. ligament
4. What part of the meat has the greatest amount of quality protein?
A. bone C. flesh
B. fat D. ligament
5. Which of the following meat cuts requires long and slow cooking
temperature?
A. less tender C. tender
B. slightly tough D. tough
6. What is a long-bladed hatchet or a heavy knife used by a butcher?
A. butcher knife C. cleaver knife
B. chopper knife D. set of slicing knife
7. Which of the cooking methods does not belong to dry heat method?
A. baking C. roasting
B. broiling D. stewing
8. What do you call 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
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9. What is an oil-acid mixture which is used to enhance the flavor of meat?
A. brine solution C. soy sauce and vinegar
B. marinade D. salt and calamansi
10. Which of the following tools is used for carving?
A. cleaver knife C. slicer
B. fork D. razor knife
11. To which meat cut do internal organs belong?
A. less tender cuts C. tough cuts
B. tender cuts D. variety cuts
12. Where should meat products be stored?
A. crisper C. dry shelf
B. cold shelf D. freezer
13. Which of the following is the tendered cut of beef?
A. chunk C. sirloin
B. round cut D. tenderloin
14. When buying meat, what should you consider first?
A. brand C. quality
B. price D. round cut
15. What is your primary consideration when storing goods?
A. expiration date C. quantity
B. fragility D. size
16. These are taken from the internal organs of animals.
A. less tender cuts C. tough cuts
B. tender cuts D. variety cuts
17. A slaughtered animal is called .
A. a carabeef C. a pork
B. a carcass D. a poultry
18. The most common method of preserving meat is .
A. curing C. refrigerating
B. drying D. salting
19. In this method, salt, sugar, potassium, or sodium nitrate, etc. are used in
preserving meat by drying.
A. curing C. freezing
B. dehydration D. salting
20. The following are the characteristics of good quality pork, except
A. breast is plump C. no foul odor
B. flesh is pink D. texture is fine and firm
21. A tool used for cutting through bones.
A. butcher knife C. cleaver
B. chef knife D. utility knife
22. Used for carving and slicing cooked meats.
A. butcher knife C. slicer
B. chef knife D. utility knife
23. A knife used for general purposes.
A. butcher knife C. cleaver
B. chef knife D. utility knife
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24. It is used in carving roasts chicken and duck.
A. carving knife C. slicer
B. cleaver knife D. utility knife
25. Used for cutting and trimming raw meats.
A. butcher knife C. cleaver
B. chef knife D. utility knife
26. Meat of swine is called:
A. beef C. chevon
B. carabeef D. pork
27. Veal is the meat of:
A. cattle over 1 year old C. sheep
B. goat D. young calf
28. Deer meat is called:
A. beef C. chevon
B. carabeef D. pork
29. Meat of cattle over 1 year old:
A. beef C. pork
B. carabeef D. chevon
30. Meat of sheep is called:
A. lamb C. pork
B. carabeef D. chevon
Answer Key
1. D 2. A 11. D 12. D 21. C 22. D
3. D 4. B 13. D 14. B 23. C 24. D
5. D 6. A 15. D 16. C 25. B 26. C
7. C 8. B 17. C 18. A 27. D 28. A
9. D 10. B 19. A 20. A 29. A 30. A
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Learning Outcome 1
Perform Mis en Place
Know
Ask learners to match Column A with Column B and write the letter of their answer in a
separate sheet.
A.
Column A Column B
B. Column A Column B
1. young calf A. beef
2. goat B. carabeef
3. sheep C. veal
4. cattle over one year old D. lamb
5. carabao E. chevon
Answer Key
A. B.
1. C 1. C
2. E 2. E
3. B 3. D
4. D 4. A
5. A 5. B
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Learning Outcome 2
Cook Meat Cuts
Process
Let’s D o It!
Roasted Meat
Materials/Ingredients:
• meat (any kind)
• seasoning
• brown stock
• mirepoix
Procedure:
1. Collect all equipments and food supplies. Use roasting pans that have low side
and just large enough to hold the roast.
2. Prepare a trim meat for roasting.
3. Season meat several hours or the day before.
4. Place meat fat side up on a rack in the roasting pan.
5. Place meat in preheated oven.
6. Roast to desired doneness.
7. Remove roast from oven and let stand in a warm place for 15-30 minutes.
8. Prepare pan gravy from drippings by;
a. degrees pan used in roasting meat
b. add mirepoix and let brown
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c. deglaze with brown stock
d. simmer for desired time
e. strain and skim fat
9. Slice roast meat across the grain and serve with gravy.
Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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BRAISED SHORT RIBS
Ingredients:
• 25 kg short rib sections
• 250 ml oil
• 300 g onions
• 150 g celery
• 150 g carrots
• 150 g bread flour
• 25 l brown stock
• 150 ml tomato puree
• 2 pcs. Bay leaves
• Salt to taste
• Pepper to taste
Procedure:
1. Tie the short ribs so the meat will stay on the bone during cooking.
2. Dry the meat so it will brown easily.
3. Heat the oil in a heavy skillet until very hot. Brown the meat on all sides.
Transfer browned meat to a browning pan.
4. Sauté onions, celery and carrot to the skillet until lightly browneD.
5. Stir in the bread flour to make a roux.
6. Add the brown stock and tomato puree. Simmer until thickens.
7. Add bay leaf and season to taste with salt and pepper.
8. Pour the sauce over the steaks. Cover and braise until tender.
9. Transfer the steaks in a serving plate.
10. Strain the sauce and pour over steaks.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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Broiling/Grilling Meats
Procedure:
1. Collect and prepare all equipment and supplies. Trim excess fat from
meats to avoid flare-ups.
2. Preheat the broiler or grill.
3. Brush the meat with oil, or dip it in oil and let excess drip off. Place the meat on
the broiler or grill. The oil helps prevent sticking and keeps the product moist.
4. When one side is brown and the meat is cooked halfway, turn it over with a fork
(piercing only the fat, not the meat, or juices will be lost) or tongs.
5. Cook the second side until the meat is cooked to the desired doneness. If the
meat is to be brushed with a glaze or sauce, it is usually best to wait until the
product is partially cooked on each side before applying the first coat. After the
meat has been cooked on both sides ½ to ¾ done, brush the top with a light coat
of the sauce. Turnover and repeat as necessary.
6. Remove from broiler or grill and serve immediately.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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MORCON
Tools and Equipment Needed:
• measuring spoon
• measuring cup
• knife
• weighing scale
• pot or pressure cooker
Ingredients:
• 1 kilo beef, sliced 1/4 inch thick (3 pcs.)
• ¼ k ground beef liver
• 200 grams sliced sausages or ham
• 200 grams pork fat (cut is strips)
• 3 pcs. hard boiled eggs, sliced
• 100 grams cheddar cheese in strips
• 100 grams grated cheddar cheese
• 2 onions, chopped
• 5 pcs. bay leaf (laurel)
• ½ tsp ground black pepper
• ½ cup vinegar
• 2 tsp. salt
• 2 cups water
• 2 meters thread or string (for tying)
Procedure:
1. Spread and stretch the sliced beef on your working table.
2. Arrange the filling on the sliced beef: sausage strips, cheese strips, sliced
eggs, pork fat and some ground liver.
3. Roll the sliced beef with all the filling inside and secure with a thread or string.
4. Repeat the procedure for the two remaining beef slices.
5. On a pot, place the beef rolls and put the water, the remaining ground liver, grated
cheese, chopped onions, bay leaves, ground black pepper and salt.
6. Cover the pot and bring to a boil. Simmer for one hour.
7. Add the vinegar and continue to simmer for another hour or until beef is tender.
8. Slice the beef morcon, arrange on a platter, and top with the sauce/ gravy.
(Estimated cooking time: 2 to 3 hours.)
Cooking Tips:
• A spoon or two of flour can be added to water to thicken the sauce.
• Instead of boiling in a pot, you can use a pressure cooker for faster cooking.
• Optional: Garnish with olives before serving.
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Instruct the learners to accomplish the Scoring Rubric honestly. Let them evaluate
their finished product and performance using the given score sheet.
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Learning Outcome 3:
Present Meat Dishes
Guide learners in knowing the basic principles of platter presentation.
Ask learners to select the best answer and write only the letter of their answer on their
answer sheet
1. In platter presentation, the uncut portion of the main food item is the .
A. garnish B. serving portions C. centerpiece
4. Use attractive platter presentation made of metals, mirrors, plastic or wood, and
.
A. china B. pan C. platter
Answer Key
1. C
2. C
3. B
4. A
5. A
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Transfer
ENHANCEMENT ACTIVITY
Guide learners in performing the given recipes. Tell them that they may use ingredi- ents to
make their product more palatable and nutritious.
PORK TOCINO
Tools and Equipment Needed:
• knife
• chopping board
• mortar and pestle
• strainer
• measuring cup
• measuring spoon
• wooden spoon
• mixing bowl
Ingredients:
• 1 k pork , slice thinly
• 1 tbsp. salt
• ½ tsp. curing salt
• 1 tbsp. phosphate
• ¼ cup water
Second mixture
• 1 cup garlic
• 2 tbsp. garlic
• 2 tbsp. Anisado wine or rum
• 1 tsp meat enhancer (optional)
• ¼ cup pineapple juice
• 2 tsp. oyster sauce
• 1 tsp Worcestershire sauce
Procedure:
1. In a bowl, combine all ingredients for the 1st mixture together. Set aside.
2. On another bowl, mix all ingredients for the 2nd mixture.
3. Combine 1st and 2nd mixture
4. Pack it by 250 grams.
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12. Where should meat products be stored?
A. crisper C. dry shelf
B. cold shelf D. freezer
13. Which of the following is the tenderest cut of beef?
A. chunk C. sirloin
B. round cut D. tenderloin
14. When buying meat, what should you consider first?
A. brand C. quality
B. price D. round cut
15. What is your primary consideration when storing goods?
A. expiration date C. quantity
B. fragility D. size
16. These are taken from the internal organs of animals.
A. less tender cuts C. tough cuts
B. tender cuts D. variety cuts
17. A slaughtered animal is called .
A. a carabeef C. a pork
B. a carcass D. a poultry
18. The most common method of preserving meat is .
A. curing C. refrigerating
B. drying D. salting
19. In this method, salt, sugar, potassium, or sodium nitrate, etc. are used in
preserving meat by drying.
A. curing C. freezing
B. dehydration D. salting
20. The following are the characteristics of good quality pork, except
A. breast is plump C. no foul odor
B. flesh is pink D. texture is fine and firm
21. A tool used for cutting through bones.
A. butcher knife C. cleaver
B. chef knife D. utility knife
22. Used for carving and slicing cooked meats.
A. butcher knife C. slicer
B. chef knife D. utility knife
23. A knife used for general purposes.
A. butcher knife C. cleaver
B. chef knife D. utility knife
24. It is used in carving roasts chicken and duck.
A. carving knife C. slicer
B. cleaver knife D. utility knife
25. Used for cutting and trimming raw meats.
A. butcher knife C. cleaver
B. chef knife D. utility knife
26. Meat of swine is called:
A. beef C. chevon
B. carabeef D. pork
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27. Veal is the meat of:
A. cattle over 1 year old C. sheep
B. goat D. young calf
28. Deer meat is called:
A. beef C. chevon
B. carabeef D. pork
29. Meat of cattle over 1 year old:
A. beef C. pork
B. carabeef D. chevon
30. Meat of sheep is called:
A. lamb C. pork
B. carabeef D. chevon
Answer Key
1. D 11. D 21. C
2. D 12. D 22. C
3. D 13. D 23. B
4. C 14. C 24. D
5. D 15. A 25. A
6. A 16. D 26. D
7. D 17. B 27. D
8. A 18. C 28. C
9. B 19. A 29. A
10. B 20. A 30. A
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SUMMATIVE ASSESSMENT
Instruct learners to read the following questions carefully and choose the letter that best
describes the statement. Tell them to write their answer on their test notebook.
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9. Egg contains high quality protein with all the essential amino acids. Which of the
following vitamins is not found in eggs?
A. B C. D
B. C D. K
10. The appearance of an egg is important for consumer appeal. How are egg 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
11. 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
12. Which of the following raises the coagulation temperature, producing softer,
weaker gel when added to egg used in culinary?
A. alkali C. sugar
B. salt D. vinegar
13. What 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
14. Which of the following tools is not used in cooking an omelet?
A. bowls C. sauté pan
B. fork D. skimmer
15. Which of the following is true in plating egg dishes?
A. Choose a 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.
16. From what animal can you derive 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
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
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21. What do you call the young immature pigeon of either sex with extra tender
meat?
A. duck C. rooster
B. fryer D. squab
22. What part of poultry does breast meat belongs?
A. dark meat C. variety meat
B. tough meat D. white meat
23. Which of the following characteristics is a good quality of live poultry?
A. Free from pin feathers and shows no cuts
B. Eyes are clear
C. Skin is heavy and watery
D. Thighs well develop
24. What do you call a young chicken that is usually 9 to 12 weeks of age?
A. fryer C. roaster
B. hen D. stag
25. 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
26. How do you classify fleshy part of chicken like breast?
A. entrails C. viscera
B. dark meat D. white meat
27. What cookery method is used for a matured poultry?
A. boiling C. roasting
B. frying D. stewing
28. What cookery method is suitable for the less tender cuts?
A. boiling C. roasting
B. frying D. stewing
29. What is the best cooking temperature for poultry?
A. high temperature
B. low temperature
C. low to moderate temperature
D. moderate temperature
30. What factor affects the poultry meat’s tenderness and juiciness?
A. age C. cuts
B. cookery D. sex
31. What do you call a long-bladed hatchet or a heavy knife used by a butcher?
A. butcher knife C. cleaver knife
B. chopper knife D. set of slicing knife
32. Which of the cooking methods does not belong to dry heat method?
A. baking C. roasting
B. broiling D. stewing
33. What cooking method is performed when meat is cooked in steaming liquid and
bubbles are breaking on the surface?
A. boiling C. roasting
B. broiling D. stewing
34. What is an oil-acid mixture which is use to enhance the flavor of meat?
A. brine solution C. soy sauce and vinegar
B. marinade D. salt and calamansi
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35. Which of the following tools is used for carving?
A. cleaver knife C. slicer
B. fork D. razor knife
36. To which meat cut do internal organs belong?
A. less tender cuts C. tough cuts
B. tender cuts D. variety cuts
37. Where should meat products be stored?
A. crisper C. dry shelf
B. cold shelf D. freezer
38. Which of the following is the tenderest cut of beef?
A. chunk C. sirloin
B. round cut D. tenderloin
39. When buying meat, what should you first consider?
A. brand C. quality
B. price D. round cut
40. What is your primary consideration when storing goods?
A. expiration date C. quantity
B. fragility D. size
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
B. glutamic acid D. sulfur compounds
42. Which 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
43. Which of the following plating styles is not a classic arrangement?
A. The starch or vegetable item is heaped in the center while the main item is
sliced and leaned up against it.
B. The main item is in the center, with vegetable distributed around it.
C. The vegetable item is in front and main item, starch item and garnish at the
rear.
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 wherein both sides of a fish are still joined
but bones are removed?
A. butterfly C. fillet
B. drawn D. steak
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47. Which of the following is a characteristic of fresh fish?
A. Fresh and foul odor
B. Eyes are dull, shiny and bulging
C. Red or pink gills
D. Flesh shrinks when pressed
48. Which of the following seafoods is cooked just enough to heat to keep juicy and
plump?
A. fat fish C. flat fish
B. lean fish D. shellfish
49. What is the 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 it from drying up?
A. butter C. soy sauce
B. cream D. tomato sauce
Key to Correction
1. D 11. C 21. A 31. D 41. D
2. C 12. D 22. D 32. D 42. A
3. A 13. A 23. A 33. C 43. C
4. C 14. B 24. B 34. A 44. B
5. D 15. B 25. C 35. C 45. B
6. B 16. A 26. D 36. D 46. A
7. D 17. B 27.D 37. A or D 47. C
8. B 18. B 28.D 38. A or D 48. D
9. D 19. C 29. C 39. C 49. A
10. A 20. A 30. A 40. A 50. A
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Synthesis
Over the past years, a transition in cooking and food preparation skills has been
observed. This transition in cooking and food preparation skills involves the increased use of
readily prepared or cooked food, which require less preparation and time than the traditional
way of cooking. But cooking is an expression of creativity, happiness, magic and culture. The
satisfaction gained by the chef and other persons preparing, cooking, serving and storing the
food is unquestionable, not to mention the pleasure it gives to the customer.
Different food products may come and go but the demand for food cooked in
traditional way, in restaurants, food chains, and others is indispensable. Varieties of foods
such as egg, cereal and starch, vegetables, seafood, red meat, poultry dishes and also stocks,
soups and sauces are still made available to give the customer’s satisfaction.
Taste is not the only sense that can motivate customers but touch also play with
contrasts of temperatures and textures, and so with smell and sight for colors, shapes and
others, whereby the five senses become one of the main points of refer- ence in the creative
cooking process.
Now, if you have a passion for delicious food and love for cooking gain appli- cable,and
practical guidance that will teach you to become successful chef or busi- nessman in the field of
cookery someday.
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GLOSSARY
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frozen subject to long and serve cold, chilly or cold manner
fumet the savory color of meat while cooking
games birds that are hunted for food
Haugh unit for describing egg freshness, based on the thickness of the
albumen
leavener substances that are used to make bread and other baked goods rise
marinade an oil-acid mixture used to give flavor and to tenderize meat
mirepoix a mixture of vegetable, herbs, and spices with or without meat,
used to enhance flavor of meat, fish and shell fish
perishable food subject to decay or spoilage
pheasant long tailed domesticated bird
plump fleshy
poach to cook food in hot liquid in such a manner that it retains its
original shape
portion a part of whole or to divide into parts
processed food meat processed by curing ingredients
quality characteristics
reconstitute to add appropriate amount of water to sauce or soup
roux a melted butter mixed with brown flour for thickening soup and
grains
sanitation keeping the food equipment, utensils, and work area clean
sauce a thickened liquid used to flavor and enhance other food
savory a hardy, annual aromatic culinary herb of the mint family scum
a firmly layer of impure matters on the surface of a liquid
seasoning a spice for enhancing the flavor of food
simmer to cook very gently in water just below the boiling point
skim to remove floating water from the surface with a ladle
slaughter to butcher an animal for food
spice an aromatic, pungent vegetable substance used to flavor food
and beverages
spoilage to become rotten or decayed
stew to simmer or boil in a small quantity of liquid
stock a liquid in which meat fish and sometimes vegetables have
been cooked
storage a space for storing
stripped off to remove or to take away
suitable appropriate
tender cut part of meat that requires less period of cooking
thaw to change from a frozen solid to a liquid by gradual warming
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tough cut part of meat that requires longer period of cooking
veloutes a rich white sauce made by thickening chicken or veal stock
with flour and water.
vermin various small animals or insects such as rats or cockroaches that
are destructive, annoying or hazardous to health.
wastage loss by use
white meat includes the white, fleshy part of the chicken such as the breast
146
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