LM- Grade

Cookery 9
TABLE OF CONTENTS

EXECUTIVE SUMMARY ………………………………….…………………..4

INTRODUCTION ………..…………………………………………………...5

OBJECTIVES ………………………………………………………….....6

DIAGNOSTIC TEST …………………………………………………………...7

PART I
PERSONAL ENTREPRENEURIAL COMPETENCIES ..……..…………..12

PART II
UNDERSTAND BUSINESS ENVIRONMENT
AND BUSINESS IDEAS .…………………………………………….21
PART III
PROCESS AND DELIVERY .....
……………………………………………..28

Quarter I

Lesson 1
CLEAN AND MAINTAIN KITCHEN TOOLS, EQUIPMENT
AND INCLUDING KITCHEN PREMISES (KP).
…………………..28
Learning Outcome 1
Clean, Sanitize and Store Kitchen Tools and
Equipment ...……...30

Learning Outcome 2
Clean and Sanitize Kitchen
Premises………………………………. 62

Lesson 2
PREPARE APPETIZERS
……………………………………………………69
Learning Outcome 1
Perform Mise’en P l a c e . .
… … … … … … … … … … … … … … … … … … 7 0 Learning
Outcome 2
Prepare a Range of A p p e t i z e r s . .
…………………………………….84
Learning Outcome 3
Present a Range of A p p e t i z e r s . .
… … … … … … … … … … … … … … . 1. 9 1 Learning Outcome 4
Store A p p e t i z e r .
………………………………………………………..94
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Cookery 9
Quarter II
Lesson 1
PREPARE SALAD AND DRESSING ….……………………………….98
Learning Outcome 1
Perform Mise’ En
Place…………………………………………….101
Learning Outcome 2
Prepare a Variety of Salad and
Dressing…………………………109
Learning Outcome 3
Present a Variety of Salads and
D r e s s i n g s … … … … … … … … … 1 2 7 Learning Outcome 4
Store Salads and
Dressings……………………………………….. 132

Quarter III
Lesson 1
PREPARE SANDWICHES…………...…………………………………
137
Learning Outcome 1
Perform Mis En P l a c e … … … … … … . . .
… … … … … … … … … … . 1 4 0 Learning Outcome 2
Prepare a Variety of S a n d w i c h e s … … … . .
……………………..154
Learning Outcome 3
Present a Variety of S a n d w i c h e s .
… … … … … … … … … … … … 1 7 8 Learning Outcome 4
Store S a n d w i c h e s … … … . . .
……………………………………...182

Quarter IV
Lesson 1
PREPARE DESSERT……….………………………….…………….
…187
Learning Outcome 1
Perform Mise’en P l a c e … … … … … … … … … … … .
… … … … … . 1 9 0 Learning Outcome 2
Prepare desserts and sweet s a u c e s … … … .
…………….….…201
Learning Outcome 3
Plate/present
desserts…………………………………………...216
Learning Outcome 4
2
Store
desserts……………………………………………
……….221
 LM- Grade
Cookery 9

Learning Outcome 1
Select Packaging
Materials…………………………………………...224
Learning Outcome 2
Package Food
Items…………………………………………………..2
28

SUMMATIVE
GLOSSARY OF TERMS .………………………………………………….242
ASSESSMENT……………………………………………….236
REFERENCE SYNTHESIS
…….…………………………………………….248
………..…………………………………………………….241
KEY TO CORRECTION ………….……………………………………….252

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 LM- Grade
Cookery 9
Executive Summary

The Learners’ Material in Technology and Livelihood

Education, Home Economics, a course focus on Cookery for

Grade 9 junior high school students is a vehicle towards the

attainment on the realization of the overall goal of the K to 12

Basic Education
holistic Program
development of which
everyis Filipino
the learner 21st
equipped with
century skills that is adequately prepared for work, start a
business,

acquire middle level skills and capable of having absorbed

in higher education.

The material 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 is an

important routine 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 is also

included for lifelong learning.

The lesson on Personal entrepreneurial competencies

(PECs)

will help learners to determine their abilities that need

4
to be enhanced and weaknesses to be improved in order to

attain success. The market and environment lessons on the

 LM- Grade
Cookery 9
identify needs and wants of people in the community for
possible

business opportunity. All of these expose learners to a wide

variety of experiences and opportunities to acquire work

skills, work values and

expertise which will help learners in choosing an occupation

or career and/or eventually put up his or her own business in

line with cookery. Thus, making learners’ self-reliant and

productive member of the

Introduction
society.

Technology and Livelihood Education (TLE) is one of the

nomenclature in the implementation of the K to 12 Basic
Education Program (BEP) composed of four components; namely,
Agri-Fishery Arts, Home Economics, Industrial Arts and Information
and Communication Technology. In this module, the focus is on
Home Economics course – Cookery.

In this course, varied and relevant activities and

opportunities are provided to demonstrate your understanding
of concepts and core competencies as prescribed in TESDA
Training Regulation in Cookery and provides quality foods and
services to target clients. This will also be a venue for you to assess
yourself and identify aspects of business that you need to
strengthen and safeguard before you become a part of the
workforce.

Today in the world of work, the number of available jobs is

scarce and the Department of Education is revitalizing its
resources to lead the young minds and to prepare them skillfully
as future Chef. It is in honing the skills that learners can assure
to have an edge of surviving the daily needs of oneself and of
others. It seeks to provide the learners with the knowledge,
attitude, values and skills in the field of Cookery.
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Cookery 9
This module is specifically crafted to focus on the
different activities that will assess your level in terms of
skills and knowledge with the expectation to demonstrate
through the learning materials. Learning procedures are
divided into different sections - What to Know, What to Process,
What to Reflect and Understand, and What to Transfer. Read
and answer the suggested tasks and accomplish them to
practice developing a sustainable program, prioritizing
needs and building a vision.
So, explore and experience the K to 12 TLE module
and be a step closer to a successful Chef.

After finishing all the activities in this module, expect job

opportunities and experience to set up a business enterprise which
will
generate jobs for others

Content Standard

The learner demonstrates understanding of core concepts and

theories in cookery lessons.

Performance Standard

The learner independently demonstrates core competencies in

cookery as prescribed in the TESDA Training Regulation.

Objectives
At the end of this module, you are expected to:
1. Recognize the Personal and Entrepreneurial characteristics
(PECS);
2. Identify job opportunities through customers’
needs and wants and/market analysis;
3. Clean, sanitize and store kitchen tools, equipment,
and premises;
4. Prepare appetizers; salad and dressing; sandwiches;
desserts;
5. Present appetizers; salad and dressing; sandwiches;
desserts;
6
6. Store appetizers; salad and dressing; sandwiches;
desserts; and
7. Package prepared foods
 LM- Grade
Cookery 9
Diagnostic Test
A. Multiple Choice.
Directions: Read the following questions carefully and
choose the letter that best describes the statement. Write
your answer on your
test notebook.
a. Sauce
1. A sweet course or dish which c. Stock served at the end of a
is usually
meal. b. Desser d.
2. All oft the following are characteristics
Appetizerof good fruit desserts,
EXCEPT a. appetizing aroma c. simple and
b. slightly chilled attractive
3. temperature
What is the process of puttingd. moderately sweet into
your product
containers for easy distribution?
a. Packagin c.
g Wrapping
4. Which of the following sanitaryd.practices
b. Labeling Storing is not true in storing
desserts?
a. Wash utensils and equipment thoroughly
b. Keep away from food when you are ill
c. Store foods and ingredients in a dry place
d. Safeguard the food during distribution
5. In plating and presenting food, which among the following
statement is related to texture?
a. Enhances plate presentation
b. Plays important part in plate presentation
c. Adds visual interest to the food
d. Serves as frame of the presentation
6. It is the most important principle for sandwich safety after
a.
preparation 4 –avoid
to 40 - spoilage. c. 140 – 4 -
b 140 40
.
7. Which of the4- 140 – considerations are essential
following d. 40 –in140
choosing ingredients
40 for high quality salads? - 4
a. quality and c) freshness and
quantity variety
b. texture
8. Which and colorguidelines is not
of the following c) crispiness and
included in making
vegetable salad. taste
a. Cooked to a firm, crisp texture and good color
b. Cooked until completely tender and overcooked
c. Thoroughly drained and chilled before using
d. Marinated or soaked in a seasoned liquid

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 LM- Grade
Cookery 9
9. Which of the following procedures for quantity green salad
production is the last step to do?
a. Arrange salad plates on worktables
b. Add dressing before serving
c. Prepare all ingredients
d. Refrigerate until serving
10. Which of the following appetizers are made out of thin
slices of bread in different shapes.
a. Relish c. Hors D’
b. Cockta Oeuvres
11. Aling Pelita
il finds it hard to remove tough soils from the used
d. Canapé
pots and pans, it does not respond to different cleaning
agents she used, if you will help her which of the following
will you recommend that will surely solve her problem?.
a. Abrasives c. Detergents
b. Acid d. Solvent
12.Your younger
Cleanerssister accidentally swallowed
Cleanerspoison. What
first aid treatment should you do?
a. Read the label of the poisonous material.
b. Remove anything remaining in the mouth.
c. Give her a glass of water or any fruit juice.
d. Give her a spoonful sugar or any kind of sweets.
13.Which of the following is the proper order in washing the
dishes?
a. chinaware, utensils, silverware, glassware
b. utensils, silverware, glassware, chinaware
c. silverware, chinaware, glassware, utensils,
d. glassware, silverware, chinaware, utensils
14.Which of the following is the proper order/steps in
cleaning kitchen premises.
a. Rinse all surfaces with cold to hot waterto remove
thoroughly all remaining chemical solution and food soil
residues.
b. Remove residual food soils from equipment surfaces
c. Scrape and Pre-rinse
d. Rinse all equipment surfaces with sanitizing agent
a. 2 4 13 b. 3 1 4 2 c. 3 2 1 4 d. 1 2
34

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 LM- Grade
Cookery 9
B. Directions: Identify the following tools and equipment in
column B. Write your answers in column A with a short
description of the uses or functions. Write your answers on
your test notebook. (2pts. each)
A B

1.

2.

3.

4.

5.

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 LM- Grade
Cookery 9

6.

7.

8.

9.

10.

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Cookery 9
C. Directions: Arrange the following steps in preparing
hamburger in proper sequence. Use A for the first step, B
for second and so on. Write your answers on your test
notebook.
1. Cover the cheese with meat like roast beef, turkey, or
sliced ham.
2. Sprinkle a bit of spice, fresh basil or parsley and dried
spices like chili or turmeric powder.
3. Assemble necessary tools, equipment, oven, and
toaster.
4. Top the meat with another slice of cheese.
5. Toast the bread lightly and place it on a clean sheet
with the cut side up.
6. Add your choice of vegetable like red onion,
tomatoes, red peppers.
7. Finish the sandwich with another piece of bread
and put it in a pre-
heated 350 F oven for about 5 minutes.
8. Put two slices of cheese on the bread like
cheddar, Swiss, mozzarella or any cheese
combination desired.
9. Prepare and assemble all ingredients; sandwich
breads like hamburger buns, sliced cheeses,
vegetables and meats.

D. Directions: Arrange the following steps in cleaning and

sanitizing range in proper sequence. Use A for the first
step, B for second and so on. Write your answer on your
test notebook.
1. When cool, wash top of range
2. Before replacing, rub with oil-damped cloth
3. Remove all burnt sediments and wipe grease from
top of range after each use.
4. Clean oven by removing grates, scraping off
food deposits, washing and drying.
5. Run oiled cloth over top of range
6. Scrape grease from curbs and openings hinges.
7. Keep burners clean. Gas burners can be soaked
and scrubbed with stiff brush while electric burners
should be cleaned with a brush or with a damp cloth.
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 LM- Grade
Cookery 9
E. Directions: Draw/illustrate the structure of a plated salad
and label its parts. Write your answer on your test
notebook.

Your answer will be rated using the rubric

below.
SCORE CRITERIA
5 Very creatively done and able to label all the parts correctly
4 Very creatively done and able to label 2-3 parts correctly
3 Creatively done and able to label 2-3 parts correctly
2 Less creatively done and able to label 1 part correctly
1 Untidy done and no label

LEARNING OUTCOME 1:
ASSESS PERSONAL ENTREPRENEURIAL
COMPETENCIES

At the start of your journey in learning Cookery, the Personal

Entrepreneurial Competencies and entrepreneurial mindsets were
introduced. In this concept review, you will be reminded of these
lessons and you get to assess whether or not you have the competencies
found among entrepreneurs. In addition, a brief lesson on the Business
Environment and Idea Generation is provided to help contextualize how
your skills might be useful for an entrepreneurial venture. Read on to find
out!
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 LM- Grade
Cookery 9

CONCEPT
REVIEW
Entrepreneur
An entrepreneur is comprehensively defined by Zimmerer &
Scarborough (2005) as someone who “creates a new business in the face
of risk and uncertainty for the purpose of achieving profit and growth by
identifying significant opportunities and assembling the necessary
resources to capitalize on them” (p.3). They are the ones who act on
their business ideas.

Personal Entrepreneurial Competencies

There have been many studies to characterize “the entrepreneurial
personality”; although there is no isolated set of traits that guarantee
success, there were identified behaviors found common to most
successful entrepreneurs. There is a well-known research on human
behavior done by McClelland and McBer which identified 10 behavioral
patterns organized into three general clusters: the achievement, planning,
and power clusters (SERDEF, 2007; 1998). It was found out that these
behaviors were also typical entrepreneurial behaviors. The
entrepreneurial qualities, more known as the Personal Entrepreneurial
Competencies (PECs) are as follows:

Achievement Cluster
 Opportunity seeking – Entrepreneurs have a good eye for spotting
business opportunities and act on these opportunities
appropriately.
 Persistence - Entrepreneurs do not easily give up in the face of
obstacles. They will take repeated or different actions to overcome
the hurdles of business. This includes making a personal sacrifice
or extraordinary effort to complete a job.
 Commitment to work contract - Entrepreneur do their best to
satisfy customers and to deliver what is promised. They accept full
responsibility for problems when completing a job for customers.
 Risk-taking - Entrepreneurs are13known for taking calculated risks
and doing tasks that are moderately challenging.
 LM- Grade
Cookery 9
 Demand for efficiency and quality - Entrepreneurs see to it that
the business meets or exceeds existing standards of excellence
and exerts efforts to improve past performance and do things
better. They set high but realistic standards.

Planning Cluster
 Goal setting - Entrepreneur knows how to set specific,
measurable, attainable, realistic, and time-bound (SMART) goals.
It is easy for them to divide large goals into short-term goals.
 Information seeking - Entrepreneur update themselves with new
information about her customers, the market, suppliers, and
competitors. This is rooted to their innate sense of curiosity.
 Systematic planning and monitoring - Entrepreneurs develop and
use logical, step-by-step plans to reach their goals. They monitor
progress towards goals and to alter strategies when necessary.

Power Cluster
 Persuasion and networking - Entrepreneurs know how to use the
right strategies to influence or persuade other people. They have
naturally established a network of people who they can turn to in
order to achieve their objectives.
 Self-confidence - Entrepreneurs have a strong belief in themselves
and their own abilities. They have self-awareness and belief in
their own ability to complete a difficult task or meet a challenge.

Assess your Personal Entrepreneurial Competencies by answering the

items in the next page.

Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire

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 LM- Grade
Cookery 9
Read each statement carefully and answer honestly based on how well it describes you.
There are five choices as follows: Please write the number you have selected on the
space before each statement. Some statements may be similar but no two are exactly
alike. go through each statement and answer all the items.
Please 5 = Always
4 = Usually
3 = Sometimes
2 = Rarely
1 = Never

1. I look for things that need to be done.

2. When I am faced with a difficult problem, I spend a lot of
time trying to find a solution.
3. I complete my work on time.
4. It bothers me when things are not done very well.
5. I prefer situations in which I can control the outcomes as much as possible.
6. I like to think about the future.
7. When starting a new task or project, I gather a great
deal of information before going ahead.
8. I plan a large project by breaking it down into smaller tasks.
9. I get others to support my recommendations.
10. I feel confident that I will succeed at whatever I try to do.
11. No matter whom I’m talking to, I’m a good listener.
12. I do things that need to be done before being asked to by others.
13. I try several times to get people to do what I would like them to do.
14. I keep the promises I make.
15. My own work is better than that of other people work with.
16. I don’t try something new without making sure I will succeed.
17. It’s a waste of time to worry about what to do with your life.
18. I seek the advice of people who know a lot about the tasks I am
working on.
19. I think about the advantages and disadvantages or
20. different ways of accomplishing things.
I do not spend
21. much time thinking how to influence others. I change my
22. mind if others disagree strongly with me.
I feel resentful
23. when I don’t get my way. I like challenges
24. and new opportunities.
When something gets in the way of what I’m trying to
25. do, I keep on trying to
accomplish what I want.
I am happy26.to do someone else’s work if necessary to get the job done on time.
It bothers me
27. when my time is wasted.
I weigh my28.chances of succeeding or failing before I decide to do something.
The more specific I can be about what I want out of life, the more chances I have to
29. succeed.
I take action
30.without wasting time gathering information.
I try to think of all the problems I may encounter and plan what to do if each problem
occurs.
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 LM- Grade
Cookery 9
31. I get important people to help me accomplish my goals.
32. When trying something challenging, I feel confident that I will succeed.
33. In the past, I have had failures.
34. I prefer activities that I know well and with which I am comfortable.
35. When faced with major difficulties, I quickly go on to other things.
36. When I am doing a job for someone, I make a special effort to make sure
that person is happy with my work.
37. I am never entirely happy with the way things are done; I always think there
must be a better way.
38. I do things that are risky.
39. I have a very clear plan for my life.
40. When working on a project for someone, I ask many questions to be sure
I understand what that person wants.
41. I deal with problems as they arise, rather than spend time trying to
anticipate them.
42. In order to reach my goals, I think of solutions that benefit.
43. I do very good work.
44. There have been occasions when I took advantage of
45. someone.
46. I try things that are very new and different from what I
have done before.
47. I try several ways to overcome things that get in the way of reaching my
goals.
48. My family and personal life are more important to me than work deadlines I
49. set for myself.
50. I find ways to complete tasks faster at work and at home.
I do things that others consider risky.
51. I am as concerned about meeting my weekly goals as I am for my yearly
52. goals.
53. I go to several different sources to get information for tasks or projects.
If one approach to a problem does not work, I think of another approach.
54. I am able to get people who have strong opinions or ideas to change their
55. minds.
I stick with my decisions even if others disagree strongly with me.
When I don’t know something, I don’t mind admitting it.
score. The point system will indicate whether you manifest strong
Please proceed to the next section where you
may or
tendencies determine your
weak inclinations towards a particular behavior.

Source: Liberal, AE. E. (2007). Appraising and developing

yourself for an entrepreneurial career. (Eds.) Maghirnf, T., Librando,
P., Esguerra, D., & Recio, D. In Introduction to Entrepreneurship.
Quezon City: Small Enterprises Research and Development
Foundation, Inc. in cooperation with UP-ISSI. pp: 41-43.

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 LM- Grade
Cookery 9
PEC’s Scoring Sheet
Please enter your ratings in the PECs scoring sheet. The number in
parenthesis
corresponds to the questionnaire item number. Notice that the item
numbers are listed consecutively for each column. Perform the
addition and subtraction as indicated in each row to compute for each
PEC. Rating of Statements Score PECs
+ + - + + 6 = Opportunity

(1) (12) (23) (34) (45) Seeking

+ + - + + 6 = Persistence

(2) (13) (24) (35) (46)

+ + + - + 6 = Commitment to

(3) (14) (25) (36) (47) work contract

+ + + - + 6 = Demand for Efficiency

(4) (15) (26) (37) (48) & Quality

- + + + + 6 = Risk taking

(5) (16) (27) (38) (49)

- + + + + 6 = Goal setting

(6) (17) (28) (39) (50)

+ - + + + 6 = Information seeking

(7) (18) (29) (40) (51)

+ + - + + 6 = Systematic planning

(8) (19) (30) (41) (52) & monitoring

- + + + + 6 = Persuasion &

(9) (20) (31) (42) (53) Networking

- + + + + 6 = Self-confidence

(10) (21) (32) (43) (54) 17

- - - + + 18 = Correction Factor
 LM- Grade
Cookery 9
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an
entrepreneurial career. (Eds.) Maghirang, T., Librando, P., Esguerra,
D., & Recio, D. In Introduction to Entrepreneurship. Quezon City: Small
Enterprises Research and Development Foundation, Inc. in
cooperation with UP-ISSI. pp: 43-44.

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 LM- Grade
Cookery 9
The PECs Scoring Sheet with Correction Factor

The Correction Factor is used to provide a more accurate

assessment of the PECs of each respondent. If the total score of items
11, 22, 33, 44, and 55 is 20 or greater, then the total score on the ten
PECs must be corrected. Use the table below to determine the
corrected score.
Subtract the following
If the correction factor is: number from each PECs
score:
24 or 25 7
22 or 23 5
20 or 21 3
19 or less 0

Correct each PECs score before using the Profile

Sheet
Corrected Score Sheet
PECs Original Correction Corrected Score
Opportunity seeking - =

Persistence - =
Commitment to work contract - =
Demand for quality & efficiency - =
Risk taking - =
Goal setting - =
Information seeking - =
Systematic planning & monitoring - =
Persuasion & networking - =
Self-confidence - =
Corrected Total Score:
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an
entrepreneurial career. (Eds.) Maghirang, T., Librando, P.,
Esguerra, D., & Recio, D. In Introduction to Entrepreneurship.
Quezon City: Small Enterprises Research and Development
Foundation, Inc. in cooperation with UP-ISSI. pp: 44-45.

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 LM- Grade
Cookery 9
Personal Entrepreneurial Competencies (PECs) Profile Sheet
Transfer the corrected PECs score to the profile sheet by marking
an “X” at the appropriate point on the horizontal line provided for each
PEC category. After plotting your PECs score, connect all the “Xs” with a
heavy line.

SAMPLE PECs PROFILE

Opportunity seeking

Persistence
X
Commitment to work contract
X
Demand for quality & efficiency
X
Risk taking
X
Goal setting X
Information seeking X
Systematic planning & monitoring X
Persuasion & networking X

Self-confidence X

X
0

10

15

20

25

Interpretation
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an
A entrepreneurial
lower score means a ‘weak’
career. (Eds.) performance
Maghirang, T.,and a
Librando, P.,
Esguerra,
higher score D., & to
translates Recio,
a D. In Introduction to Entrepreneurship.
Quezon City: Small Enterprises Research and Development
‘strong’ performance on a particular competency. A ‘weak’
Foundation, Inc. in cooperation with UP-ISSI. pp: 45-46.
performance should be regarded as a challenge or an opportunity for
improvement rather than a cause for worry. Improving a competency
20
entails enough determination, correct practice and strategies, and time
for maturation.
 LM- Grade
Cookery 9

LEARNING OUTCOME 2:
UNDERSTAND BUSINESS ENVIRONMENT & BUSINESS
IDEAS

Business Environment and Market

The study of the business environment in a particular location has
far- reaching and long-term effects on a small or micro enterprise’s
viability. In fact, business ideas and opportunities are partly shaped or
determined by the business location. Unless it is possible to migrate to
more favorable locations, the ideas and opportunities for business will
oftentimes be delimited to the surrounding areas.

The business environment consists of both the tangible and

intangible factors that affect either the external or internal business
operations. They may include the land area available for economic zones,
the physical layout and barriers such as rivers, parks or lakes, and building
obstructions as well as the transportation network; all of which are
considered tangible factors. They also include the demography of clients
and suppliers, the competitors in the locale/area and the available
technology for production. The intangible factors, on the other hand,
include the sub-culture, industry trends, economic and government
activity or the political situations in the area.

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 LM- Grade
Cookery 9

Natural & Physical Demography

Environment Potential target
Living conditions, client, migration
Facilities, Barriers pattern

Culture
Government
YOUR Sub-culture,
Regulations
BUSINESS Race, Emotional
Policies
environment

Economy
National Technology
International Trend
- Production
Competitors
Natural and Physical Environment. This concerns the physical location
of a business’ store. The natural environment also pertains to the natural
and man-made structures that may enhance the beauty of the location,
such as a park or a sea front view, or serve as barrier to the location, such
as a dump site or high rise structures that obstruct a view. The living
condition in an area also serves as a standard for the ambience you want
to create for your store.

There is also a phenomenon referred to as clustering, where a

particular type of product is offered within the same area. For instance,
most guitar shops are clustered along the intersection of V. Mapa and
Aurora Avenue in Metro Manila; Filipino craft stores crowd the area under
the Quiapo bridge; or car accessories are found in Banawe area.

The key word to have in mind when scanning the physical

environment is the visibility of your intended store to the potential clients.

Demography. This pertains to the number of people living in the

area, their age, gender, socio-economic status, family size, religion and
even growth trends. These are invaluable information that can help
entrepreneurs in matching their product to the target market, in
deciding for the marketing strategy, pricing and product packaging
22
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 LM- Grade
Cookery 9
Culture. Culture or sub-culture, being the totality of the way of life,
ideas and customs of a set of people or society, primarily influence the
types of products that are acceptable to a particular locality. For
example, the influence of the Japanese culture gave rise to minimalist
designs. A sub-culture also shapes the ‘emotional’ environment of an
area. For instance, the feeling of ‘fear’ for a specific location may serve
as a barrier for a business; a place where one does not feel safe because
of the prevalence of crime will discourage entrepreneurs.

Changes in the lifestyle, which is brought about by changes in the

population demography and the economy, also affect a business. These
lifestyle changes may be the increase of women’s participation in the
world of work, change in buying patterns and shift in tastes.

Government Regulations. The laws and policies of the national and

local government units also influence the business operations. Some
examples of policies that directly affect entrepreneurs are the imposition
or removal of taxes for products, the establishment of economic zones and
assistance in product labeling and packaging of products. In addition,
improvement of facilities and roads improve transportation network that
facilitates transfer of products from one area to another or promotes
accessibility for consumers.

Economy. This pertains to the management of resources and study

of the system of production, distribution, and consumption of goods and
services. A country’s economy influences both the entrepreneurs and
consumers as it relates to the financial matters of business like taxes and
interest rates and to the quality of life, cost of utilities and services,
among others. Even small scale entrepreneurs must learn to study
economic indicators to improve business forecasts, such as when to buy
certain materials and supplies, when to open a store or introduce new
products based on consumer spending, or when to hire employees. Some
examples of economic indicators include the (a) Gross Domestic Product
(GDP) which increases when a country’s economy is doing good; (b)
Unemployment rate which indicates that more unemployed people
usually signal an economy getting worse; and (c) Price Indexes and
23
Inflation rates which determine the buying power of consumers.
 LM- Grade
Cookery 9
The existing enterprises, who are either direct or indirect
competitors, are also part of the business environment. It is important to
scout for products or services that answer a similar need to what you
intend to provide. Think of how you can create a niche that will
differentiate your product from the other businesses – either in
specifying a target market or in differentiating your product quality or
price. The key concept to think about is acquiring a reasonable market
share despite of the competition.

Technology. Technological changes are inventions based on the

application of science that create new product or process improvements.
Some examples of technological changes are mobile tools that enable
online connection, new business tools for analysis and database, social
networks and modern, digital equipment.
These advances in technology result to efficiency and productivity
at a lesser cost. It can be observed that sending message through e-mail
provides a cheaper and faster means compared to hand-delivered mails
(snail mails). An entrepreneur can benefit from technological changes by
identifying the appropriate technological solution available in the area or
locale.

At this point, it must be quite clear why an environment scanning

of an area considered as business site is helpful for the entrepreneur. In
fact, the impact of the factors in the business environment does not only
include the business operation but is even relevant at the start of the
venture – during the business idea generation and opportunity
identification stage. A concise guide on how to spot and identify business
opportunities are provided in the following section. Keep reading!

Spotting and Identifying Business Opportunities

Spotting business opportunities is one of the most essential

aspects of entrepreneurship. An entrepreneur must have a keen eye for
identifying opportunities that can potentially turn into a good product or
business venture. At the same time, an entrepreneur should also know
which opportunities to drop and which ones to develop.

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 LM- Grade
Cookery 9
Idea Generation

The first step in identifying a good business opportunity is to

look for many opportunities. This is called the idea generation phase
(SERDEF, 2007). The following are good sources of business ideas
(Hisrich, Peters, & Shepherd, 2008; Looser & Schlapfer, 2001).

1. Personal hobbies and interests

2. Everyday experiences, travel, and adventures
3. Suggestions from family members and friends
4. Problems that need solutions
5. Problems with existing products
6. Books, magazines, news
7. Observing, listening around you

Screening Business Ideas

Once you have generated a number of business opportunities and

ideas, the next step is to select and screen these. Though there can be
many ways to do this, a good way to proceed is to screen your ideas
based on 1) your personality and personal preferences and 2) the
characteristics of a good business (SERDEF, 2007). Consider the following
criteria:

1. Personality and Personal Preferences

a. Personal Preference
b. Education, Skills, and Experience
c. Work Experience
d. Support from family and friends
2. Characteristics of a good business
a. Demand for Product
b. Availability of skills, raw materials, technology, and capital
c. Profitability
d. Sustainability

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 LM- Grade
Cookery 9

SWOT Analysis
Once you have chosen your business idea, the next step is to
conduct a SWOT analysis in order to determine the Strengths,
Weaknesses, Opportunities and Threats of your potential business. This
step will help you improve your business of choice and prepare for
challenges. The table below will help you differentiate among these four
features.

Po s i t i v e Negative

Strengths Weaknesses
set of problems,
positive factors
d i ffi cu l ti es o r
th a t c o n t r i b u t e t o
shortcomings
the favorability of
C o n t ro l l a b l encountered b y
a business
e Fa c t o r s the b u sin ess
opportunity
Examples:
Examples:
Cheap raw
Inexperienced
materials Skilled
owner Lack of
employees Ea s e of
working capital
management Small
Po o r location
capital outlay

Opportunities Threats
p o s i t i v e f a c t o r s th a t negative factors
a re n o t within the th a t a r e b e y o n d
c o n t ro l o f t h e t h e c o n t ro l o f t h e
business. business
U n c o n t ro l l a b l Examples:
e Fa c t o r s A b s e n c e of similar Examples:
p rod u cts in th e Rising costs
ma rket N e w Raw
ma r kets being material
developed shortages
Growing d e m a n d To o m a n y
for s i m i l a r competitors
p r o d u c t s Fa v o r a b l e
g o v e r n m e n t policy
Remember to refer back to these guidelines and tools when
you are ready to think of your next business ideas!

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Cookery 9

REFERENCES:

Histrich, R., Peters, M., & Shepherd, D. (2008). Entrepreneurship.

New York: McGraw-Hill.
Liberal, A.E. (2007). Appraising and developing yourself for an
entrepreneurial career. In T. Maghirang, P. Librando, D. Esguerra, &
D. Recio (eds.), Introduction to entrepreneurship (2nd ed.). Quezon
City: Small Enterprises Research and Development Foundation, Inc.

Looser, U. & Schläpfer, B. (2001). The new venture adventure. New

York: McKinsen and Company.

Zimmerer, T. and Scarborough, N. (2005). Essentials of

entrepreneurship and small business management. 4th ed. New
Jersey: Pearson Education Inc.

CREDITS FOR IMAGE USED:

Fat Pencil courtesy of OpenClipArt.org

Free font “KGWays to Say Goodbye” by Kimberly
Geswein at www.dafont.com

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 LM- Grade
Cookery 9
Quarter I

Lesson 1
CLEAN AND MAINTAIN KITCHEN TOOLS, EQUIPMENT INCLUDING
KITCHEN PREMISES (KP)
(2 WEEKS)

Objectives
At the end of the lesson, you are expected to:
1. clean, sanitize and store kitchen tools and equipment and
2. clean and sanitize kitchen premises.

Cleanliness is vital in every kitchen where food is prepared,

cooked and served. In order to avoid food contamination, kitchen
tools, equipment and other utensils used in the preparation of
foods as well as its premises should be cleaned and sanitized, and
store properly after each use.

Pre - Test
A.) Direction: Below are jumbled letters. Write the correct
spelling opposite the scrambled letters. Write your
1. AINSZTEI
answer on your test notebook.
-
2. PENMEQUTI -
3. NGILCAEN
-
4. CNKTIEH
-
5. LCEHIMAC
B.) Directions:
- Multiple Choice. Read the following statements
carefully
6. PERAETPIZ -
7. ELSHERIS .Choose the letter that best describes the
- statement. Write your answer on your quiz
notebook.

a. Glass
1. Which c. Cast
of the following is a material Iron
used for salad making
b. Aluminu d. Stainless
and dessert that need great care to ensure long shelf life?
2. Which
m of the following appetizers are made out of thin slices
Steel
of bread in different shapes?
a. Relish C. Hors D’
b. Cockta Oeuvres
il d. Canapé
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 LM- Grade
Cookery 9
3. Aling Tessie find it hard to remove tough soils from the used
pots and pans. It does not respond to different cleaning
agents she used. If you will help her, which of the following
will you recommend that will surely solve her problem?
a. Abrasive c. Detergent
b. Acid d. Solvent
4. It is small pieces or portions ofCleaner
Cleaner highly seasoned food,
usually served before a meal to induce and stimulate one’s
appetite.
a. Appetiz c. Hamburger
er d. Salad
b. Dessert dressing
5. Sherwin owns a restaurant. He is awake up to 12 midnight in
order to supervise the business and sees to it that he has
enough supply of materials the next day. This kind of
character
a. creativeshows that he is c.
b. passionat motivated
e of the following situations
6. Which d. is good housekeeping
practice best shown?committed
a. emptying the garbage can every other day.
b. using imported sanitizing and disinfecting materials
c. spraying air freshener before and after leaving the room.
d. planning and implementing a program of regular cleaning
of fixtures, furniture and home appliances
7. Which of the following knife is used for trimming and paring
fruits and vegetables?
a. Butcher c. Paring
knife knife
8. Which of the following appetizers
b. French are made of seafood or
d. Shears
fruit, usually
knife with a tart or tangy sauce?
a. Canap c.
é Relish
9. Your younger sister accidentally
b. Cockta d. swallowed poison. What
il aid treatment should you Salad
first do?
a. Read the label of the poisonous material
b. Remove anything remaining in the mouth
c. Give her a glass of water or any fruit juice
d. Give her a spoonful of sugar or any kind of sweets
10.Which of the following is the proper order in washing the
dishes?
a. utensils, chinaware, silverware, glassware
b. silverware, utensils, glassware, chinaware
c. chinaware, glassware, utensils, silverware
d. glassware, silverware, chinaware, utensils

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 LM- Grade
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11.Which of the following is the proper order/steps in
cleaning kitchen premises?
1. Rinse all surfaces with cold to hot water to remove
thoroughly all
remaining chemical solution and food soil residues
2. Remove residual food soils from equipment surfaces
3. Scrape and Pre-rinse
4. Rinse all equipment surfaces sanitizing agent
A. 4 3 2 1 B. 2 3 1 4 C. 3 2 1 4 D. 1 2 3
4
12.Which of the following should be practiced when using
cutting board to reduce the spread of bacteria?
A. Use the same chopping board for different kinds of food
B. Keep separate chopping board for your meat and your
vegetables
C. Clean the chopping board if needed
D. Scrape chopping board before using

Learning Outcome 1
Clean, Sanitize and Store Kitchen Tools and Equipment

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

1. recognize kitchen tools and equipment to be cleaned and
sanitized;
2. identify the chemicals to be utilized in cleaning and
sanitizing kitchen tools and equipment;
3. prepare cleaning agents in accordance with the
manufacture’s instruction/procedure;
4. clean and sanitize kitchen tools and equipment; and
5. store cleaned kitchen tools and equipment.

Cleaning and sanitizing kitchen tools and equipment

must be part of the standard operating procedures that make
up your food safety program. Improper cleaning and
sanitizing kitchen surfaces allow harmful microorganisms to
be transferred from one food to another.

The following are list of cooking materials, kitchen

utensils and equipment that are commonly found in the kitchen.

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Cookery 9
Tools/Equipment Description
Cooking Materials
Aluminum is mostly used in
the
kitchen and most popular
because it is lightweight,
attractive and less expensive.
It requires care to keep it shiny
and clean. It also gives even
heat distribution no matter what
heat temperature you have. It is
available in sheet or cast
aluminum. Since it is a soft
metal, the lighter gauges will
dent and scratch easily, making
the utensil unusable.
Aluminum turns dark when
used with alkalis, such as
potatoes, beets, carrots and
other vegetables while acid
vegetables like tomatoes will
brighten it.
Stainless Steel is the most
popular
material used for tools
and equipment, but it is more
expensive. It is easier to clean
and shine and will not wear out
easily. Choose those with
copper, aluminum or laminated
steel bottoms to spread heat
and keep the pot from getting
heat dark spots. Stainless steel
utensils maybe bought in many
gauges, from light to heavy.
Glass is use for salad making and
dessert but not practical for
top or surface cooking. Great
care is needed to ensure for
long shelf life. How to take care
of Glass?
1.To remove stain, use 2
table spoon of liquid
bleach per cup of
water when soaking and
cleaning.
2. Use baking soda to
31 remove grease crust
and boiled vinegar as
final rinse.
3. Use nylon scrub.
 LM- Grade
Cookery 9

Cast Iron is durable but must be

kept oiled to avoid rusting. Salad
oil with no salt or shortening can
be rubbed inside and out and
dried. Wash with soap (not
detergent) before using.

Double boiler is used when

temperature must be kept
below boiling, such as for
egg sauces, puddings, and to
keep food warm without
overcooking.

Teflon is a special coating applied

inside aluminum or steel pots
and pans. It prevents food from
sticking to the pan.
It is easier to wash and clean,
but take care not to scratch
the Teflon
coating with sharp instrument
such as knife or fork. Use
wooden or plastic spatula to turn
or mix food inside.

Care of the Cooking Ware

After using any cookware, they must be allowed to cool before

washing and soaking to prevent accidental burns from handling
and to prevent damage. They should be free from all grease,
food, etc. by washing them using warm soapy water and rubbing
them with a steel wool cleaner and rinse thoroughly with warm
water. Drying them using a cloth after washing may preserve its
appearance. If food or grease is badly burned on the surface of a
utensil, the pan should be filled with water and allowed to boil
hard for five minutes. This will loosen the burned food and the
pan may be clean in the usual manner.

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 LM- Grade
Cookery 9
Kitchen Tools

Can opener is used to open a

food containers.

Colanders also called a

vegetable strainer which are
essential for various tasks
from cleaning vegetables to
straining pasta or contents.

Plastic and Hard Rubber are

used for cutting and chopping.
They are dull than knives.
Plastics are greatly durable and
cheap but may not last long.

Cutting boards are wooden or

plastic board where meat, fruits
and vegetables are cut. Using
plastic cutting board is more
sanitary than wooden board as it
does not absorb food juices that
can serve as medium for
bacterial growth.

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 LM- Grade
Cookery 9

Funnels – are used to fill jars,

made of various sizes of
stainless steel, aluminum, or of
plastic.

Garlic Press is a kitchen tool

which is specifically designed
for the purpose of pulping
garlic.

Graters are used to grate,

shred, slice and separate
foods such as carrots,
cabbage and cheese.

Kitchen shears. They are

practical for opening food
packages, cutting tape or string
or simply remove labels or tags
from items. Other cutting tools
such as box cutters are also
handy for opening packages.

Potato masher is used for

mashing cooked potatoes,
turnips, carrots or other soft
cooked vegetables.

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 LM- Grade
Cookery 9

Rotary egg beater – used for

beating small amount of eggs or
batter. The beaters should be
made of stainless steel.

Scraper- a rubber or silicone tool

used to blend or scrape the food
from the bowl.

Serving spoons- a small,

shallow bowl on a handle used
in preparing, serving, or eating
food.

Serving tongs used to grab and

transfer food items, poultry or
meat portions to a serving
platter, hot deep fryer, and
plate. It gives you a better grip
especially when used with a
deep fryer, a large stock pot or
at the barbecue.

Spatula – is used to level off

ingredients when measuring
and to spread frostings and
sandwich fillings.

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 LM- Grade
Cookery 9

Spoons – solid, slotted, or

perforated which are made of
stainless steel or plastic. The
solid ones are used to spoon
liquids over foods and to lift
foods, including the liquid out of
the pot.

Temperature scales – are used to

measure heat intensity. Different
thermometers are used for
different purposes in food
preparation – for meat, candy or
deep-fat frying and other small
thermometers are hanged or
stand in ovens or refrigerators to
check the accuracy of the
equipment’s thermostat.

Whisks. It is used for blending,

mixing, whipping eggs or
batter, and for blending
gravies, sauces, and soups. The
beaters are made of looped,
steel piano wires which are
twisted together to form the
handle.

Wooden spoons are made of

hard wood which are used for
creaming, stirring, and mixing.

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 LM- Grade
Cookery 9
Measuring Tools

Measuring cup for liquid

ingredients – are commonly
made up of heat-proof glass
and transparent so that liquid
can be seen.

Household Scales – are used to

weigh large quantity of
ingredients in kilos, commonly
in rice, flour, sugar, legumes or
vegetables and meat up to 25
pounds.

Scoops or dippers – are used

to serve or scoop soft foods,
such as fillings, ice cream,
and mashed potato.

Measuring Spoons come in variety

of sizes, shapes, materials and
colors. These are used to
measure smaller quantities of
ingredients called for in the
recipe like: 1 tablespoon of
butter or 1⁄4 teaspoon of salt.

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 LM- Grade
Cookery 9
Kinds of knives according to use:
French knife – or commonly
called as chief’s knife is used to
chop, dice, or mince food.
Heavy knives have a saber or
flat grind.

Fruit and salad knife – is used

to prepare vegetables, and
fruits.

Kitchen knives often referred to

as cook's or chef's tools, used for
all types of kitchen tasks such as
peeling an onion, slicing carrots,
carving a roast or turkey, etc.

Citrus knife –has a two-sided

blade and serrated edge. It is
used to section citrus.

Paring knife – is used to core,

peel, and section fruits and
vegetables.
Blades are short, concave with
hollow
ground.
Vegetable peeler is used to
scrape
vegetables, such as carrots
and potatoes, and to peel fruits.
The best ones are made of
stainless steel with sharp double
blade that swivels.

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 LM- Grade
Cookery 9
Equipment
Equipment may refer to a small electrical appliance, such as
a mixer, or a large, expensive, power-operated appliance
such a range or a refrigerator.
Equipment like range, ovens, refrigerators (conventional,
convection and microwave) are mandatory pieces in the
kitchen or in any food establishment.
Refrigerators/freezers are
necessary in preventing
bacterial infections from foods.
Most refrigerators have special
compartment for meat, fruits
and vegetables to keep the
moisture content of each type of
food. Butter compartment
holds butter separately to
prevent food odors from spoiling
its flavor. Basically, refrigerator or
freezer is an insulated box,
equipped with refrigeration unit
and a control to maintain the
proper inside temperature for food
storage.

Oven- a chamber or compartment

used for cooking, baking, heating,
or drying.

Microwave ovens used for cooking

or heating food.

Blenders are used to chop, blend,

mix, whip, puree, grate, and
liquefy all kinds of food. A blender
is a very useful appliance. They
vary in the amount of power
(voltage/wattage).

39
 LM- Grade
Cookery 9
Care of Kitchen Tools and Equipment
Any kitchen tools and equipment will last long if given proper
care. The stove, sink and cabinets should be cleaned and
sanitized regularly. The garbage can should be kept covered,
cleaned and emptied often. Small tools and equipment such as
paring and butcher knives, kettles, pots and other tools should
receive regular care by cleaning and sanitizing them after using.
Warm water will facilitate removing of grease. The use of vinegar
added to water is very good disinfectant and stain/grease remover.
Be sure to air dry them before storing because moist utensils will
attract cockroaches and wet shelves can develop disagreeable odor.

Factors that influence the cleaning process

 Soil – varying degrees of food soil will be deposited on the
equipment during production. These food soils will require
complete removal during the cleaning process and will
affect the cleaning compound used, along with the method of
cleaning.

 Time – the longer a cleaning solution remains in contact

with the equipment surface, the greater the amount of food
soil that is removed. More time in contact with the soil
reduces the chemical concentration requirements.

 Temperature – soils are affected by temperature in varying

degrees. In the presence of a cleaning solution most soils
become more readily soluble as the temperature increases.

 Chemical concentrations – it varies depending on the

chemical itself, type of food soil, and the equipment to be
cleaned. Concentration will normally be reduced as time and
temperature are increased.

 Mechanical force – is as simple as hand scrubbing with a

brush or as complex as turbulent flow and pressure inside a
pipeline. This aids in soil removal and typically reduces time,
temperature and concentration requirements.

 Water – minerals in hard water can reduce the effectiveness

of some detergents or a sanitizers. Water pH ranges
generally from pH5-8.5. However, highly acidic water may
require additional buffering agents. Water used for cleaning
and sanitizing must be potable and pathogen free.
40
 LM- Grade
Cookery 9
Chemicals used in cleaning and sanitizing kitchen tools and
equipment.

Cleaning is the process of removing food and other types of

soil from a surface, such as a dish, glass, or cutting board.
Cleaning is done with a cleaning agent that removes food, soil,
or other substances. The right cleaning agent must be selected
because not all cleaning agents can be used on food-contact
surfaces. (A food-contact surface is the surface of equipment or utensil
that food normally comes into contact.) For example, glass
cleaners, some metal cleaners, and most bathroom cleaners
cannot be used because they might leave an unsafe residue on the
food contact surface. The label should indicate if the product can
be used on a food-contact surface. The right cleaning agent must
also be selected to make cleaning easy. Compound
Cleaning

1. Detergents. These are

cleaning agents, solvents or
any substance used to wash
tablewares, surfaces, and
equipment. Example: soap,
soap powders, cleaners, acids,
volatile solvents and abrasives.

2. Solvent Cleaners commonly

referred to as degreasers used
on surfaces where grease has
burned on. Ovens and grills are
examples of areas that need
frequent degreasing. These
products are alkaline based and
are formulated to dissolve
grease.

41
 LM- Grade
Cookery 9

3. Acid Cleaners. Used

periodically
in removing mineral deposits
and other soils that detergents
cannot eliminate such as scale
in washing machines and
steam tables, lime buildup on
dishwashing machines and
rust on shelving. (Ex.:
phosphoric acid, nitric
acid,etc.) These products vary
depending on the specific
purpose of the product.

4. Abrasives – are generally used

to remove heavy accumulations of
soil that are difficult to remove
with detergents, solvents and
acids. These products must be
carefully used to avoid damage to
the surface being cleaned.
Other chemicals used for cleaning and/or sanitizing kitchen
equipment and utensils are the following:

1. ammonia
2. dish washing liquid
3. chlorine
4. carbolic acid
5. timsen
6. disinfectants
7. soap

42
 LM- Grade
Cookery 9
Review of Lesson 1 (Learning Outcome 1)

A. Direction: Below are pictures of chemicals used to clean and

sanitize kitchen tools and equipment. Write your answers in your test
notebook.

A. Name Me

Picture of solvent Picture of detergents Picture of acid cleaner

cleaner

1 2
3
Are you ready to clean kitchen tools and equipment? Below are
procedures on how to wash dishes.

Steps in Washing Dishes

1.) Wear rubber gloves if you have

dry hands or other skin problem. If
you are wearing long sleeves, roll
them up or put them under the
gloves. Wear aprons too.

43
 LM- Grade
Cookery 9

2.) Scrape all the large pieces of food on

the dishes and place it in a compost bin
or garbage can.

3.) Stack the dishes in the proper order namely: glassware,

silverware, chinaware, and utensils. Stack them to the right
of the sink so that work progresses from right to left.

4.) Fill the sink with water and add a

considerable amount of detergent. The
hotter the water, the better it’s sanitizing
and grease- cutting properties but use
tolerable heat (66oC (150oF) or above.) so
not to scald yourself. Use rubber gloves.

5)Wash the lightest soiled

items first. Start with glasses,
cups, and flatware. Soap
each piece individually and
rinse in hot water.

6)Wash plates, bowls, and serving dishes. Remember to scrape

these items before washing. Soap each piece gently and
individually and rinse in hot water. Remember to keep an eye
when you should change the dish washing water.

44
 LM- Grade
Cookery 9

7.) Wash pots and pans last. Soak them

first. Wash the pans thoroughly and
don’t forget to clean the bottoms. If
anything was burnt or overcooked to
pots or casserole dishes, put a little
extra soap and water in it and let it
stand while you wash the other
dishes. Take note that any
oil residue left will lead to burn food during the next
cooking session.

8.) Lay your dishes out on a rack to air-dry

or wipe them clean with a towel.

9.) There should be no visible matter and no

"greasy" feel. Run a hand over the dish to
ensure that they are thoroughly cleaned. If
there are still some grease remaining,
consider rewashing the item.

10)Rinse out brush, sponge and

allow to dry. Sterilize your equipment
often using boiling water with bleach.
When a sponge or brush starts to
smell unpleasant, throw it away.

11)Wipe down the sink and your tools. Wipe down the
sink, dish drainer, and dishpan. Any rags, dish cloths, or
sponges need to be left out to air dry, or thrown into the
washing machine.
Remember to replace sponges and rags frequently.

45
 LM- Grade
Cookery 9

Tips and warnings to observe in washing the dishes

 Wash glassware first, before greasy pots and pans.
 Rubber gloves will protect hands and manicures, and allow
you to use hotter water for washing and/or rinsing.
 Dishes may be hand dried with a clean cloth.
 Try adding a tablespoon of baking soda to soapy water to
soften dirt while cutting grease.
 Never dump sharp knives into soapy dishwater where they
cannot be seen.
 Laundry detergents or automatic dishwater detergents
should not be used for hand washing dishes.
 Keep dishwashing liquid out of the reach of children.

Tips:
1. Dishes can be washed easily if you keep them under the
water while scrubbing them for particles to lift
away. Bring the dish out of the water to check for
any missed spots.
2. Stacking a few dishes in the sink at a time allows dishes a few
minutes of soaking time while you wash another dish.
3. Try drying pots and pans with a paper towel to reduce residue
from the pan which causes staining the dishcloth.
4. Don’t soak aluminum while dishwashing for it may cause
darkening.
Dish washing silverware can be tricky. Use a lint free cloth
for drying silverware.

Washing with the Dishwasher

Load it up.

46
 LM- Grade
Cookery 9
Fill your dishwasher logically. Establish a routine, and stick with it
for most loads.

Things to consider: Many dishwashers have a

variety of spacing]s to accommodate large bowls,
small bowls, utensils, dishes, and plates of
varying sizes—on the bottom shelf. The top shelf
is given to shorter items such as glasses, mugs,
jars, and long utensils such as spatulas and
stirring spoons.

Don't crowd the dishes. Fill your

dishwasher full, but not crammed—
you'll maximize the cleaning
capacity of your dishwasher and
minimize excessive water usage.

Add detergent. Fill the detergent dispenser

with cleanser either liquid or powder and
close it up.

o You can add extra cleanser in a

secondary cup should your dishes be
excessively filthy.
o Add a rinsing agent to prevent
spotting, if necessary.

Turn it on. Set the timer as necessary. A shorter

time for lightly-soiled dishes, or a longer time
for heavily- soiled pots, pans, and dishes.

47
 LM- Grade
Cookery 9

Dry the dishes. You can use a heated dry (but be

careful of plastic dishes or containers), or use air
drying. Dishes will still dry relatively quickly, as
dishwasher water is usually heated to 140°F.

How to Clean, Remove Stains, Sanitize, and Store Your Cutting Board

The kitchen cutting board gets a lot of

use and this means that it gets a lot of
exposure to bacteria.
Proper cleaning of the cutting board is
essential to your good health. Whether you use
a wood or a plastic
cutting board, you should clean and
sanitize it after every use.
Cleaning the Cutting Board

After you used the cutting board for slicing, dicing, or

chopping all kinds of neat goodies, use a metal scraper or
spatula to scrape away any remaining bits and pieces of
food. Throw the scrapings into the garbage disposal,
garbage receptacle, or trash bin.

Scrub the board with hot, soapy water thoroughly. If

your dishwasher reaches a temperature of at least 165°F,
then you can probably place a high-density plastic cutting
board into the dishwasher. Moreover, if your dishwasher has
an antibacterial cycle, use it to wash the cutting board.
Otherwise, scrub it by hand. Allow the board to air dry.

Removing Stains from the Cutting Board

To remove stains from the cutting board, you can use
the following procedure: wet the stained area with water and
sprinkle it with vinegar, kalamansi and allow to melt
undisturbed for twenty-four hours. Stains can also better
48
removed by using diluted bleaching agent or natural acid like
calamansi or vinegar.
 LM- Grade
Cookery 9
Rinse the salt from the cutting board with clean water.
Using the salt and clean water, create a paste. Use a clean
nylon scrubbing sponge or a clean toothbrush to scour or
scrub the paste on the stained area of the cutting board.
Rinse the area clean with fresh water. Repeat the procedure
to guarantee that you have removed all of the stain. Rinse the
board clean. Scrub the cutting board with hot, soapy water
and rinse with clean water. Allow it to air dry.
Sanitizing the Cutting Board

Plastic and wooden cutting boards can be sanitized

using a diluted liquid chlorine bleach solution. For this
solution, combine one teaspoon of bleach to one quart of
water. Pour the solution onto the entire surface area of the
board and allow it to sit undisturbed for several minutes.
Rinse the board clean with water. Allow it to air dry or use a
clean cloth to dry it.

If you prefer, you may use a vinegar solution in place

of the bleach solution. Simply combine one part vinegar to
five parts water. Use this solution in the same manner as
the one explained for the bleach solution.

Storing the Cutting Board

Once the cutting board has completely dried, store it

vertically or in an upright position. This helps to avoid
moisture from getting trapped underneath the board and the
accumulation of dust or grime.

Methods of Cleaning Equipment

 Foam – You use this to increase

the contact time of the chemical
solutions to improve cleaning
with less mechanical force.

49
 LM- Grade
Cookery 9

 High Pressure – used

to increase mechanical
force, aiding in soil
removal. In high
pressure cleaning,
chemical detergents
are often used along
with an increase
temperature to make
soil removal more
effective.

 Clean In Place (CIP) – is utilized to clean the interior surfaces

of tanks and pipelines of liquid process equipment. A
chemical solution is circulated through a circuit of tanks and
or lines then return to a central reservoir allowing the
chemical solution to be reused. Time, temperature
and mechanical force are manipulated to achieve
maximum cleaning.

 Clean Out of Place (COP) – is utilized to clean the parts of

filters and parts of other equipment. This requires
disassembly for proper cleaning. Parts removed for
cleaning are placed in a circulation tank and cleaned using a
heated chemical solution and agitation.

 Mechanical – it
normally involves the
use of brush either
by hand or a
machine such as a
floor scrubber.
Mechanical cleaning
uses friction for food
soil removal.

Fundamental Cleaning Procedures

1. Scrape and Pre-rinse – soiled equipment surfaces are
scraped and rinsed with warm water to remove loose food
soils.

50
 LM- Grade
Cookery 9
2. Cleaning Cycle – the removal of residual food soils from
equipment surfaces is based on the manipulation of the four
basic cleaning factors and the method of cleaning. Typically,
alkaline chemical solutions are used for the cleaning cycle.
3. Rinse – rinse all surfaces with cold to hot water,
depending on the
temperature of the cleaning cycle,to thoroughly remove all
remaining chemical solution and food soil residues.
4. Acid Rinse – a mild acid rinse of the equipment
neutralizes any alkaline residues left and removes any
mineral soil present.
5. Sanitize – all equipment surfaces are rinsed or flooded with a
sanitizing agent. Both time and chemical concentration are
critical for optimum
results.

Equipment Sanitation Procedures

6. Range
a. Remove all burnt sediments and wipe grease from top of
range after each use.
b. Scrape grease from curbs and openings hinges.
c. When cool, wash top of range
d. Run oiled cloth over top of range
e. Clean oven by removing grits, scraping off food
deposits, washing and drying.
f. Keep burners clean. Gas burners can be soaked and
scrubbed with
stiff brush while electric burners should be cleaned with a
brush or with a damp cloth.

2. Dishwashing machine
a. Remove strainer pans, wash and stock outside machine
until next use.
b. Scrub inside frequently with stiff brush.
c. Remove and clean the wash and rinse arms and fits daily to
remove foreign particles.
d. Wash tables and top of machine
e. Clean nozzles.
f. Do a special periodic cleaning in hard water area.

3. Slicers
a. Clean immediately after using, especially after slicing
vegetables and nuts.
b. Remove all parts to clean
c. Dry and cover blades after cleaning with oil-damped
cloth. 51
d. Wash carriage slides thoroughly.
e. Wipe outside with cloth.
 LM- Grade
Cookery 9
f. Clean table and pedestal under slicers.
g. Replace guard after cleaning.
4. Refrigerator
1. Wipe up spilled foods immediately
2.Wash inside shelves and trays at least twice a week
with baking soda.
3. Rinse and dry thoroughly
4. Flush drains weekly

5. Sink and Drains

1. Keep outlet screened at all times
2.Flush daily with 1 gal. of solution, made up of strong
solution soda (4oz.to 2 gal. of water)
3. Clean and replace greased tray regularly.
4. Use force pump if drain is slow
5. Replace washers immediately on leaking faucets.

Time to check your understanding. Ready?

Review of Lesson 1 (Learning Outcome 1)

A. Test Yourself

Directions: Below is a list of competencies in cleaning and

maintaining kitchen tools, equipment and kitchen
premises. Check the number that corresponds to
the extent of knowledge and skill learned. Write your
answer in your test notebook.
3 a lot 2 a little 1 not
much

How skilled am I How interested

How much do in am I in
Competency I know about using/performi learning
this? ng this? more about
this?

1 2 3 1 2 3 1 2 3

52
 LM- Grade
Cookery 9

Tools and
equipment used in
the preparation of
foods
Use of chemicals
in cleaning and
sanitizing kitchen
tools, equipment
and working
premises
Clean and
sanitize kitchen
tools,
equipment and
premises
Store kitchen tools
and equipment in
the designated
place
Kitchen premises
to be cleaned
Safety and first
aid procedure

53
 LM- Grade
Cookery 9

B. Narrate me a Story

Situation: Your mother assigned you to clean all the tools and kitchen
utensils used in the preparation of food for lunch. In two or three
paragraphs, narrate your experiences in accomplishing the different
tasks to be fulfilled/accomplished. Write your answer in your test
notebook.

Below is the rubric to guide you in assessing the tasks of

cleaning and
sanitizing kitchen tools and equipment.

CRITERIA 4 3 2 1
Exceptionall Generall Lacks Unclear,
Organizatio y clear, y clear, clarity, impossible
n easy to able to difficult to to
understand. understa understand understand
nd
Statement Given One Two Have not
of complete procedure procedures mention any
Procedures procedures is lacking are missing correct
in in in the procedure in
accomplishi accomplis narration accomplishing
ng hi the
the task ng the task
task
Completene Able to finish Able to Able to Was not able
ss of Task the task finish the finish the to finish the
ahead of task on task late task
time time

54
 LM- Grade
Cookery 9
Finally you’ve done the cleaning but ooops…. not so fast because after
cleaning the kitchen tools and equipment the next thing you will do is
to sanitize them. How? The next topic will lead you the ways….
The following topics are the methods of sanitizing kitchen tools
and equipment after cleaning them.

Proper sanitation of kitchen tools and equipment after

cleaning them is important in order to prevent contamination of
foods that may cause foodborne disease (also known as foodborne
illness or food poisoning which is any illness that results from eating
contaminated food.) and to minimize the chances of transmitting
disease organism to the consumer by having bacteria-free and safe
processing, preparation, cooking, eating and storing utensils.
Harmful bacteria are the most common cause of food poisoning, but
other causes include viruses, parasites, toxins and contaminants.
The organisms that cause the most illnesses, hospitalizations, and
deaths are:
 Salmonella
 Norovirus
 Campylobacter
 Toxoplasma
 E. coli O157
 Listeria
 Clostridium perfringens.
Sanitizing is done using heat, radiation, or chemicals.
Heat and
chemicals are commonly used as a method for sanitizing in a
restaurant than radiation. The item to be sanitized must first be
washed properly before it can be properly sanitized. Some chemical
sanitizers, such as chlorine and iodine, react with food and soil and
so will be less effective on a surface that has not been properly
cleaned.
Methods of Sanitizing
1. Thermal Sanitizing. It involves the use of
hot water or steam. There are three
methods of using heat to sanitize
surfaces – steam, hot water, and hot
air. Hot water is the most common
method used in restaurants. If hot
water is used in the third
compartment of a three-compartment
sink, it must be at least 171F (77C).
If a high-temperature ware 55

washing machine is used to sanitize cleaned dishes, the

final sanitizing rinse must be at least 180F (82C). For
 LM- Grade
Cookery 9
Cleaned items must be exposed to these temperatures for
at least 30 seconds.

2. Chemicals. Approved chemicals sanitizers are chlorine,

iodine, and quaternary ammonium. Different
factors influence the effectiveness of chemical sanitizers.
The three factors that must be considered are:
a. Concentration. The presence of too little sanitizer will
result in an inadequate reduction of harmful
microorganisms. Too much can be toxic.
b. Temperature. Generally, chemical sanitizers work best in
water
that is between 55F (13C) and 120F (49C).
c. Contact time. In order for the sanitizer to kill
harmful microorganisms, the cleaned item must be in
contact with the sanitizer (either heat or
approved chemical) for the recommended
length of time.

Characteristics of ideal chemical sanitizer

 Approved for food contact surface application
 Have a wide range or scope of activity
 Destroy microorganisms rapidly
 Be stable under all types of conditions
 Tolerant a broad range of environmental conditions
 Readily solubilized and possess some detergency
 Low in toxicity and corrosivity
 Inexpensive

Don’t you know that heat sanitizing has several

advantages over chemical sanitizing agents? It’s because it:
 can penetrate small cracks and crevices;
 is non-corrosive to metal surfaces;
 is non-selective to microbial groups, except
for heat resistant microbes;
 leaves no residues; and
 is easily measurable.

Advantages and Disadvantages of Different Chemical Sanitizers

56
 LM- Grade
Cookery 9
Chemical Concentration Contact Advantage Disadvantage
Time
Chlorine 50ppm in 7 Effective on a Corrosive, irritating
water seconds wide variety to the skin,
between 750F of bacteria; effectiveness
to 1000F highly
decreases with
effective; not
affected by increasing pH of
hard water; solution;
generally deteriorates during
inexpensive storage and when
exposed to light;
dissipates rapidly;
loses activity in the
presence
of organic matter
Iodine 12.5-25ppm 30 Forms brown Effectiveness
in water that seconds color that decreases greatly
is at indicates with an oncrease in
least 75F strength; not pH most active at pH
affected by hard
3.0; very low acting
water; less
irritating to the at pH 7.0); should
skin than not be used in water
chlorine; and that is at
activity not lost 120F or hotter; and
rapidly in the might discolor
presence of the equipment and
organic matter. surfaces
Quaternar U to 200ppm 30 Non- Slow destruction of
y in water that seconds toxic, some
Ammoniu is at odorless, microorganisms;
m least 75F colorless, non- not compatible with
Compoun corrosive, non- some detergents
ds irritating; stable
and hard water.
to heat and
D. View the Ways relatively
stable in the
presence of
Watch a video presentation on how organic matter; kitchen tools and
to sanitize
active over a
equipment and make a narrative report about what you have learned in
wide
the presentation. Be guided by the following
pH range questions:
1. What is the video presentation all about?
2. How are kitchen tools and equipment sanitized in the
presentation?
3. Why is it important to sanitize kitchen tools and equipment?
4. Is there an appropriate application of safety
measures in the presentation?
57
 LM- Grade
Cookery 9

Of course you will not just leave the cleaned and sanitized kitchen
tools and equipment in a place that is exposed to dust and/or microbes,
right? The next topic will give you the complete idea on proper storage
of kitchen tools and equipment.

Proper Storage of Kitchen Tools and Equipment

Proper storage and handling of

cleaned and sanitized equipment and
utensils are very important to prevent
recontamination prior to use.
Cleaned and sanitized equipment
and utensils must be:
 stored in clean storage areas; and
 handled properly to minimize
contamination of food contact surface.

9 Steps in Organizing Kitchen Cabinets

Pretend it has a glass door and that everyone is going to
see what’s inside.
1. Remove all the equipment and scrub shelves with soapy
water.
2. Think about what you reach most often and make sure
it gets a position that’s easy to reach.
3. Take a cabinet full of glasses and line them up by color.
Make sure all
of the front are facing out and straight. (Jeff Lewis-
Style)
4. Take a step back after one shelf is done and make someone
else look at what you’ve done.
5. They should be stored in a clean dry place adequately
protected against vermin and other sources of
contamination
58
6. Cups, bowls, and glasses must be inverted for storage.
 LM- Grade
Cookery 9
7. When not stored in closed cupboards or lockers, utensils
and containers must be covered or inverted whenever
possible. Utensils must be stored on the bottom shelves of
open cabinets below the working top level.
8. Racks, trays and shelves must be made of
materials that are imperious, corrosive-resistant, non-toxic,
smooth, durable and resistant to chipping.
9. Drawers must be made of the same materials and kept
clean. Full-
lined drawers are not acceptable, but the use of clean and
removable towels for lining drawers is acceptable.

E. Fill Me In

Below are some of the kitchen tools and equipment. In

tools
columnandA materials, and aface
draw a smiling sad not familiar
if you are familiar withwith the
the use
of thematerials. In column B
face opposite the given materials if
an
putexperience
a check on cleaning, sanitizing
youand
hadstoring the kitchen
tools and equipment and a cross X if no experience.
Column A Column B
Kitchen Tools and Equipments
I know I can clean,
sanitize and
store
1. Pots and pans
2. Silverware
3. Chinaware
4. Range
5. Refrigerator
. Think and be Enlightened

Test your understanding by answering the following questions in

your test notebook:

1. Why it is important to clean, sanitize and store equipment

properly?
2. Discuss procedure involved in manual and mechanical
dishwashing?
3. Explain good housekeeping practices that must be observed to
maintain cleanliness and sanitation.

59
 LM- Grade
Cookery 9

Your answer shall be assessed using the rubrics

below.

CRITERIA 4 3 2 1
Exceptionall Generally Lacks Unclear,
Organizatio y clear, clear, clarity, impossible
n easy to able to difficult to to
understand. understan understand understand
d
Statement Given One Two Have not
of complete procedure procedures mention any
Procedures procedures is lacking are correct
in in missing in procedure in
accomplishi accomplis the accomplishing
ng the task hi ng the narration the task
task
Completene Able to finish Able to Able to Was not able
ss of Task the task finish the finish the to finish the
ahead of task on task late task
time time
G. Skills Trial

Situation: You were tasked to help the Cook in the canteen in the
preparation and cooking of foods particularly in cleaning, sanitizing,
and storing of the tools and equipment after using them.

Materials Needed:

 Dish soap
 Hot water
 Double sink or dishpan
 Dishcloths, scrubbers, sponges, steel wool.
 Dish rack for drying.
 Lint-free cloth for silverware
 Paper towels to dry pots and pans.

60
 LM- Grade
Cookery 9
Your performance will be rated using the following rubric:

P E R F O R M A N C E L E V E L
Dimension

No
Very Point
Excellen Satisfactor Needs Attem
Satisfactor s
t (4 y (2 Improveme pt
y (3 pts.) (0 pt.) Earne
pts.) pts.) nt (1 pt.)
d
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understandi of the step-by- the step- by-step pt
procedures the step- by-step n g of the step procedure procedure
procedure step- but sometimes seeking
by-step seeks clarification most
procedur clarification of the time
e
Works Works Works Works No
independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease and confidence from others most
times confidence sometimes of the time
most of the
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completen Task is Task is Task is nearly Task is started No
es s of Task completed completed completed but not attem
following the following following the completed pt
procedures in the procedures in following the
the procedures the project plan procedures in
activity in the the project
improvement/innov project plan
atio ns plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time complete (mins./ (mins./ attem
nt d within hours/day s) hours/day s) pt
allotted beyond beyond sanitized
Congratulations you
time
have successfully cleaned, and
stored kitchen tools and equipment.
TOTAL POINTS

This time, your focus will be on cleaning and sanitizing kitchen

premises.

61
 LM- Grade
Cookery 9
Learning Outcome 2
Clean and Sanitize Kitchen Premises
The lesson deals with the various types of chemicals and
equipment for cleaning and sanitizing premises and first aid
procedure for accidents caused by chemicals. Specifically after this
module you will be able to:
1. Recognize kitchen premises to be cleaned and sanitized;
a. Classify and describe the uses of cleaning agents;
b. Clean the kitchen area in accordance with food
safety and occupational health regulations;
c. Use cleaning agents in sanitizing kitchen premises;
d. Follow safety and first aid procedures.

Cleaning your kitchen’s working premises regularly is

important to keep it look its best and make it free from germs and
bacteria that usually accumulate in the kitchen area during food
preparations. Several surfaces around the kitchen such as walls,
floors, shelves and other surfaces must always be cleaned and
sanitized safely using the proper materials to reduce health
hazards.
Types of Sanitizers and Disinfectants
There are various types of chemicals use for sanitizing and
disinfecting equipment, and first aid procedures for accidents
causeda.by chlorine
chemicals.
b. carbolic acid
1. Chemical
c. ammonia
d. detergents
e. dishwashing
liquid
f. timsen
g. soap
h. alcohol
i. boric acid
2. Heat
Sanitizer
a. hot
water
d. UV light (ultraviolet
b. steam
light)
c. dry heat
e. filtration

62
 LM- Grade
Cookery 9
Procedure for disinfecting premises
a. Preliminary cleaning is required
b. Apply solution to hand and apply to surfaces. Treated
surface must remain wet for 10 minutes. Wipe
with dry cloth.
c. Sponge on mop or allow to air dry.
d. Use a spray device for spray application Spray 6-8 inches
from the surface, rub with a brush, sponge or cloth.
Avoid inhaling sprays.
e. Rinse all surfaces that come in contact with food such as
exterior of appliances, tables and stove top with potable
water.

First aid procedure caused by chemical poisoning(First Aid American

College of Emergency Physicians)
What to do?
 If the person has been exposed to poisonous fumes,
such as carbon monoxide, get him or her into fresh air
immediately
 If the person swallowed the poison, remove anything
remaining in the mouth.
 If the suspected poison is a household cleaner or other
chemical, read the label and follow instructions for
accident poisoning. If the product is toxic, the label
will likely advise you to call the hospital/doctor.
 Follow treatment directions given by poison centers.
 If the poison is spilled on the person’s clothing,
remove the clothing and pour the body with continuous
tap water

Precaution: Don’t administer Ipecac syrup (a medicine that causes

vomiting used to partially empty a person’s stomach after a poison).

The total facility cleaning and maintenance program of a

food service department must be planned to reflect concern for
sanitation as “a way of life”. Facility sanitation results can be
obtained through:
 Establishing high standards
 Rigid scheduling of assignments that are clearly
understood by workers.
 Ongoing training
 Proper use of cleaning supplies
 Provision of proper materials and equipment to accomplish
tasks, and
 Frequent meaningful inspections
63 and performance reviews.

Regular cleaning of counter tops and floors needs to be done

 LM- Grade
Cookery 9
for instance, daily, weekly, monthly. General cleaning of floors,
windows, walls and certain equipment should be assigned to
personnel and it is often done in cooperation with the
housekeeping and maintenance departments of the organizations.
Each of the duties on the assignment list must be explained in
detail on a written work sheet or “job breakdown” for the
employee to follow. Job breakdown includes name of the task,
tools and equipment and materials to be used, and a step by step
list of what to do and how to do it.
All food contact equipment, containers and utensils must be
cleaned thoroughly after each use. This is especially true for meat
grinders, slicers, cutting boards, knives, mixers, peelers,
dishwashing machines and stationary can openers in order to
prevent any cross-contamination.

How To Keep Your Kitchen Clean And Safe

Although they are not visible threats, many micro-organisms

waiting in your kitchen can infect your cooking and eating, and
consequently have a negative effect on your health. Food poisoning
and diarrhea are just some conditions which might be caused by
preparing food in a dirty, germ-infested kitchen. In order to prevent
these, you need to make sure that your kitchen is kept clean and
safe from bacteria and other germs. Here are ways to ensure the
cleanliness of your kitchen and keep bacteria at bay.

1.Remove unnecessary clutter from surfaces. Discard appliances

and gadgets that you don't use any more, as unused appliances
would only tend to gather dust. Be sure that any appliances which
are still maintained and used are stored in a safe place that is out
of reach of children.

2.Keep your refrigerator clean and tidy. Before you do your weekly
shopping, remove old and rotten food and clean shelves and racks.
Look at expiration dates and be sure to label any containers of
homemade food or leftovers. Don't make a habit of keeping food for
too long in the fridge; rotten food is prone to bacterial growth, and
may even contaminate fresh food that is kept in the same area.

3.Use a rubbish bin with a lid to keep odors out that attracts flies
and other insects. Empty it as soon as it smells, even if it is not yet
full. You should ideally do this every day.
64
4.Wash and disinfect your rubbish bin once a week. This will ensure
that any germs which might have remained even after you emptied
out the rubbish
 LM- Grade
Cookery 9
will die and cannot multiply. Also, this will remove any foul smells
which might be emanating from the trash bin.

5.Use separate chopping boards for different kinds of food. Keep

separate chopping boards for your meat and your vegetables to
reduce the spread of bacteria. Clean the meat chopping board
extra carefully, especially after cutting meat, as raw food has a
higher tendency of containing bacteria.

6.Change the dishcloth frequently which you use in wiping surfaces

everyday. Use a different cloth for surfaces and for dishes. Wash
the cloth with hot water and bleach as appropriate. Use separate
towels for hands and dishes, and change both of these regularly.

7.Use a paper towel for any mess that is likely to cause

contamination, such as raw meat or eggs, and anything that has fallen
on the floor. It is better to use disposable cleaning material and to
prevent from contaminating other food, instead of using towels or
sponges which you would use afterwards over and over again.

8.Keep kitchen floors free from debris and grease by sweeping and
washing regularly. If something has spilled, make sure to mop it
right away. Spillage could serve as a breeding ground for bacteria
and could cause accidents such as slipping from occurring.

9.Don't leave dirty crockery and pans to fester where they can
attract harmful bacteria, insects and rodents. Wash dishes with hot
water and soap as soon as you're done using them.
10.Wash surfaces that get touched. Periodically wipe doorknobs,
handles, buttons and controls, and light switches in and around your
kitchen with cleaning agents. Even if they seem clean to the naked
eye, they may already be harboring bacteria.
11.Wash your hands before handling food and after if you
sneeze or cough, blow your nose, go to the bathroom, or touch
high-use surfaces.

NOTE: Harmful bacteria are likely to thrive in low acid food and in
the absence of oxygen.

65
 LM- Grade
Cookery 9
Safety measures

The following are safety measures that you should do when using
cleaning agents:
1. Ensure adequate ventilation.
2. Have knowledge of basic first aid.
3.Wear cotton clothing to cover your limbs and other parts of
your body that might be exposed to the cleaning agent.
4. Wear suitable footwear–it should be closed in and have a steel
toe.
5. Wear industrial strength, thick plastic or rubber gloves.
6. Wear protective eye and face wear.

Can you think of any more safety measures?

Storage and security of chemicals

The following are recommendations for the storage and

security of chemicals and cleaning agents:
1. Keep them in a separate area, away from food and
other products.
2.Keep on lower shelves to prevent accidents and to keep
chemicals from falling into food products.
3. Store in a cool, well lit and well ventilated room.
4. Do not store near heat.
5. Do not keep punctured aerosol cans.
6. Store chemicals with lids tightly on.
7.Make sure chemicals and other cleaning agents are
clearly labelled, specifying their content and use.
8.Ensure that the use by date or manufactured date
is clearly readable.
9. Storage containers should be free of corrosion and
moisture.
10.The storage area should be kept secure and locked
when not in use.
11.Always store chemicals in designated container.
12.Do not mix chemicals.

What more can you think

of? A Reminder!

When you accidentally splashed liquid detergent in your

classmate’s eye, you should irrigate the eye with running water or
an eye wash bottle for at least 15 minutes then cover the eye with
a light gauze eye patch. Then take him to a hospital or doctor.
66
 LM- Grade
Cookery 9
Review of Lesson 1 (Learning Outcome 2)

A. Create and Post

Make a slogan on proper cleaning and sanitizing kitchen tools,

utensils, equipment and working premises using Oslo paper,
coloring materials, pencil, pentel pen and ruler.

Your slogan will be rated using the scoring rubric below:

SCORE CRITERIA
5 Creatively and neatly done showing much relevance to the given
topic
4 Creatively done and neat enough with relevance to the given topic
3 Creatively done and neat enough but no relevance to the given
topic
2 Simply done and neat enough but not so relevant to the given topic
1 Poorly done with erasures and irrelevant to the given topic
B. Skills Trial

Situation: You were tasked to help the cook in the school canteen in the
cleaning and sanitizing kitchen premises after preparation and cooking
of foods. Demonstrate in class using the provided materials.

Materials Needed

 Dish soap
 Hot water
 Double sink or dishpan
 Dishcloths, scrubbers, sponges, steel wool.
 Dish rack for drying.
 Lint-free cloth
 Paper towels

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 LM- Grade
Cookery 9
Your performance will be rated using the following rubric:

P E R F O R M A N C E L E V E L
Dimension

Very No
Excellen Satisfactor Needs Points
Satisfactor Attem
t (4 y (2 Improveme Earne
y (3 pts.) pt (0
pts.) pts.) nt (1 pt.) d
pt.)
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools, equipment correctly and equipment equipment attem
equipment and confidently at all equipment correctly and but incorrectly and pt
and times correctly less confidently less confidently
materials and sometimes most of the time
confidently
most of the
times
2. Application Manifests very clear Manifests Manifests Manifests less No
of procedures understanding of the clear understanding understanding of attem
step- by-step understandi of the step-by- the step- by-step pt
procedure ng of the step procedure procedure
step- but sometimes seeking
by-step seeks clarification clarification most
procedur of the time
e

Works independently Works Works independently Works independently No

with ease and independent with ease but with attem
confidence at all ly with ease and assistance from pt
times and confidence others most of
confidence sometimes the time
most of the
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completene Task is completed Task is Task is nearly Task is started but No
ss of Task following the completed completed not completed attem
procedures in the following following the following the pt
activity the procedures in the procedures in the
improvement/ procedures project plan project plan
innovations in the
project plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./hours/ (mins./hours/ attem
nt within days) beyond days) beyond pt
allotted
time
TOTAL POINTS

It’s a great start you were able to demonstrate understanding of the

knowledge, skills and attitudes required in cleaning and maintaining
kitchen tools, equipment and working premises.

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 LM- Grade
Cookery 9
Lesson 2
PREPARE APPETIZERS (8WEEKS)

This module deals with the skills and knowledge required in

preparing and presenting appetizers.
Upon completion of this module you should be able to:
1. identify the origin of appetizer;
2. perform Mise en place;
3. prepare a range of appetizers;
4. present a range of appetizers; and
5. store appetizers.

History of Appetizer
Appetizers were originally introduced by the Athenians as a
buffet in the early third century B.C. They would serve sea urchins,
cockles, sturgeon, and garlic. However they were unpopular to start
as these tiny meals weren't followed up with a main course, leaving
everyone hungry and wanting more. It wasn't until the nineteenth
century that appetizers truly caught on, as meals evolved into more
of a structured ordeal.
Aperitifs came about by the Romans and were classified as
a liquid appetizer that typically contained alcohol. In addition to
inciting hunger like
food appetizers, the purposes for aperitifs were also meant
to help with the imminent digestion process. These drinks would
be shared from a single glass and passed around the table to all
members of the eating party.
Aperitifs are still utilized today, typically with the company
of food appetizers.
The word itself, "appetizer," as being used in the
Americas
and England in the1860s, is more of a local flavor than
"hors d'oeuvres." For
a time, appetizers are served between the main course
and dessert as a refresher, but by the twentieth century they
had taken their place as a precursor to the main course.
On the other hand it is said that appetizers are the dishes that
can truly be considered Filipino because we are best known for
using our hands to eat the small finger foods that come with the
first course. Appetizers can include
anything from fish to meat, nuts and chips. They are
69
often served before dinner or at large family lunches.
This lesson deals with the equipment used in the production
of appetizers, classifications of appetizers, identification of
 LM- Grade
Cookery 9
Learning Outcome 1
Perform Mise’en Place
Objectives
After learning the content of this
lesson, you will be able to:
1. identify tools and equipment needed in the
preparation of appetizers;
2. clean, sanitize and prepare tools and equipment
based on the required tasks;
3. classify appetizers according to ingredients; and
4. Identify ingredients according to the given recipe.

Mise’ En Place is a French term which means “set in place”

that is you have everything ready to cook and in its place. These
are advance preparation that you need to perform to save time.
You should be able to identify and prepare all the needed tools and
equipment as well as all the ingredients to make the preparation
and cooking easy.

The following are the tools and equipment needed in

preparing appetizers.

Kitchen Tools and Equipment

Ball Cutter –
sharp
edged scoop for Rubber spatula Channel knife Spatula – used
cutting out balls – used to – small hand for manipulating
of fruits and scrape off tool in making foods like
vegetables. contents of garnishes. spreading.
bowls.

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 LM- Grade
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Wire Whip – Zester – used to French knife – Paring knife –

used remove zest or for used
for mixing citrus peels in chopping, for trimming
thinner liquids. thin strips. slicing and and paring
dicing. fruits and
vegetables.

Butter curler Cutting board Kitchen shear Potato Masher

– used for – board for – cutting – designed to
making butter cutting fruits device for press potato
curls. and ingredients like and cooked
vegetables. scissors. vegetables.

Chiller – for keeping

cold foods chilled for Oven – for baking
service.

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 LM- Grade
Cookery 9

Other Tools and Equipment used in Preparing Appetizers

1. Measuring spoons – are used for measuring dry and liquid
ingredients in small quantity.
2. Measuring cups – is used to measure dry ingredients. They
come in various sizes and volumes.
3. Glass measuring cup – container which is usually transparent. It
is smooth in the inside with the graduation mark on the outside
to read. This is used for measuring liquid ingredients like
water and oil.
4. Mixing bowls – these containers have smooth, rounded interior
surfaces with no creases to retain some mixture.
5. Mixing spoon. - is used for mixing ingredients. It is made of
wood in different sizes and different length of the
handle.
6. Paring knife- is used to remove the skin covering of fruit
and vegetables.
7. Fork is used to combine ingredients.
8. Container of different sizes and shapes.
9. Cooking range/stove
10.Refrigerator
11.Strainer/colander

Review of Lesson 2(Learning Outcome 1)

A. Pick and Tell

Strips of papers with the names of the following tools and

equipment below will be placed in a glass bowl.

Each student will be asked to pick one and explain the

uses in the preparation of appetizer. Write you answer in your
test notebook.
2. Paring 7.
knife Zester
1. Cutting board 6. Rubber scraper
3. 8.
Spatula Chiller
4. Ball 9.
cutter Oven
5. Wire 10. French
whip knife

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 LM- Grade
Cookery 9
Your answers will be rated using the scoring rubric
below.
CRITERIA 4 3 2 1
Exceptionally Generally Lacks clarity, Unclear,
Clear clear, easy clear, difficult impossible
to follow able to to follow to follow
follow
Concise The The The □The
explanatio explanatio explanation explanation
n posed n posed posed and posed and
and and methods methods used
methods methods used are are
used are used are somewhat inadequate..
advanced. appropriat simple.
e.
.
Comprehensiv Thorough Substanti Partial or not Misunderstandi
e and al comprehensi ng or serious
comprehen explanatio ve misconception
si n Explanation on
ve the explanation
explanatio
n
Relevant Highly Generall Somewh Irrelevan
After the warm-up
releva activity y
proceed to the
atnext topic about appetizers.
t
nt relevant relevant
Appetizers are foods which stimulate the appetite,
through their attractive appearance, fragrance or appealing flavor.
It is a small pieces or portions of highly seasoned food, usually
served before a meal to induce and stimulate one’s appetite. It
gives appreciation to the food we eat.
A good appetizer, whether hot or cold should be light and
served in
small quantities, Fresh vegetable and salads, fruits, or meat
or even fish can be made into appetizers.

Classification of Appetizers:
1. Cocktails- are usually juices of orange, pineapple, grapefruit or
tomatoes served with cold salad dressings. It may be in
the form of a fruit or vegetable juice mixed with little
alcoholic beverage or seafood like shrimps, crabs, or
lobsters served with slightly seasoned sauce.

2. Hors D’ Oeuvres-refers to small portions of highly seasoned

foods. It is a combination of canapés, olives, stuffed
celery, pickled radishes, and73fish. It is served on individual
plate when guests are seated. Sometimes this is
 LM- Grade
Cookery 9
simply placed on a platter and passed around. Hors d’oeuvres
are served cold or hot.

3. Canapé- are made out of thin slices of bread in different

shapes. The bread may be toasted, sautéed in butter or
dipped in a well-seasoned mixture of egg, cheese, fish, or meat
then deep-fat fried. It is a finger food consisting of three parts: a
base, a spread or topping and garnish. They could be served
hot or cold. There are no set recipes for the making of
canapés. You may create your own combination of several
different colored items on the cut pieces of bread, toasted or
fried and biscuits etc. The larger canapés are termed as
ZAKUSKIS after the Chef Zakuski.

4 . Relishes/Crudités- are pickled item which are raw, crisp

vegetables such as julienne carrots or celery sticks. Relishes are
generally placed before the guest in a slightly, deep, boat shape
dish.

5.Petite Salad- are small portions and usually display the

characteristics found in most salad.

6.Chips and Dips- are popular accompaniments to potato chips,

crackers, and raw vegetables. Proper consistency in the preparation
is important for many dip. It must not be so thick that it cannot be
scooped up without breaking the chip or crackers, but it must be
thick enough to stick to the items used as dippers.
7. Fresh Fruits and Vegetables – are the simplest appetizer. Fruits
are good appetizers because they give an attractive
appearance, fragrance, appealing taste and delicious flavor. For
example, you could serve a platter of thinly sliced cucumbers,
chunks of red bell pepper and baby carrots. For a fruit tray,
consider serving red and green grapes, as well as chunks of
mango with toothpicks inserted in them. Since appetizers
should always easy to pick up with the fingers, it should never be
drippy or messy so you need to avoid certain fruits or veggies
(for example, chunks of avocado or watermelon are probably not
the best appetizer choices).
8.Finger foods- are variety of appetizers wherein the only
requirement is that you keep everything small enough to be picked
up with the fingers and eaten with little mess. If you want to serve
your favorite homemade sausages, cut them into small pieces,
wrap them with a small piece of74pastry shell and bake. Or, serve
your favorite baked sweet potato fries with a mayonnaise-based
dipping sauce. Individual quiches filled with ham and cheese is
another good option.
 LM- Grade
Cookery 9

The following are examples of appetizers including the

materials/ingredients on how to prepare them.
Canapés
Canapés – bite-size open faced sandwiches consist of tiny
portions of food presented on bases of bread, toast, or pastry easily
handled and eaten.

Canapés Consists of Three Parts

1. Base – holds the spread and garnish. Crackers and toasts
are firmer and give a pleasing texture and crispness to the canapé.
Suggestions for canapés bases are:

Bread Toast Cracker

cutouts cutouts s

Melba Tiny unsweetened pastry Tortilla chips or

toast shells cups

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 LM- Grade
Cookery 9

Tiny biscuits Polenta cutouts Miniature pancakes

2. Spread - placed on top of the base so the garnish sticks to
it without falling off.
Three types of spreads

a.)Flavored butter – made from softened

butters with flavorings.

b)Flavored Cream Cheese-made from

flavored butters, except cream cheese is
substituted for the butter. Mixture of cream
and butter can be used.

c)Meat or Fish salad spreads – made from finely chopped

meat or fish that are spreadable. Seasons should be checked
carefully to make the spread more stimulating to the appetite.

3. Garnish – any food item or combination of

items placed on top of the spread which usually
gives color, design, and texture or flavor accent to
the canapé.

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 LM- Grade
Cookery 9

Food items used to decorate canapés

a) Vegetables, pickles and relishes
Radish slices Pickled
Tomatoes onions
Chutne Olives
Parsle y
y Asparagus
Caper tips
Pickles
s
Cucumber
slices Pimiento
b) Fish
Smoked Smoked
oysters Shrimp
Salmon Tuna
flakes chunks
CaviarSardines Lobster
or
slices

c) Meats

Ham Salami
Roast Chicken
Turke Beef or
y

d) Cheese, hard cooked egg

slices

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 LM- Grade
Cookery 9
Guidelines for Assembling Canapés

1 Good mise en place is essential.

.
In making canapés especially for large functions, all
bases, spreads and garnishes must be prepared ahead of
time so that final assembly may go quickly and smoothly.
2 Assemble as close as possible to serving time.
.
Bases quickly become soggy, and spreads and
garnishes dry out easily. After placing them in a tray, cover
them lightly with plastic and held for a short time under
refrigeration. Safe food handling and storage must be
observed.
3. Select harmonious flavor combinations in spreads and garnish
such as: Mustard and ham
Lemon butter and caviar
Pimiento cream cheese and sardines Tuna
salad and capers
Anchovy butter, hard cooked egg slice and
4 olive.
.
Make sure that at least one of the
5 ingredients is spicy in flavor.
. bland canapé has little value as an
A
appetizer.
Use
6 high quality ingredients.
. Leftover can be used for canapés, but they must be
carefully handled and stored to retain freshness.
Keep it simple.
7 Simple meat arrangements are more attractive than
. extravagant one. Be sure that canapés hold together and do
not fall apart in the customers hands.
Arrange canapés carefully and attractively on trays.
Each tray should carry an assortment of flavor and
textures, so there is something for every taste.

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 LM- Grade
Cookery 9
Cocktails
Cocktail appetizers are made of seafood or fruit, usually
with a tart or tangy sauce. These appetizers are always served
chilled, often on a bed of crushed ice.

Kinds of Cocktail Appetizers

3.Crab Meat 4.
1. Oysters and 2. Shrimps Lobster
Clams on the
half shell

6.Firm
flaked
white fish

5.Fruits

Relishes
Relishes are raw or pickled vegetables cut into attractive shapes
served as appetizer.
Relishes include two categories:
1. Raw vegetables with dips
This are known as crudités (croo dee tays). Cru in French
means “raw”. Common bite size, cut raw vegetables served with
dips are:

79
 LM- Grade
Cookery 9
Celery Radishe
s
Green and Red
pepper Cucumber Zucchi
Cauliflower ni
Broccoli
Broccoli Carrots
florets
Stems Cherry
Tomatoes Scallions

Dips – accompaniment to
raw vegetables, and sometime potato
chips and crackers. Any mixture of
spreads can be used as dips.
Proper consistency is important to
any dip. It must not be so thick that
it cannot be scooped up without
breaking the cracker. It must be
thick enough to stick to the
items used as dippers. Thin or
soften them by adding mayonnaise,
cream or other appropriate
liquid. Sauces and salad dressings can be used as dips.

2. Pickled items. Includes variety

of items like cucumber pickles, olives,
watermelon pickles, pickled peppers,
spiced beets, and other preserved
fruits and vegetables.

Miscellaneous hors d ‘oeuvres

These are variety of food both hot and cold served as
appetizers. The serving is smaller in unit size or portion size that
can be eaten with forks from small plates or with fingers.

80
 LM- Grade
Cookery 9

1. Antipasto - Italian Appetizer. This includes the following:

Cured meats – Salami,

prosciutto, bologna, boiled
ham

Seafood items-Canned items

like sardines, anchovies, and
tuna

Cheeses – provolone,
mozzarella

Hard cooked egg and stuffed

eggs

Relishes – raw vegetables

Mushrooms and other

vegetables

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 LM- Grade
Cookery 9
2. Bruschetta - slice of Italian bread that is
toasted, rubbed with brushed garlic, and drizzled
with olive oil, served with toppings like canapés.

3. Tapas - a small food item intended to be eaten

with wine or other drinks usually in bars. They are
served in a small portion intended to be eaten
immediately.

4. Caviar – salted roe, or eggs, of the

sturgeon. Any product labeled caviar must come
from sturgeon. Roe from any other fish must be
labeled as such (white fish caviar)

5. Amuse Bouche (ah mews boosh) – a tiny

appetizer or hors d’ oeuvres offered to guest
seated at their tables either before or after they
have ordered from the menu. It is an opportunity to
showcase an aspect of the chef’s cooking style and
talent and to welcome the guest.

Anything that can be served in a tiny portion can be

served as an amuse bouche like salads, soups, and little
portions of meat, fish or vegetables with the few drops of
sauce and garnish. The chefs don’t use a separate category of
recipe for these items but just give a different presentation,
garnish or sauce.

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 LM- Grade
Cookery 9
B. Detect and Write
A. Identification. Read the statement carefully and write the
correct word that describes the statement. Write your answer in
your test notebook.
1. Butter, cream or finely chopped meat or fish placed
on top of canapé base.
2. Holds spreads and garnish for canapés.
3. Adds color, design, texture and flavor to canapé.
4. Small open- faced sandwiches served as appetizer.
5. Serving size of canapés

C. Take Me In
Direction. Classification. Classify the following ingredients listed
below according to the parts of canapés. Write each ingredient in the
box provided for. Write your answer in your test notebook.
Radish Toast cutouts Asparagus tips
slices
Crackers Tomatoes
Bread
Polenta Cucumber slices
cutouts
cutouts Miniature
Butter
Cheese pancakes Meat
Fish
Pickled
Tiny biscuits
Canapé base onions spread
Canapé Canapé garnish

1 2 3

83
 LM- Grade
Cookery 9
Learning Outcome 2
Prepare a Range of Appetizers
At the end of this lesson, you are
expected to:
1. differentiate hot and cold appetizers;
2. prepare a variety of appetizers; and
3. follow workplace safety procedures.

Preparation of appetizers require knowledge and skills in

preparing of the different recipes.
This lesson provides you different recipes in preparing
appetizers for your guidance and reference.

Hot and Cold Appetizers

Hors d’eouvres is often served preceding a meal, they are
served as the food at cocktail parties involving alcoholic
beverages.
a. Hot Hors d’oeuvres are served between the soup and fish
course.
In today’s shortened menus, they are often served
instead of hot entrée. The size and richness depend
upon the composition of menu. Many hot hors d’oeuvres
are suited for serving a small ala carte dishes, and
usually described as hot dish.
b. Cold hors d’oeuvres should stimulate appetite, and
therefore should always be served at the first course in
the menu. There are five types of cold hors d’oeuvres
and they are served as follows:
 Plate of Hors d’oeuvres may consist of shrimps,
smoked beef, poached egg, Spanish sardines and
lettuce, sauce can be served at the side
 Grisson Platter may consist of two kinds of cold
meat, such as ham, smoked beef, peppered ham.
Sauce can be served at the side.
 Hors d’oeuvres Platter. A well-presented platter
with a limited choice of simple or more
expensive foods. The basic rules is “small
quantity, but big in quality” and at the same time
attractively served. It may consists of shrimps
with jelly, asparagus tip with mushrooms,
sardines with onion rings, tomatoes stuffed with
salad and chicken
84 loaf.
 Assorted hors d’oeuvres can be served in
special portioned platters with dishes or even from
a serving cart.
 LM- Grade
Cookery 9
dish system in conjunction with a silver platter
can be used, but it is also possible to arrange the
center pieces on a silver platter covered with
meat jelly and served with accompaniments in a
small separate bowls or container.

Recipes of Appetizers
Salmon and Cucumber Bites

Purpose: To prepare salmon and cucumber

bites

Tools/Equipment Needed:
Chopping
board Spatula
Bread
knife
Mixing
bowl

Ingredients
Needed:
1 (12-
inch)
cucumber
1
teaspoon
freshly
grated
lemon
zest
2 teaspoons fresh lemon
juice 4 ounces crème
1/8 teaspoon pepper 85
4 ounces pre-packaged smoked salmon, cut into inch-
long strips 2 teaspoons fresh dill, chopped, for garnish
 LM- Grade
Cookery 9

To assemble, top a cucumber slice with a strip of salmon,

a dollop
(about
1/2 tsp) of crème mixture.

Garnish with dill.

Preparing hors d’ oeuvre cocktails and relishes

To prepare hors d’ oeuvre cocktails and relishes.

Tools/Equipment Needed:
Knife
Chopping
board Gloves
Materials/ingredients
needed:
Oysters or Shrimps or
Fruits Dips
Herbs
Sugar/Syru
p Ice,
Lemon
Steps/Procedure:

Oyster and clams

cocktails
1. Open
fresh
oysters
and
clams
on the
half
shell.
2. Arrange
on flat 86
plates,
preferab
ly on a
 LM- Grade
Cookery 9
Shrimps and other cooked seafood’s cocktail
1. Arrange seafood in a stemmed glass or in a small, cup-
shaped bowl in a bed of ice. Cocktail sauce maybe put in
the glass first and
arranged the seafood on top, partially immersed. Or the
cocktail sauce
may be added as toppings.
2. Garnish the dish attractively with lettuce or greens with
lemon wedges.

Fruit Cocktail
3. Use fruits that are pleasantly tart and not too sweet.
4. Cut fruits into desired shapes.
5. Add fresh lemon or lime juice to fruit mixtures to provide
necessary tartness. A simple wedge of melon with lime is a
refreshing cocktail.
Add a few drops of flavored liqueur to improve flavor.

Relishes
6. Select fresh vegetables
7. Cut into sticks or other attractive bite size shapes.
8. Hold vegetables for a short time in ice water to become
crisp.
9. Arranged vegetables, in crushed ice to maintain crispness.
10.Serve with dips.

Mixed vegetables relish with cheddar cheese dip.

Purpose: To prepare raw vegetables

relish.

Tools/Equipment Needed:
Knife
Chopping
board Strainer
Platter

Ingredients needed:

1 pc.
Raw Vegetables Celery
1 pc. Red bell
pepper
1 pc. Cucumber
87
 LM-Cookery Grade 9

1 pc. Cherry tomato

1 pc. Lettuce

Dips
94 g cream cheese
38 ml evap milk
44 g mayonnaise
7.5 ml lemon juice
75 g onions
.5 ml hot red pepper sauce
.5 ml Worcestershire sauce
75 g cheddar cheese
Steps/Procedure:

1 Wash vegetables well.

. Cut vegetables into sticks or decorative bite size
2 shapes. Hold vegetables for a short time in ice water
. to become crisp. Drain well.
3 Arrange vegetables in a platter with crushed ice to maintain
. crispness. Serve with cheddar cheese dip.
4
.
5 Procedure for preparing Canapés from toast.
.

Perform steps in preparing Canapés using a toasted bread.

Tools/Equipment Needed:
Bread
knife
Spatula
Tray
Cutting
board
Ingredients
Needed:
Pullman
loaves
Spreads
Toppings
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 LM- Grade
Cookery 9
Steps/Procedure:
1 Trim crusts from unsliced Pullman loaves. Save
. trimmed crusts to be used as breadcrumbs.
2 Cut the bread horizontally into slices, ¼
.
inch thick. Toast the slices in the oven.
3
Cool the toast.
.
4 Cover with a thin, even layer of spread and cut into
. desired shapes with a knife. Make the cuts neat
and uniform.
Alternately,
5 cut the toasts into desired shapes with small
cutters
. and reserve the trim for breadcrumbs. Spread each cutout
with desired topping.
1. Garnish the cutouts as desired.

Bread slices for canapés can be cut into several basic

shapes with no
waste.

Review of Lesoon 2 (Learning Outcome 2)

A. Research and Piled Up
Direction: Collect 20 different recipes of appetizer and compile it like
a book using any kind of paper, decorating materials, glue, and
coloring materials.

89
 LM- Grade
Cookery 9
Your output will be rated using the scoring rubric below:
SCORE CRITERIA
5 Properly compiled complete (20) recipes in a very attractive manner
4 Properly compiled (16-19) recipes in an attractive manner
3 Properly compiled (10-15) recipes in simple manner
2 Properly compiled (6-9) recipes in simple manner
1 Compiled less than 6 recipes in disorganized manner

B. Make It for Me
Situation: Your sister will be celebrating her 18th Birthday, you were
asked by your mother if you could make the appetizer for the party. You
excitedly answered yes because you just finished studying about it.
Prepare the appetizer of your choice and ways for your sister.

P E R F O R M A N C E L E V E L
Dimension

Very No
Excellen Satisfactor Needs Points
Satisfactor Attem
t (4 y (2 Improveme Earne
y (3 pts.) pt (0
pts.) pts.) nt (1 pt.) d
pt.)
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment correctly and equipment equipment attem
equipment and confidently at all equipment correctly and but incorrectly and pt
times correctly less confidently less confidently
and sometimes most of the time
confidently
most of the
times
2. Application Manifests very clear Manifests Manifests Manifests less No
of procedures understanding of the clear understanding understanding of attem
step- by-step understandi of the step-by- the step- by-step pt
procedure ng of the step procedure procedure
step- but sometimes seeking
by-step seeks clarification clarification most
procedur of the time
e

Works Works Works Works No

independently with independent independently independently but attem
ease and ly with ease with ease and with assistance pt
confidence at all and confidence from others most
times confidence sometimes of the time
most of
the time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Product Product is very Product is Product is less Product is not No
attractive and very attractive attractive and attractive and attem
enticing to appetite and less enticing to not enticing to pt
enticing 90
to appetite appetite
 LM- Grade
Cookery 9
appetite

Ingredients are very Ingredient Ingredients Ingredients No

well s are well are are attem
- cooked - cooked overcooked overcooked pt
5. Time Work completed Work Work completed Work completed No
manageme ahead of time complete (mins./hours/ (mins./hours/ attem
nt d days) beyond days) beyond pt
within
allotted
time
TOTAL POINTS

Wow! What a wonderful output. Get ready for the presentation of your
appetizer.

Learning Outcome 3
Present a Range of Appetizers
Objectives
At the end of this lesson, you are
expected to:
1. identify the fundamentals of plating;
2. identify the accompaniments of
appetizers;
3. present appetizers attractively; and
4. observe sanitary practices in presenting
appetizers

Appetizers can be more appreciated if presented attractively

like the saying goes “the eyes eats first”. Plate presentation is the
process of offering the appetizer to guests in a stylish and pleasing
manner. It requires skills, style and creativity.
This lesson will provide you the knowledge, skills and
understanding in presenting range of appetizers.

Fundamentals of Plating
1. Balance
The rules of good menu balance also apply to plating. Select
foods and garnishes that offer variety and contrast.
 Color. Two or more colors on a plate are usually
more interesting than one. Garnish is also
important.
 Shapes. Plan for variety
91 of shapes and forms.
Cutting vegetables into different shapes gives you
great flexibility.
 LM- Grade
Cookery 9
 Texture. Not strictly visual consideration, but important
in plating in menu planning.
 Flavors. One of the factors to consider when balancing
colors, shapes, and texture on the plate.
2. Portion size. This is important for presentation as
well as for costing.
 Match portion sizes and plates. Too small a plate
makes an overcrowded, jumbled, messy appearance.
Too large a plate makes the portions look skimpy.
 Balance the portion sizes of the various items on
the plate. Apply logical balance of portions.
3. Arrangement on the plate
Basic Principles of Platter Presentation
1. The three elements of a buffet platter.
 Centerpiece or Grosse piece (gross pyess). This may be
an uncut portion of the main food item, such as a pate
or a cold roast, decorated and displayed whole. It may
be a separate but related item, such as molded salmon
mousse
 The slices or serving portions should be arranged
artistically.
 The garnish should be artistically done in proportion
to the cut slices.
2. The food should be easy to handle and serve, so that one
portion can be removed without ruining the arrangement.
3. A simple design is best. Simple arrangement is easier to
serve, more appetizing, and still attractive when
are half consumed by the guest.
4. Attractive platter presentation may be made on silver or
other metals, on mirrors, chinaware, plastic ware,
wood, or any other materials provided they are
presentable and suitable for food.
5. Once a piece of food has touched the tray, do not remove it.
Shiny
silver or mirror trays are easily smudged, and you’ll have to
wash the tray and start over again. Good pre-planning
should be considered.
6. Think of the platter as part of the whole. It must be
attractive and appropriate to the other
presentation in the table.
Designing the platter
1. Plan ahead. Make a sketch by 92 dividing the tray into six or
eight sections. This will help you lay out a balance and
symmetrical design. The sketch should indicate the
centerpiece, slices of foods and garnishes.
 LM- Grade
Cookery 9
2. Get movement into your design. Good design makes your
eyes move across the platter following the lines you have set
up. It could be arranged in rows or lines.
3. Give the design a focal point. Use centerpiece to emphasize
and
strengthen the design by giving it direction and height.
Note that centerpiece is not always in the center.
4. Keep items in proportion.
5. Make the garnish count. Use garnish to balance out a
plate by
providing additional element. Two items on a plate often look
unbalanced, but adding a garnish completes the picture. On
the other hand do not add unnecessary garnishes.
6. Don’t drown every plate in sauce or gravy. It may hides
colors and shapes. You may cover a part of it or a band of
sauce across the
center.
7. Keep it simple. Simplicity is more attractive than
complicated designs.
8. Let the guest see the best side of everything. Angle
overlapping slices and wedged-shaped pieces toward the
customer and the best side of each slice is face up.

Review of Lesson 2 (Learning Outcome 3)

A. Pose and Dispose
Let’s find out if you can arrange your prepared appetizers
attractively following the fundamentals of plating, principles of platter
SCORE CRITERIA
presentation and designing the platter.
5 Very artistically and creatively done
Your output will be rated using the rubric
4 Artisticallybelow:
and creatively done
3 Properly and less creatively done
2 Improperly done and unattractive
1 No attempt

You’re amazing, you almost got it perfect. Continue with the next topic
to learn how to store appetizers.

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Learning Outcome 4
Store Appetizer

At the end of the lesson, you should

be able to:
a. utilize quality trimmings;
b. select appropriate container for storing
salads and appetizers; and
c. keep appetizers in appropriate conditions to maintain its
freshness, quality and taste;
d. follow workplace safety procedures.

Storing salads and appetizers is one of the most important

activities done after preparing them to maintain freshness and
avoid spoilage.

This lesson deals with storage of salads and

appetizers using appropriate container to sustain quality
and taste.

Tools and Equipment

1. Chillers
2. Refrigerator
3. containers for salad and appetizers

Storing Techniques
Storing foods could be done through the following
techniques:
1. Refrigerate – to keep food cold or cool.
2. Cold storage – the process of preserving food by
means of refrigeration.
3. Chilling – to refrigerate to reduce the temperature of
food.

Sanitary Practices when storing salads and appetizers

1. Handle the food properly to prevent spoilage and
contamination.
2. Wash utensils and equipment thoroughly.
3. Keep off hand to a minimum contact to ingredients
and food.
4. Keep away from food when you are ill.
5. Store food and ingredients properly.
6. Safeguard the food during distribution and serving.
 Chill to refrigerate or to reduce the temperature
of food.
94
 Place it to cold storage like refrigerator to preserve
perishable food.
 LM- Grade
Cookery 9
Review of Lesson 1 (Learning Outcome 4)
A. Complete Me
Directions: Completion Type. Fill the blank with a word or group of
words to make the sentence complete. Write your answer in your
test notebook.
1. An Italian appetizer composed of meats, sea foods, and other
relishes is
.
2. Small food item eaten with wine or other drinks is .
3. A salted roe or egg of the sturgeon is .
4.Hors d’ oeuvres offered to guest that complements the chef’s
cooking style and talent is .
5. Toasted Italian bread flavored with garlic and olive oil is .

B. Prove It More
Prepare varieties of appetizer. You will be observed and rated from the
preparation of materials and ingredients, actual preparation,
presentation and storing of your products using the scoring rubric
below. P E R F O R M A N C E L E V E L
Dimension

No
Very Point
Excellen Satisfactor Needs Attem
Satisfactor s
t (4 y (2 Improveme p
y (3 pts.) Earne
pts.) pts.) nt (1 pt.) t
(0 d
pt.)
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very clear Manifests Manifests Manifests less No
Application understanding of clear understanding understanding of attem
of the step- by-step understandi of the step-by- the step- by-step pt
procedures procedure n g of the step procedure procedure
step- by- but sometimes seeking
step seeks clarification most
procedure clarification of the time

Works Works Works Works No

independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease and confidence from others most
times confidence sometimes of the time
most of the
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
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4.Completen Task is completed Task is Task is nearly Task is started No
es s of Task following the completed completed but not attem
procedures in the following following the completed pt
activity the procedures in the following the
improvement/innov procedures project plan procedures in
atio ns in the the project plan
project plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time
TOTAL POINTS

Post Test
A. Direction: Below are jumbled letters. Write the correct spelling
opposite the scrambled letters. Write your answer on your test
1. AINSZTEI
notebook.
-2. PENMEQUTI -

3. NGILCAEN -

4. CNKTIEH
PERAETPIZ - -
ELSHERIS
5. LCEHIMAC
- -
A.) Directions: Multiple Choice. Read the following statements
6.
carefully
7. .Choose the letter that best describes the
statement. Write your answer on your quiz
notebook.
a. Glass c. Cast
1. Which of the following is a material Ironfor salad making
used
b. dessert
and Aluminuthat need great care d. to
Stainless
ensure long shelf life?
2. Which mof the following appetizers are made out of thin slices
Steel
of bread in different shapes?
a. Relish C. Hors D’
b. Cockta Oeuvres
il
3. Aling Pelita d. Canapé
find it hard to remove tough soils from the used
pots and pans. It does not respond to different cleaning
agents she used. If you will help her, which of the following
will you recommend that will surely solve her problem?.
a. Abrasive c. Detergent
b. Acid d. Solvent
4. It Cleaner
is small pieces or portions ofCleaner
highly seasoned food,
usually served before a meal to induce and stimulate one’s
appetite.
a. Appetiz c. Hamburger
er d. Salad
b. Dessert dressing

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5. Sherwin owns a restaurant. He is awake up to 12 midnight in
order to supervise the business and sees to it that he has enough
supply of materials the next day. This kind of character shows that
a. creative
he is c.
b. passionat motivated
6. Which
e of the following situations
d. is good housekeeping practice
best shown? committed
a. emptying the garbage can every other day.
b. using imported sanitizing and disinfecting materials
c. spraying air freshener before and after leaving the room.
d. planning and implementing a program of regular cleaning
of fixtures, furniture and home appliances
7. Which of the following knife is used for trimming and paring
a. Butcher
fruits and vegetables? c. Paring
knife knife
8. Which
b. Frenchof the following appetizers are made of seafood or fruit,
d. Shears
usually
knifewith a tart or tangy sauce?
a. Canap c.
é Relish
9. Your younger sister accidentally
b. Cockta d.swallowed poison. What first aid
il
treatment should you do? Salad
a. Read the label of the poisonous material
b. Remove anything remaining in the mouth
c. Give her a glass of water or any fruit juice
d. Give her a spoonful of sugar or any kind of sweets
10.Which of the following is the proper order in washing the dishes?
a. utensils, chinaware, silverware, glassware
b. silverware, utensils, glassware, chinaware
c. chinaware, glassware, utensils, silverware
d. glassware, silverware, chinaware, utensils
11.Which of the following is the proper order/steps in cleaning
kitchen premises?
12.Rinse all surfaces with cold to hot water to remove thoroughly all
remaining chemical solution and food soil residues
13.Remove residual food soils from equipment surfaces
14.Scrape and Pre-rinse
15.Rinse all equipment surfaces sanitizing agent
a. 4 3 2 1 b. 2 3 1 4 c. 3 2 1 4 d. 1 2 3 4
12.Which of the following should be practiced when using
cutting board to reduce the spread of bacteria?
a. Use the same chopping board for different kinds of food
b. Keep separate chopping board for your meat and your
vegetables
c. Clean the chopping board if needed
d. Scrape chopping board before using
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Congratulations! You made it with flying colors. Good luck for the next
lesson. Carry on…

Quarter II

Lesson 1
PREPAR
E SALAD
AND
DRESSIN
G
(10WEEK
S)

Upon completion of this module

the students will be able to:
1. perform Mise en Place;
2. prepare variety of salads and
dressings;
3. present a variety of salads
and dressings; and
4. store salads and dressings

Salad is a combination of vegetables, fruits and other

ingredients served with a dressing. Salad are easy to make and
require little, id any special equipment. A basic understanding of
tools use in preparation will help achieve better results.
This module deals with the skills, and knowledge and
attitudes required to prepare and present salads and
a) Mixing c) salad
dressings.
bowl spinner
b) Salad d) cutting
server boards
2. Pre
Used– to hold salad ingredients for mixing, or for
Test
a
tossing. Knives c) mixing
A.) ) Directions:
Cutting Read the statement carefully and choose the
bowls
b boards d) salad the statement. Write
answer that best describes
) your answer on your server
test notebook.
1. A salad tool used to remove excess water from the salad
greens.
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 LM- Grade
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3. Salads that can be served as a full meal because it contains
substantial portion of meat, poultry, seafood’s, fruits and
a) Appetizer salad
vegetables. c) main course
b) Accompaniment salad
salad d) dessert salad
4. Salads made of mixtures of ingredients that are held
together usually with a thick dressing like mayonnaise.
a) Green salads c) composed
b) Vegetable salads
salads d) bound salads

5. Salad ingredients are arranged on plate rather than

being mixed together
a) fruit salad c) bound salad
b) composed d) vegetable
salad salad
6. Which of the following considerations are essential in
choosing ingredients for high quality salads?
a) quality and c) freshness and
quantity variety
b) texture and color c) crispiness and
7. Which of the following guidelines
tasteis not included in making
vegetable salad.
a) Cooked to a firm, crisp texture and good color
b) Cooked until completely tender and overcooked
c) Thoroughly drained and chilled before using
d) Marinated or soaked in a seasoned liquid

8. Which of the following is not a factor to consider in salad

preparation?
a) Contrast and harmony of colors
b) Quality of ingredients
c) Arrangement of food
d) Proper food combinations

9. Which of the following procedures for quantity green salad

production is the last step to do?
a) Arrange salad plates on worktables
b) Add dressing before serving
c) Prepare all ingredients
d) Refrigerate until serving

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10. Which of the following ingredients is not used in
making French dressing?
a) Egg c) Vinega
yolk r
b) Oil d) Sugar
11. Which of the following structures of a salad is an edible
decorative item that gives eye appeal and adds flavor to the
a) Body
food? c) Base
b) Garnis d) Dressin
h g

B.) Direction: Identify the different kitchen tools and utensils in

preparing salad. Write your answer on your test
notebook.

1. 2. 3.

A.
4. 5. 6.

7. 8. 9.

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 LM- Grade
Cookery 9
Learning Outcome 1
Perform Mise’ En Place

At the end of this lesson, you are

expected to:
1. identify tools, equipment, and utensils needed in preparing
salad and dressing;
2. clean, sanitize and prepare tools, utensils and equipment
based on the required tasks;
3. identify ingredients according to the given recipe; and
4. prepare ingredients based on the required form and time
frame.

Mise’ En Place is a French term which means setting

everything in place and organizing all the materials and ingredients
before preparing foods.

1. Knives – good quality knives

with sharp, sturdy stainless
Tools, Equipments, Utensils Needed
steel bladesinand
Preparing Salads.
with handles
that securely attached and
that feel perfectly
comfortable in your hand.
2. Cutting boards – choices of
cutting
boards are the wooden or blocks
and acrylic cutting boards.
When preparing a recipe that
contains both meat (or poultry or
seafood) and vegetables
requiring cutting, use one board
exclusively the vegetables and
the other exclusively for the raw
meat to avoid cross-
contamination.

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3. Peelers - is a kitchen
tool consisting of a slotted
metal blade attached to a
handle, that is used to
remove the outer skin
or peel of certain vegetables
, frequently potatoes and
carrots, and fruits such as
apples, pears.
4. Citrus zesters - A kitchen
zester is approximately four
inches long, with a handle
and a curved metal end, the
top of which is perforated
with a row of round holes with
sharpened rims. To operate,
the zester is pressed with
moderate force against the
fruit and drawn across its
peel. The rims cut the zest
from the pith underneath.

5. Grater/Shredder - A grater
(also known as a shredder) is
a kitchen utensil used to grate
foods into fine pieces. It was
invented by François Boullier
in 1540s.

6. Grill pan – used for salad

toppings to be broiled or
grilled.

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7. Salad Spinners – used to hold

just washed salad leave in a
slotted basket that is made to
spin by hand and thus fling all
the water off the leaves into
the outer container.

8. Mixing bowls – used to mix

dressings, marinate
ingredients, hold separate
elements of a salad before
assembling and used to toss
and mix all the ingredients
together. Used bowls made of
sturdy, heavy glass wares or
ceramic, so as not to react
with acidic ingredients.

9. Salad servers – “Salad sets”

with big salad bowls, serving
bowls and servers. Select
materials having enough
surfaces to really grasp the
ingredients of salad no
matter how slippery and
thus making tossing easier.

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Classification of Salads According to their Functions in the Meal.
1. Appetizer Salads. It stimulate appetite which has
fresh, crisp
ingredients; tangy
flavorful dressing; and
attractive, appetizing
appearance.It looks
appealing because of
flavorful foods like
cheese, ham, salami
shrimp and crabmeat.
Crisp raw or lightly
cooked vegetables can
also be added.
2. salad
Accompanime
balance
nt and harmonize
– saladswith
the rest of the must
accompanime meal, like
any
nt other side dish. Don’t
serve potato salad at the
same meal at which you are
serving french Fries or
another starch. Sweet
fruit salads are rarely
appropriate as
accompaniment except
with
such items as ham or pork.

3. Side dish salads should be

light and flavorful, not too
much vegetable salads are
often good choices. Heavier
salads such as macaroni or
high protein salads
containing seafood, cheese
are less appropriate, unless
the main course is light.

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4. Main course salads – should
be large enough to serve as a
full meal and should contain
a substantial portion of
protein. Meat, poultry and
seafood salads as well as egg
salad and cheese are popular
choices.
Main course salads should
offer enough variety of flavors
and
textures in addition to the
protein and salad platter or
fruits.

5. Separate course salads –

these salads must be very
light without filling. Rich,
heavy dressings such as
sour cream and
mayonnaise should be
avoided. Light salad are
serve after the main
course to cleanse the
palate, refresh the appetite
and
provide a break before dessert.

6. Dessert salads – dessert

salad are usually sweet
and may contain items
such as fruits, sweetened
gelatin, nuts and cream.

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Classification of Salads According to Ingredients Used

1. Green salads – must be

fresh, clean, crisp and cold
and well drained. Moisture
and air are necessary to
keep greens crisp.
a) Leaves wilt because they
lose moisture. Crispness
can be restored by
washing and
refrigerating. The moisture
that clings to the
leaves after
thorough draining is
usually enough.
b) Air circulation is essential
so do not washed greens
too tightly or pack
too firmly. Refrigerate in
colanders covered with clean damp towels, or in specially
designed perforated plastic bins. These protect from drying
while allowing air circulation.
2. Vegetable, Grain Legumes
and Pasta Salads -
vegetable salads are
salads whose main
ingredients are vegetables
other than lettuce or
other leafy greens.
Starchy items such as
grains, pastas and
dried legumes can also form
the body of a salad.
Raw or cooked
vegetables are usually added to the starch items to enhance
the color, flavor and nutritional balance of the salad.
Protein items such as poultry, meat, seafood and cheese
maybe added to vegetables and starch salads.

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3. Bound salads – are mixture of foods that are held together
or bound
with a dressing usually a
thick dressing like
mayonnaise.
The term bound is most
often
used for traditional mixtures of
cooked protein, starch and
vegetables items with
mayonnaise like chicken
salad, tuna salad, egg salad
and potato salad.
4. Fruit Salad – contain fruits as their
main ingredients, like appetizer
salads or dessert salads.

5. Composed Salads – made by

arranging two or more elements
attractively on a plate. They
are called composed because
the components are arranged on
the plate rather than being
mixed together. They are elaborate
and can be substantial in size,
usually served as main courses or
fruit courses rather than
accompaniments or side dishes.

6. Gelatin Salads – most gelatin

products are made with sweetened
prepared mixes with artificial color
and flavor. But some professional
cook used to prepare salads using
unflavored gelatin relying on fruit
juices and other ingredients for
flavor.
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Review of Lesson 1(Learning Outcome 1)
A. Picture Me
Direction: Give the characteristics of the different types of
salads.
Type of salad Characteristics
Main Course Salad

Appetizer

Side Dish Salad

Dessert Salad

Accompaniment Salad

Your answer will be rated using the rubric below.

CRITERIA 4 3 2 1
Exceptional Generall Lacks clarity Unclear
Clear ly clear and y clear and difficult cannot
easy to and to understand
understand quite understand
easy
to
understan
d
Comprehensiv Thorough Substanti Partial or not Misunderstandi
e and al comprehensi ng or serious
comprehen explanatio ve misconception
si ve n Explanation on the
explanation explanation
Relevant Highly Generall Somewh Irrelevan
releva y at t
nt relevant relevant

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B. Organize your Learning
Make an album of the different kinds of salad with their picture
and recipe listed.
Your output will be rated using the rubric below:
SCORE CRITERIA
5 Artistically and creatively done with full illustrations and pictures
of the
recipe
4 Artistically and creatively done with some illustrations and
pictures of the
recipe
3 Properly done with some illustrations and pictures of the recipe
2 Properly done with few illustrations and pictures of the recipe
1 Done untidily with few illustrations and pictures of the recipe

Now you’re ready to go on with the ways on how to prepare variety

of salad and dressing!

Learning Outcome 2
Prepare a Variety of Salad and Dressing
At the end of the lesson, you are expected to:
1. identify the components of salad, factors to consider in salad
preparation, and different kinds of salad dressing and their
ingredients;
2. select and use correct equipment in preparing salad and
dressing;
3. prepare a variety of salad and salad dressing; and
4. follow workplace safety procedures.

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 LM- Grade
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Enumerate ingredients for salad making.
Ingredients of Salads

Freshness and variety of ingredients are essential for high quality

salads.
1. Salad Greens – Iceberg lettuce, Romain Lettuce, Boston
Lettuce, Biff or limestone lettuce, Chinese cabbage, Spinach,
Sprouts

2. Vegetables (Raw) - avocado, bean sprouts, broccoli,

cabbage, carrots, cauliflower, celery, cucumber,
mushrooms, onions, peppers, radish, tomatoes.

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3. Vegetables (Cooked, pickled and canned) – asparagus, beets,
carrots, cauliflower, corn, pimientos, olives, peppers,
cucumber

4. Starches –
dried beans, potatoes, macaroni
products, grains, bread (croutons)

5. Fruits (Fresh, Cooked, Canned or frozen) – Apple, banana,

berries, coconut, melons, oranges, papaya, peaches, pears,
mangoes.

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6. Protein foods – meat (beef, ham), poultry, fish and
shellfish, salami, luncheon meat, bacon, eggs, hard cooked,
cheese, cottage cheese, aged or cured types.

7. Miscellaneous – gelatin,
nuts

Guidelines for Making Salads

1. Vegetables, Legumes, Grains and Pasta Salads
 Neat, accurate cutting of ingredients is important
because the shapes of the vegetables add to eye
appeal.

 Cut vegetables as close as possible to serving time or

they may dry or shrivel at the edges.

 Cooked vegetables to a firm, crisp texture and good

color.

 After cooking, vegetables must be thoroughly

drained and chilled before using.
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 LM- Grade
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 Starches, pastas and legumes should be
cooked until completely tender but not
overcooked.

 Vegetables are sometimes marinated or soaked in a

seasoned liquid before being made into salad. The
marinade is usually some form of oil and vinegar
dressing that also serves as the dressing for the salad.
Do not plate marinated salads too far ahead of time
because the lettuce base will wilt.

 Grains and pastas may also be marinated for a short

time. If marinated too long, pasta absorb too much
liquid and become very soft. Legumes should not be
allowed to stand longer in a marinade because the
acid toughen the proteins in the beans.

2. Bound Salads
 Cooked ingredients must be thoroughly cooled before
being mixed with mayonnaise and the completed
salad mixture must be kept chilled at all times.

 Leftover such as chicken meat or fish which have been

handled according to the rules of good sanitation and
food management can be used for making bound
salads.

 Potatoes for salads should be cooked whole before

peeling and cut in order to preserve nutrients.

 Crisp vegetables like celery, green peppers, carrots,

chopped pickles, onions and water chestnuts are
used.

 Bland ingredients like potatoes and some foods

maybe marinated in seasoned liquid such as
vinaigrette before being mixed with mayonnaise and
other ingredients.

 Fold in thick dressings gently to avoid crushing or

breaking the main ingredients.

 Bound salads are portioned using scoop to give

height and shape to the salad.

 113
For plated salads, serve on a base with greens and
choose attractive, colorful garnishes when
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 LM- Grade
Cookery 9
3. Fruit Salads
 Fruit salads are often arranged, mixed or tossed of
most fruits that are delicate and easily broken. An
exception is the Waldorf salad, made of firm apples
mixed with nuts, celery and mayonnaise based
dressing.

 Broken or less attractive pieces of fruit should be

placed on the bottom of the salad while more
attractive pieces arranged on top.

 Some fruit discolor when cut and should be dipped into

an acid such as tart or fruit juice.

 If both vegetables and fruits salads are being

prepared, vegetables salad should be prepared
first.

 Drained canned fruits well before mixing them

in the salad.

 Dressings for fruit salad are usually sweet, but fruit

juices are used to add tartness.

4. Composed Salads
 Prepare and season each ingredients separately and
evaluate the flavor and quality.

 Arrangements maybe plated ahead of time and add

delicate ingredients just before serving.

 Flavors and textures of all ingredients should provide

pleasing contrast

 Observe general concepts of plating and

presentations of output.

5. Gelatin Salads
 Observe the correct proportion of gelatin and liquid.
Too much gelatin makes a stiff, rubbery product while
too little makes a soft product that will not formed the
desired shape.
 To dissolve unflavored gelatin, stir it in cold liquid to
avoid lumping and let114it stand for 5 minutes to absorb
water. Then heat it until dissolves, or add hot liquid
and stir until dissolved.
 LM- Grade
Cookery 9
 To dissolve sweetened, flavored gelatin, stir it into
boiling water. It will not lump because the gelatin
granules are held apart by sugar granules.

 For quick setting, dissolve the gelatin to half of the

volume of liquid and the other half is cold water to
lower the temperature. For even faster setting, add
crushed ice in an equal volume of cold water, stir until
the ice is melted.

 Do not add raw pineapple and papaya to gelatin salads

because these fruits contain enzymes (bromelain and
papain, respectively) which dissolves gelatin.

 Canned fruits and other juicy items must be well

drained before adding because they will watered down
the gelatin.

 To unmold gelatin if it is firm

- Loosen it by dipping a small pointed knife in
warm water and running the tip of it around
the top edge of the molded gelatin.
- Dip the mold into hot water for 1 – 2 seconds
- Quickly moisten tips of the fingers and
gently pull gelatin away from edge
 Refrigerate gelatin salads.

Procedure for Quantity Salad Production

1. Prepare all ingredients. Wash and cut greens, fruits,
vegetables, and garnishes. Prepare cooked vegetables and
mix bound and marinated salads. Have all ingredients
chilled.
2. Arrange salad plates on worktables. Line them up on trays
for easy transfer to refrigerator.
3. Place bases on all plates.
4. Arrange body of salad on all plates.
5. Garnish all salads.
6. Refrigerate until serving.
7. Do not add dressing to green salads until serving.

Important Factors to consider in Salad Preparation

8. Quality of ingredients. Salad is as good as the quality of its
ingredients, so you have to use ingredients that are fresh, ripe
and in season. 115
9. Eye Appeal. It should be attractive, appetizing, creatively
presented.
10.Simplicity. Make it simple not overcrowded.
 LM- Grade
Cookery 9
4. Neatness. Keep salad neatly placed in a plate.
5. Contrast and Harmony of colors. Contrast in color for your
garnishing can accentuate the appearance of the salad.
6. Proper Food combinations. Choose combination of
ingredients carefully.
Pineapples and coconut go well with chicken but not
compatible with tuna.
7. Foods should be recognizable. Taste of the food that you are
using as a base should be identifiable when you taste the
salad. The dressing should dominates the taste. The size of
cut should be bid enough (usually bite size) to be
recognized.
8. Keep foods properly chilled but not ice-cold.
9. Serve hot foods while hot and cold foods cold.
10. Keep it clean and crispy. This is done by washing greens in
large quantity of water and drain well and removing the green
from the water to allow the dirt to settle to the bottom of the
container.
11.Flavorful. Tempting and stimulating if prepared and
presented properly.
12. Drain all the ingredients well. Water or excess juices
will weaken dressings and will make your salad look
messy.
13. Do not overcook food. Food and ingredients when
Ingredients:
overcooked eliminates the color and its vitamins and
minerals as well.
1½ Mayonnais
pt e Vinegar
2 fl Sugar Coleslaw
oz (optional) Salt
3 oz White pepper
4 tsp
lb Cabbage,
EP
½ tsp shredded Lettuce
25 cups
Procedure:
1. Combine the mayonnaise, vinegar, sugar, salt, and
pepper in a stainless steel bowl. Mix until smooth.
2. Add the cabbage and mix well.
3. Taste and, if necessary, add more salt and/or vinegar.
4. Arrange the lettuce leaves as under liners on cold salad
plates.
5. Using a no. 12 scoop, place a mound of coleslaw in the center
of each plate.
6. Hold for service in refrigerator.

116
 LM- Grade
Cookery 9
“Fruit Salad”
Ingredients:
2 cups unpeeled apples,
cubed 1 cup pitted dates
1 cup celery chopped
3 tablespoons lemon juice
½ cup all purpose
cream Garnish, if
desired
¼ cup nuts
Salad
greens
Procedure
1. Assembl
e all
utensils
and
supplies.
2. Carefully wash the celery, apples and salad greens.
Refrigerate the salad greens.
3. Cubed the apples in rather large pieces, and cover with
lemon juice to prevent discoloration. Also chop the
celery and dates in rather large pieces.
4. Combine the chopped ingredients with the dressing using a
fork.
Potato
5. If desired, chill the salad Salad bowl.
in a covered
6. Serve on crisp salad greens.
Ingredients:
This salad is suitable for refreshment plate at a party or
2.5 serving
for kg AP waxy
lunchpotatoes
or supper. It may be prepared in advance.
375 ml basic
vinaigrette 7 ml salt
1 ml white pepper
375 g celery, small
dice
125 g onion, chopped
fine 500 ml
mayonnaise
25 lettuce cups
50 pimiento strips

117
 LM- Grade
Cookery 9
Procedure:
1. Scrub the potatoes. Steam or boil until tender, but do not
overcook.
2. Drain the potatoes. Leave in the colander or spread out on a
sheet pan until cool enough to handle.
3. Peel the warm potatoes. Cut into ½- in. (1 cm) cube.
4. Combine the dressing, salt and pepper. Add the potatoes
and mix carefully to avoid breaking or crushing them.
5. Marinate until cold. For the purpose of food safety, chill the
potatoes in the refrigerator before proceeding with the next
step.
6. If any vinaigrette has not been absorbed by the potatoes,
drain it off.
7. Add the celery and onion, mix gently.
8. Add the mayonnaise. Mix carefully until evenly blended.
9. Keep refrigerated until ready to use.
10.Arrange the lettuce as underliners on cold salad plates.
11.Using a No.11 scoop, place a 4- oz (125-g) mound of potato
salad on each plate.
12.Garnish each salad with 2 strips pimiento placed crosswise
on top.
13.Hold for service in refrigerator.

“Jellied Meat Salad”

Ingredients:
1 tablespoon gelatin
¼ cup cold
water 1½ cup
hot stock
2 tablespoon
lemon juice
¼ teaspoon
salt
½ cup
chopped
vegetables
2 tablespoon green pepper
cut in thin shreds
1 cup diced meat (beef,
veal, chicken)
Procedure:
14.Soften gelatin in cold
water for about 5
minutes.
15.Bring the broth to a boil, remove from fire and add the
softened gelatin, lemon juice, and salt. Stir until the
gelatin dissolves. 118
16.When cool, place in the refrigerator to thicken the
consistency of the gelatin.
17.Fold in to the thick mixture chopped meat, vegetable and
 LM- Grade
Cookery 9
Prepare Variety of Salad Dressing
Ingredients of Salad Dressing

Salad dressings are liquid or semi liquids used to flavor

salads. The flavors of most salad dressings are not modified by
cooking. The quality depends directly on the quality of the
ingredients used.

Most salad dressings are made primarily of oil and acid with
other ingredients added to modify the flavor or texture.

1. Oils – should have mild, sweet flavor.

Strongly flavored oil can
make excellent salad dressing but not
appropriate with every food.
Examples: corn oil, soybean oil, canola oil,
peanut oil,
olive oil, walnut oil

2. Vinegar – should have a good, clean sharp

flavor. Most salad vinegar are about 5%
acidity, but some range from 7-8%.

3. Lemon Juice – fresh lemon juice maybe

used in place of or in addition to vinegar
in some preparation.

4. Eggyolk – as essential ingredient in

mayonnaise and other emulsifier dressings.
For safety, pasteurized eggs should be used.

5. Seasoning and flavorings –

fresh herbs are preferable to
dried herbs. Other flavorings
include mustard, ketchup,
Worcestershire sauce and
various kinds of cheeses.

119
 LM- Grade
Cookery 9
Types of Salad Dressings

1. Oil and Vinegar dressings –

Basic vinaigrette is a simple
mixture of oil, vinegar and
seasonings which is an example
of temporary emulsions. The
ratio of oil to vinegar is 3 parts
oil to 1 part vinegar. However,
it can be changed depending
upon the taste. Less oil makes
the dressing tarter, while more
oil makes it taste milder
and oilier.

2. Emulsified Dressings –
Mayonnaise is an emulsified
dressing. It is more often serves
as the base for wide variety of
other dressings. Mayonnaise
based dressings are generally
thick and creamy.

3. Other Dressings – cooked

salad dressing is similar with
appearance to mayonnaise,
but it has a tarter flavor,
while mayonnaise is richer
and milder. Cooked
dressing is
made with little or no oil and with a starch thickener.

There are variety of dressings based on neither

mayonnaise nor oil and vinegar. They include dressings on sour
cream and on fruit juice and yogurt and low calorie dressings. The
important thing is that these dressings should have well balanced
flavor with a pleasant tartness and should harmonize and
complement the salad which they are served.

120
 LM- Grade
Cookery 9
Emulsions in Salad Dressings
The uniform mixture of two unmixable liquids, oil and vinegar
is called emulsion.

1. Temporary Emulsions – a simple oil and

vinegar dressing is called temporary
emulsion because the two liquids always
separate after being shaken. The harder
the mixture is beaten or shaken, the
longer it takes for it to separate.
2.

3. Permanent Emulsions –
mayonnaise is also a mixture of oil
and vinegar, but the two liquids do
not separate because it contains
egg yolk which is a strong
emulsifier. The egg yolk forms a
layer around each of the tiny
droplets and holds them in
suspension. All emulsions form
more easily at room temperature.

Other stabilizers are used in

some preparations. Cooked dressing
uses starch in addition to eggs.
Commercially made dressings may use
such emulsifiers as gums, starches and
gelatin.

121
 LM- Grade
Cookery 9
Standard Recipes for Salad Dressings

“French Dressing”
Ingredients:
½ teaspoon dry mustard
½ teaspoon paprika
½ teaspoon salt
½ teaspoon sugar, optional
¼ cup lemon juice or vinegar
½ cup salad oil

Steps in preparation:
1. Measure the dry seasonings into a bowl, add the vinegar or
lemon juice, and dissolve them.
2. Add the oil, mix well, and transfer to a jar. Shake well.
3. Just before serving shake again to blend thoroughly.

“Mayonnaise Dressing”
Ingredients:
½ teaspoon mustard
½ teaspoon salt
¼ teaspoon
sugar pinch of
pepper pinch of
paprika
1 egg
2 cups salad oil
3 tablespoon
lemon juice or
vinegar

Steps in
preparation:
1. Measure
seasonings
into bowl.
Blend, and
add egg. Mix
well.
2. Gradually add the first ½ cup of the oil, almost drop by
drop, beating well. Then add the lemon juice and
the rest of the oil slowly and continue beating all
during these additions.
3. Transfer to the covered refrigerator jar and store.

Cooked Salad
122 Dressing
Ingredients:
3 tablespoons flour
2 tablespoons sugar
 LM- Grade
Cookery 9
Steps in preparation:
1. Sift the flour, sugar, salt, and mustard, onto the top of a double
boiler.
2. Add ¼ cup milk and stir until smooth. Carefully add the
remaining milk.
3. Cook over low heat until the mixture thickens. Stir constantly.
4. Place over hot water on the bottom of the boiler. Cook for 10
minutes and stir occasionally.
5. Beat the egg well, add the lemon juice, and beat. Slowly
add to the cooked mixture and cook until well blended.
6. Remove from heat, add butter. While cooling beat with the
rotary beater about twice for improved texture.
7. Cool and store in a covered container.

This type of dressing is easy to prepare for the

inexperienced cook. It is inexpensive and not as rich as
mayonnaise.

Review of Lesson 1 (Learning Outcome 2)

Directio Fill in the blanks with the correct word or group of
n: A. Fillwords.Write
Me In your answer on your test notebook.
1. Canned fruits and other juicy items must be well
before being added or they will dilute the gelatin
and weaken it.
2. Flavors and textures of all components should be
or provide pleasing contrast.
3. Some fruit discolor when cut and should be dipped into an
such as tart fruit juice.
4. Cooked ingredients must be thoroughly before
being mixed with mayonnaise and the completed salad
mixture must be kept chilled at all times.
5. Neat, accurate cutting of ingredients is important
because the shapes of the vegetables add to .
6. Cooked vegetables should have a firm,
texture and good color.
7. Potatoes for salads should be cooked whole, then peeled
and cut in order to preserve .
8. Broken or less attractive pieces of fruit should be placed on
the
of the salad, with the more attractive
pieces arranged on top.
9. Arrangements
10. maybe
To dissolve sweetened, flavored ahead
gelatin,ofstir
time only boiling
it into if the
components
water. It willwill
nothold well. Add delicate
because itemsgranules
the gelatin just beforeare
serving.
held apart by sugar granules.

123
 LM- Grade
Cookery 9
B. Do It Now
Mixed Green Salad
Prepare mise en
place for mixing
green salad.
Tools/Equipment
Needed:
Refrigerat
or
Colander
Mixing
bowl
Plate for
serving
Ingredients:
Romaine
1 Wash greens thoroughly.
. lettuce Pepper
Drain greens well.
2 strips Carrots
. Crisp the greens. Refrigerate green in a colander cover
Dressing
with damp cloth.
3
Procedure:
4
. Cut or tear into bite pieces.
.
Mixed the greens. Toss gently until uniformly mixed. Non-
5 juicy raw vegetable garnish such as green pepper strips or
. carrots red maybe mixed in at this time. For toss salad to
serve immediately, add the dressings to the greens in a
bowl. Toss to coat the greens with the dressing.
6 Plate the salads. Cold plate should be used. Avoid plating
. salad more than an hour or two before service to prevent
wilting or drying of greens.

124
 LM- Grade
Cookery 9
7 Garnish and
. serve.

P E R F O R M A N C E L E V E L
Dimension

No
Very Point
Excellen Satisfactor Needs Attem
Satisfactor s
t (4 y (2 Improveme pt
y (3 pts.) (0 pt.) Earne
pts.) pts.) nt (1 pt.)
d
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understandi of the step-by- the step- by-step pt
procedures the step- by-step n g of the step procedure procedure
procedure step- by- but sometimes seeking
step seeks clarification most
procedure clarification of the time

Works independently Works Works Works No

with ease and independe independently independently attem
confidence at all ntl y with with ease but with pt
times ease and and assistance from
confidence confidence others most of
most of the sometimes the time
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completen Task is Task is Task is nearly Task is started No
es s of Task completed completed completed but not attem
following the following following the completed pt
procedures in the procedures in following the
the procedures the project plan procedures in
activity in the the project
improvement/innov project plan plan
atio ns
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time
TOTAL POINTS
125
 LM- Grade
Cookery 9
C. Show Off
Another task is given to you this time you will choose and
prepare one type of salad dressing. Choose from among the given
recipes above. Your product and performance will be rated using the
scoring rubric below.
P E R F O R M A N C E L E V E L
Dimension

No
Very Point
Excellen Satisfactor Needs Attem
Satisfactor s
t (4 y (2 Improveme pt
y (3 pts.) (0 pt.) Earne
pts.) pts.) nt (1 pt.)
d
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understand of the step-by- the step- by-step pt
procedures the step- by-step in step procedure
procedure g of the procedure seeking
step- by- but sometimes clarification most
step seeks of the time
procedure clarification

Works Works Works Works No

independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease and confidence from others most
times confidence sometimes of the time
most of the
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completen Task is Task is Task is nearly Task is started No
es s of Task completed completed completed but not attem
following the following following completed pt
procedures in the the the procedures following the
activity procedures in the project procedures in
improvement/innov in the plan the project
atio ns project plan
plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time

What a magnificent performance,TOTAL POINTS

this time learn how to present it more
attractively with the next topic.

126
 LM- Grade
Cookery 9
Learning Outcome 3
Present a variety of salads and dressings
At the end of this lesson, you are expected to:
1. identify the structure of a salad;
2. present salad and dressing attractively;
3. identify the accompaniments of salad and
dressing; and
4. observe sanitary practices in presenting salad
and dressing.

Plated Salad has four parts

Structure of a Salad
- Base or Under liner

A cup-shaped leaves of iceberg or Boston mak

lettuce attractive bases. They give height to salad. e

- Body – main part of the salad

- Garnish – An edible decorative item that is added to salad to

give eye appeal, and adds flavor as well. It should
harmonize with the rest of the salad ingredients.

- Dressing – A seasoned liquid or semi liquid added to the

body of the salad to give added flavor, tartness, spiciness and
moistness.

Dressing may be added at service time, served

separately for the customer to add, or mixed with the
ingredients ahead of time.

127
 LM- Grade
Cookery 9
Guidelines for Arranging Salads

1. Keep the salad off the rim of the

plate.

2. Strive for a good balance of

colors.

3. Height helps make a salad

attractive.

4. Cut ingredients
neatly.

5. Make every ingredient

identifiable.

6. Keep it simple.

128
 LM- Grade
Cookery 9
Waldorf salad

Purpose: Prepare and present Waldorf

salad.
Tools/Equipment Needed:
Refrigerator
Mixing bowl
Paring knife
Scooper
Serving
Plate
1½ c Chantilly dressing
Ingredients:
(heavy whipped cream and
mayonnaise)
4 lb red apples
1 lb celery stalk, dice
4 oz walnuts, coarsely chopped
Lettuce
cups
chopped
2 oz walnuts

Procedure:
1. Prepare the dressing. Combine whipped cream and
mayonnaise in a bowl. Refrigerate.

2. Wash the apples and dice without peeling them.

129
 LM- Grade
Cookery 9
3. Add apples to the dressing and mix in to prevent
darkening.

4. Add celery and walnuts. Fold in until evenly mix.

5. Arrange the lettuce cups as under liners on hold salad

plates.

6. Scoop mixture of salad on each lettuce cup.

8. Sprinkle each salad with chopped nuts, then serve.

Salad Nicoise
Objective:
Prepare and present salad nicoise.
Direction:
Prepare and present salad nicoise using ingredients and
procedure
below.
Ingredients:
3 lb Waxy potatoes, scrubbed
3 lb Green beans, washed and trimmed
2 lbs Mixed salad greens, washed,
crisped trimmed, and
160 oz can Tuna, solid pack
or chunk
25 pcs Anchovy fillets
50 pcs Olives, black or green
50 pcs Hard-cooked egg
quarters
cup Chopped
100 parsley pcs Tomato wedges
½
Vinaigrett
1
e: qt Olive oil
1 cup Wine vinegar
1 tsp Garlic, finely
chopped
1 tbsp Salt
½ tsp Pepper
Procedure:
1. Cook the potatoes in boiling salted water until just tender.
Drain and let cool. Peel. Cut into thin slices. Hold in
refrigerator, covered.
130
 LM- Grade
Cookery 9
2. Cook the beans in boiling salted water. Drain and cool
under cold running water. Cut into 2-in. pieces. Hold in
refrigerator.
3. Line cold salad bowls or plates with the lettuce leaves.
4. Combine the potatoes and green beans. Divide the mixture
among the salad bowls, about 3 oz per portion.
5. Drain the tuna and break it into chunks. Place a 1 ½ -oz
portion in the center of each salad.
6. Arrange the anchovy fillets, olives, egg quarters, and
tomato wedges attractively on the salads.
7. Sprinkle the salads with chopped parsley.
8. Hold for service in refrigerator.
9. Combine the dressing ingredients and mix well. Just before
service, mix again and dress each salad with 1 ½ fl oz
dressing.

Review of Lesson 1 (Learning Outcome 3)

A. Direction: Label the parts of the plated salad. Write your answer
on your test notebook.

B. Enumerate the guidelines for arranging salads into a platter.

Write your answer on your test notebook.

131
 LM- Grade
Cookery 9
Learning Outcome 4
Store Salads and Dressings

At the end of the lesson, you

a.
shouldidentify
be ablesafety
to: and hygienic practices in storing
salad and dressing; and
b keep appetizers in appropriate conditions to
. maintain its freshness, and quality.
Safety and hygienic practices in storing salad and dressing

 Green Salads are plated in a cold plate. Avoid plating

salads more than an hour or two before service. Garnish
that is tossed should be added at serving time.
 Refrigerate salads before serving time.
 Dressing is added immediately before serving, or serves
it on the side.
 Refrigerate salads until Do not hold more than a
serving. hours, or the few
Holding boxes should have
salads will sag. humidity. high
 Do not add dressing to green salads until serving, or they
will sag.

132
 LM- Grade
Cookery 9
Principles and Practices of Hygiene in Preparing Salads and
Salad Dressing
Washing all salad vegetables is important to ensure food
safety.
How to Wash Fruits and Vegetables
 Start by choosing produce that's free of bruises, mold, or
other signs of damage. If you are purchasing precut items, make
sure they have been refrigerated or displayed on ice at the
 supermarket.
Once home, store perishable fruits and vegetables in
the refrigerator (at 40 degrees F or below) until you're ready to
 use them. Always store precut fruits and vegetables in the
refrigerator, too.
 Wash your hands for 20 seconds with soap and warm
water before and after handling fresh produce.
 Use a sharp paring knife to cut away any damaged or bruised
areas of the fruit or vegetable.
 Wash the produce before you peel it. That way,
contaminants will not be transferred from your knife to the
 fruit or vegetable.
Hold the fruit or vegetable under cool running tap water,
 gently rubbing it as you rinse it.
For firm produce, such as melons and winter squash, use
a clean vegetable brush to scrub the surface as you rinse it.
 Produce with bumpy, uneven surfaces, such as cauliflower
and broccoli, should be soaked for 1 to 2 minutes in cold
Howwater
to Wash Salad Greens
to remove contaminants from the nooks and crannies.
Use arequire
Salad greens clean cloth or paper
special towel
attention. to dry
First, the produce
discard the wilted
before using it.
outer leaves; then prep and wash greens as directed for each

type. For leafy lettuces, such as green or red-tip leaf, butter
head, and romaine as well as endive, remove and discard the
root end. Separate leaves and hold them under cold running
 water to remove any dirt.
For smaller greens, such as spinach and arugula, swirl them
in a bowl or a clean sink filled with cold water about 30
seconds. Remove the leaves and shake gently to let dirt and
 other debris fall into the water.
Repeat the process if necessary. Drain in a colander.
For iceberg lettuce, remove the core by hitting the stem end
on the countertop; twist and lift out the core. (Do not use a knife
to cut out the core, as this can cause the lettuce to brown). Hold
 the head, core side up under cold running water, pulling leaves
apart slightly. Invert the head and drain thoroughly. Repeat if
necessary.
For mesclun (a mixture of young, small salad greens often
available in bulk at farmers markets), rinse in a colander or the
basket of a salad spinner.
133
 LM- Grade
Cookery 9
Other Tips for Washing Fruits and Vegetables
 Do not use soap or detergents when washing produce.
 Wash fruits and vegetables. Cool, clean, running tap water is
fine.
 Wash all produce before using, even if you are going to peel
it. Any dirt and bacteria on the outside of unwashed produce can
be transferred from the knife into the fruit or vegetable.
Tip: Even organic fruits and vegetables, as well as produce from
your own garden or local farmer's markets, should be washed
well.

Review of Lesson 1 (Learning Outcome 4)

You’re almost done but not so fast. Here’s another task to
perform.

A. Fix and Parade

Your school will be celebrating its 60th Founding Anniversary. There is a

problem on who will be in-charge of preparing the salad and dressing
for the event. Believing that you have acquired the knowledge and skills
in the preparation of salad and dressing, you confidently accepted the
task. I can do it I can do it I can do it I can do it
independentl with minimal with with
Your performance will be rated using the following rubric:
y and assistance moderate considerable
confidently and assistance assistance
at all times confidently and and less
most of the confidently confidently
time sometimes most of the
4 time
3 2 1
Preparation
of
materials
Preparation
of Salad
Preparation
of
Dressing
Presentation
Storing

134
 LM- Grade
Cookery 9
Post Test

A. Directions: Read the statement carefully and choose the answer

that best describes the statement. Write your answer on your test
notebook.
1. a) Mixing
A salad c) salad
tool used to remove excess water from the salad
greens.bowl spinner
b) Salad d) cutting
server boards
2. Used to hold salad ingredients for mixing, or for
a
tossing. Knives c) mixing
) Cutting bowls
b boards d) salad
) server
3. Salads that can be served as a full meal because it contains
substantial portion of meat, poultry, seafood’s, fruits and
a) Appetizer salad
vegetables. c) main course
b) Accompaniment salad
salad d) dessert salad

4. Salads made of mixtures of ingredients that are held

together usually with a thick dressing like mayonnaise.
a) Green salads c) composed
b) Vegetable salads
salads d) bound salads
5. Salad ingredients are arranged on plate rather than
being mixed together
a) fruit salad c) bound salad
b) composed d) vegetable
salad salad
6. Which of the following considerations are essential in
choosing ingredients for high quality salads?
a) quality and c) freshness and
quantity variety
b) texture and color c) crispiness and
7. Which of the following guidelines
tasteis not included in making
vegetable salad.
a) Cooked to a firm, crisp texture and good color
b) Cooked until completely tender and overcooked
c) Thoroughly drained and chilled before using
d) Marinated or soaked in a seasoned liquid

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8. Which of the following is not a factor to consider in salad
preparation?
a) Contrast and harmony of colors
b) Quality of ingredients
c) Arrangement of food
d) Proper food combinations

9. Which of the following procedures for quantity green salad

production is the last step to do?
a) Arrange salad plates on worktables
b) Add dressing before serving
c) Prepare all ingredients
d) Refrigerate until serving

10. Which of the following ingredients is not used in

making French dressing?c) Vinega
a) Egg
yolk r
b) Oil d) Sugar
11. Which of the following structures of a salad is an edible
decorative item that gives eye appeal and adds flavor to the
a) Body
food? c) Base
b) Garnis d) Dressin
h g

C.) Direction: Identify the different kitchen tools and utensils in

preparing salad. Write your answer on your test
notebook.

2. 2. 3.

B.
4. 5. 6.

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7. 8. 9.

Very well done. You’re now about to move on to the next lesson. Good
luck!

Quarter
III
Lesson 1
PREPARE SANDWICHES (10
WEEKS)

Objectives

At the end of this lesson, you are expected to do the

following:
1. perform mise’en place;
2. prepare variety of sandwiches;
3. present variety of sandwiches; and
4. store sandwiches.

Sandwiches refers to a food item made with two or

more slices of bread with fillings between them. A widely
popular and convenient lunchtime food, quickly made and
served and adaptable to many variations that satisfies
nearly every taste and nutrition requirement.

137is one of the fundamental skills

Preparing sandwiches
required in modern food service. In this lesson you will learn
the fundamentals of
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sandwich making, the ingredients, types of sandwiches, its
methods of preparation for efficient production and service.

Pre – Test

A. Directions: Multiple Choice. Read the statement carefully

then choose the answer that best describes the statement.
Write your answer on your test notebook.
1. It is the most important principle for sandwich safety after
preparation to avoid spoilage.
c. 4 – 40 - c. 140 – 4 -
140 40
d. 4- 140 – d. 40 – 140
2. Which
40 tool is used to measure -serving
4 of soft foods, such as
filling ice cream, and mashed potato?
a. potato c. scoops or
masher dipper
b. scooper d. baster
3. There are many kinds of kitchen knives, each with a special
use. Which one is used to cut thick sandwiches?
a. Butcher c. Deli knife
knife d. Sandwich
b. Paring knife knife
4. A small flat, round bladed utensil that is serrated on one
side and smooth on the other, used to apply food spreads
over bread slices.
a. Cutting Board c. Sandwich
Spatula
b. Measuring
spoons d. Serrated Knife
5. A plastic, serrated edge knife that is designed to slice
lettuce without causing the edges to turn brown.
A. Lettuce C. Bread
Knife Toaster
B. Mixing D. Grill
B. Direction: Identify the following statements and write your
Spoon
answer on your test notebook.
1. A knife with a sharp edge that has saw like
notches or teeth used to slice bread, fruits and
vegetables.
2. It comes in wood and plastic, use to protect the
table while slicing bread.
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3. Pyrex bowls that are large enough to hold the
ingredients while they are being mixed.
4. Used to combine ingredients.
5. A set of individual measuring spoons used to
measure small quantities of ingredients.
6. Are flat heated surface or wheel where food
is directly cooked.
7. A typically small electric kitchen appliance
designed to toast multiple types of bread products.
8. A machine used to chill sandwiches and often
foods.
C. Direction: Give one type of sandwich that you know. Describe
briefly and write how it is being prepared by completing the open
ended statement below. Write your answers on your test
notebook.
1. The type of sandwich I know is
.
2. This type of sandwich is
.
3. This type of sandwich is being prepared by:
a.
b.
c.
d.
e.

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Learning Outcome 1
Perform Mis En Place
At the end of the lesson, you should be able
to:
1. identify tools, utensils and equipment needed in
preparing sandwiches; and
2. use appropriate tools, utensils and equipment for different
types of sandwiches.
Tools, Utensils and Equipment in Preparing Sandwiches
A. Tools and Utensils

3. SANDWICH SPATULA
A small flat, round
bladed utensil that is
serrated on one side
and smooth on the
other, appearing
somewhat like a round
spatula. It is used to
apply food spreads,
over bread slices.
2. SCISSORS
Use to cut
customized edges on bread
for tea sandwiches, hors
d’oeuvres, or children’s
sandwiches. Use the shears
to cut a pocket in toast and
waffles. Cut sandwiches in
different shapes like
rectangles, triangles and
circles.

3. COOKIE CUTTERS
Small, medium and
large. Small ones are perfect
for cutting out the tinier
breads for tea sandwiches
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and medium and large for
making larger sandwiches.
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4. GRATER AND SHREDDER

Grating cheese, meat and other
ingredients allows flavors to mix,
thus; palatability of sandwich is
increase.

5. SPATULA
A long flexible blade with a rounded
end, used to level off ingredients in
measuring cups and spoons and for
Spreading fillings on sandwiches.

6. BUTTER KNIFE
A small knife with a blunt edged
blade that is used to apply spreads,
such as butter, peanut butter, and
cream cheese, on bread or dinner rolls.

7. CHEF’S KNIVES
Come in various lengths of 6, 8,
10, and 12 inches. The smaller sized
knives are typically referred to as
mini chef's knives while the longer
lengths are known as traditional
chef's knives.

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8. DELI KNIFE
Designed for thick sandwiches,
this knife is made to cut easily and
quickly through a variety of sandwich
ingredients. The deli knife has offset
blade allowing ease of slicing and
handling.

9. LETTUCE KNIFE
Plastic serrated edge knife that is designed to slice
lettuce without causing the edges to turn brown. It
is efficient in slicing lettuce.

10. PARING KNIFE

A small knife with a straight, sharp blade that is
generally three to five inches long. Its thin, narrow
blade is tapers to a point at the tip. It is easy to
handle and works well for peeling and coring foods
or mincing and cutting small items.

11.SANDWICH KNIFE
A sharp-bladed kitchen utensil used to slice
through a medium amount of food ingredients
"sandwiched" between two slices of bread. Similar
in use to a deli knife, the sandwich knife is shorter
in length with a shorter blade depth in order to
easily cut through smaller to medium-sized
sandwiches.
12.SERRATED KNIFE
A knife with a sharp edge that has saw-like
notches or teeth. The blade of a serrated knife
is 5 to 10 inches long and is used to slice
through food that is hard on the outside and
soft on the inside, such as slicing
through the hard crusts of bread. A serrated knife with a short,
thin blade is intended for slicing fruits and vegetables
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.

13.CUTTING BOARD
Comes in wood and plastic, use to
protect the table when slicing bread.

14. MIXING BOWLS

Bowls that are large enough to
hold ingredients while they are
being mixed

15. RUBBER SCRAPER

A pliable rubber scraper used to scrape
down sides of bowl and get mixture of
fillings from pans.

16.MEASURING CUPS
Graduated Measuring Glass - a
transparent glass with
fractions [1, 3/4, 2/3,1/2, 1/3, ¼ ]. Is used for
measuring liquids

Individual Cups - with fractional parts [1, 3/4, 1/2,

1/4, ] is used for solids or dry ingredients.

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17. UTILITY TRAY

Used to hold food in
place.

18.STRAINER
Used to separate liquid from
solid.

19.MIXING SPOON
Used to combine
ingredients.

20.CAN OPENER
Used to open
cans.

21.MEASURING SPOONS
A set of individual measuring spoons
used
to measure small quantities of
ingredients.

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EQUIPMENT FOR SANDWICH MAKING

1. GRILLS / GRIDDLES. These are flat

heated surfaces where food is directly
cooked.

2. OVENS. These are equipment which are

enclosed in which food is heated by hot air
or infrared radiation.

3. MICROWAVE OVENS. Special tubes generate

microwave radiation, which creates heat
inside the food

4. SALAMANDERS. Small broiler, use

primarily for browning or glazing the tops
of sandwiches.

5. BREAD TOASTER. The toaster is typically a

small electric kitchen appliance designed
to toast multiple types of bread products.

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6. SLICER. Used to slice foods more evenly
and uniformly.

7. CHILLERS. Machines used to

chill sandwiches and other
foods.

8. FREEZE. Used to hold foods for longer

times and to store foods purchased in
frozen form.

9. REFRIGERATOR. A thermally
insulated compartment used to
store food at a temperature
below the ambient temperature
of the room.

Ingredients Used For Sandwiches

1. Breads – good quality breads provide variety, texture, taste,
bulk, nutrients and eye appeal to sandwiches. Fresh bread is
easier to slice or cut if it has been chilled.

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2. Meats – maybe roast beef, pork and cured meat products
like ham, sausage and salami

3. Poultry – are chicken or turkey breasts characterized by a

delicate golden brown surfaces.
.

4.Fish and Shellfish – some popular seafood ingredients are

tuna, sardines, grilled and fried fish fillets, crab meat and
shrimp which are highly perishable and should be kept
chilled to maintain quality.

5. Cheese – refers to cheddar, processed cream cheese and

cheese spreads with firm texture, easily sliced, and act as
binder, moistener of other ingredients, it should be
refrigerated and remain covered until ready to serve to avoid
drying out.

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6.Spreads – like mayonnaise, mustard and butter, moisten
the bread and compliment the flavors of other ingredients.
They should be served immediately and kept refrigerated to
preserve its color and flavor.

7.Condiments – like olive oil, relishes , chutneys give a lift to a

sandwich, some of them are high in acid so don’t combine them
with strong flavored condiments.

8.Vegetables – should be crisped and proportion to the

size of sandwich. Lettuce, tomatoes and onions are
indispensable in sandwich making, it adds texture, flavor
and color to the sandwich.

9.Miscellaneous – fruit fresh or dried, jelly, jam, peanut

butter, eggs and nuts adds flavor, color, nutrients and
texture to sandwich production.

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Review of Lesson 1(Learning Outcome 1)
A. Recognize Me?
DIRECTION: Below are statements describing the types of
ingredients used in the preparation of sandwiches. Choose the
correct word/term from the box and write your answer in your test
notebook.

Meat Poultry Chees

e
s Breads Fish and Spread
Shellfish s
C
o Vegetable
n s
d
i
1.mA staple food prepared
eby cooking a dough of flour and water
nand often additional ingredients.
2.t Maybe beef, pork and sausage product.
s 3. Popular seafood which are highly perishable
and should be kept chilled to moist as quality.
4. It moistens the bread and compliments the
flavors of other ingredients.
5. These are relishes, olive oil and chutneys that
give a lift to a sandwich.
6. Chicken or turkey breasts, tenderly cooked are
seasoned.
7. These are indispensable in sandwich making
because it add texture, flavor and color to
sandwich.
8. These are sliced thinly, firm texture, and act as
binder,
moistener of other ingredient.

BASIC COMPONENTS OF A SANDWICH

1.The Structure or Base – it is the part upon which the
Ingredients are placed, consists of some form of bread or dough
produce that is whole or sliced.
2.Moistening Agent – is meant to bind the sandwich providing an
improvement of both flavor and texture. It acts as the protective
layer between the filling and the structure, preventing the filling
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from softening or wetting the bread.
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3. The filling – consists of one or more ingredients that are stacked,
layered or folded within or on the structure to form the sandwich.
The varieties of fillings should be carefully selected. The filling can
be hot or cold and comes in any form of cooked, cured meat, fruit,
vegetables, salad or a combination of any of them.

Different Types of Sandwiches

 COLD SANDWICHES

1. Open-faced Sandwiches

Open sandwiches make use of one kind of

bread with the filling on top. The slices of white
bread can be cut into squares, triangles or
rounds.
Butter is spread lightly on top and pieces of
cheese or meat fillings are arranged and
garnished attractively like that make /use of
biscuits, cookies or toasts instead of using
breads.

2. Regular Cold Sandwiches

A plain sandwich is made up of two slices of bread,

preferably a day-old bread, toasted if desired, and
on which butter can be readily spread. Its crusts
may or may not be removed, depending upon your
preference. Butter, mayonnaise or a prepared
sandwich spread may be used as lining to prevent
the bread from absorbing moisture from
the filling. Moreover, it ensures that the bread and
the filling will stick together.

3. Pinwheel Sandwiches

Pinwheels are made of bread cut lengthwise,

about 3/8 inch thick. Fresh cream bread is
preferable because they are easy to roll and will
not crack. Trim crusts and flatten long slices with
rolling pin. Spread bread with softened
150 butter or
margarine and your choice of any smooth filling,
like creamed cheese, marmalades, cheese
pimiento, peanut butter, jams and jellies. Smooth
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pinwheel sandwiches, because they do not have bulk and can be
spread thinly. Roll up bread like a jelly roll.

4. Tea Sandwiches

Tea sandwiches are small fancy sandwiches

made from light, delicate ingredients and bread
that has been trimmed of crusts. And may be
made ahead of time and frozen. They are often
cut into fancy shapes, squares, rectangles and
oblongs add to the variety.
Fillings and spreads can be the same as those
for canapés.

5. Multi-decker Sandwiches

Are made with more than two slices of bread

(or rolls split into more than two pieces) and
with several ingredients in the filling. The club
sandwich is a popular multi-decker sandwich,
made of three slices of toast and filled with
sliced chicken, mayonnaise, lettuce, tomato
and bacon and cut into four triangles.
6. Wrap/Rolled Sandwiches

Wraps are sandwiches in which the

fillings are wrapped, like a Mexican
burrito, in a large flour tortilla of similar
flatbread. They may be served whole or
cut in half if large

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 HOT SANDWICHES

1. Regular Hot Sandwiches

Simple hot sandwiches consist of hot fillings,

usually meats but sometimes fish, grilled
vegetables, or other hot items, between two
slices of bread. They may also contain items
that are not hot, such as a slice of tomato
or raw onion on a hamburger.

2. Hot Open-Faced Sandwich

Open-faced sandwiches are made by placing

buttered or unbuttered bread on bread on a
serving plate, covering it with hot meat or other
filling and topping with a sauce, gravy, cheese, or
other topping. This type of sandwich is eaten with
a knife and fork.

3. Grilled Sandwiches

Grilled sandwiches, also called toasted

sandwiches, are simple sandwiches that are
buttered on the outside and browned on the
griddle, in a hot oven, or in a Panini grill (see
sidebar). Sandwiches containing cheese are
popular for grilling

4. Deep Fried Sandwiches

Deep-fried sandwiches are made by dipping

sandwiches in beaten egg and sometimes in bread
crumbs, and then deep-fry..

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5. Filled rolls, focaccia or pitta bread

Flavored breads served with dips like

quesadillas and burritos

B. Hot or Cold?
Directions: Classify the following sandwiches either Hot or Cold
sandwiches. Write your answer in your test notebook.
1. Chicken Wraps sandwich

2. Club sandwich

3. Tea sandwiches

4. Hamburgers

5. Toasted sandwiches

6. Burritos

7. Quesadillas

8. Pinwheel sandwiches

9. Hotdog sandwich

10.Chicken and veggie tortilla Sandwich

C. Portrait of Sandwiches

Collect and compile twenty pictures of different types of

sandwiches, classify according to Hot or Cold sandwiches.

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Your output will be rated using the scoring rubric below:
SCORE CRITERIA
5 Properly compiled complete (20) pictures of various sandwiches in a
very attractive manner and were able to classify all of them correctly

4 Properly compiled (16-19) pictures of various sandwiches in

attractive manner and were able to classify all of them correctly

3 Properly compiled (10-15) pictures of various sandwiches in less

attractive manner and were able to classify them with more than two
errors
2 Properly compiled (6-9) pictures of various sandwiches in less
attractive manner and were able to classify them with more than five
errors
1 Compiled less than 6 pictures of various sandwiches in disorderly
manner and were able to classify them with more than five errors

Learning Outcome 2
Prepare a Variety of Sandwiches

At the end of the lesson, you are

expected to:
a. identify sandwich component;
b. identify bread suited for sandwich
making;
c. prepare suitable filling and spread;
d. select and prepare glazes/sweet
sauces; and
e. prepare sandwiches while observing
sanitary practices.

TYPES OF BREAD
A. Yeast Bread. Loaf bread is the most commonly used
bread for sandwiches.
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1. White Bread. These are long rectangular loaves that
provide square slices. It is one of the most versatile
sandwich bread, it comes in various flavors and goes
well with everything and toast nicely.

2. Whole wheat bread – is a classic bread for sandwiches,

it is nutritionally superior to white bread, taste better
and have more interesting textures. It is slightly more
compact and brownish in color.

3. Rye Bread – is stronger tasting bread than white and whole

wheat. A heavy and a hearty flavor bread that goes with
so many types of meat and condiments.

B. Buns and Rolls

1. Sandwich rolls a soft type bread that come in all sizes,

shapes and textures. The softest include hamburger buns
and hot dog rolls.
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2. French and Italian bread rolls including sourdough and

ciabatta, split horizontally. It works well for grilled
sandwiches.

C. Flat Breads are made from flatten often unleavened breads

1. Pita comes in both white and whole wheat. As the flat

bread bakes, it puffs up, forming a pocket that is perfect for
stuffing.

2. Focaccia. Flat Italian bread, a cousin of pizza an inch or

more thick and very rich in olive oil. It is sold by whole
and cut into squares, split and filled.

3. Lavash. Small and rectangular, when softened in

water, can be rolled around a stuffing to make a pinwheel
shaped sandwich.

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4. Tortillas. Unleavened round corn

meal breads baked on a hot stone, size
ranges to 6 inch-14 inch or larger
preferably used for quesadillas and
burritos.

D. Wraps – are very thin, flat breads that are used for
sandwich wraps, burritos and tacos.
1. Tortillas – corn or flour are unleavened round cornmeal
breads
baked on a hot stone it ranges in size from 6 inch – 14
inch or larger preferably used for quesadillas and burritos.

2. Sandwich wraps- either whole wheat or spinach

flavor.

E. Quick Breads – these breads are raised by chemical action of

baking powder or baking soda like biscuits, banana bread,
carrot bread and

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generally more tender and crumbly than yeast bread. It is
used for sweeter tasting sandwiches and are best for tea
sandwiches.

FILLINGS AND SPREADS FOR SANDWICHES.

Sandwich Fillings
The filling is the heart of the sandwich. It is place between or
on top of bread.
It provides flavor and body to the sandwich.
TYPES OF FILLINGS
1. Dry Fillings- refers to ingredients such as sliced or cooked meat,
poultry and cheese.
2. Moist Fillings – refers to ingredients mixed with salad dressing
or
mayonnaise.

Here are fillings you may use separately or in combination.

Meat and Poultry
Meats used as fillings should be cooked, covered and
refrigerated. Slice just before the sandwich is to be prepared to
avoid drying out and lose flavor. Thinly sliced meats are more
tender and juicy than thickly sliced.
1. Beef products- sliced roast beef, hamburger patties, steaks ,
corned beef.
2. Pork products- Roast pork, barbeque pork, ham , bacon.

3. Poultry- Turkey breast, chicken breasts.

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4. Sausage Products- salami, frankfurters, bologna, liver
wurst, luncheon meats, grilled sausages.

Cheese
Cheese dries out rapidly when unwrapped and sliced, when
slicing is done ahead, the slices should remain covered until
ready to use:
 Sandwich cheeses - cheddar types, Swiss types, provolone,
cream cheese, process cheese, cheese spreads.

Fish and shellfish

Most seafood fillings are highly perishable and should be left
chilled at all times.
 Seafood Fillings- tuna, sardines, smoked salmon, shrimp,
anchovies, fried fish, grilled or pan fried fish fillets.

Mayonnaise based salad

The most popular salads for sandwich fillings are tuna salad,
egg salad, chicken or turkey salad and ham salad.
Vegetable items
Lettuce, tomato and onion are indispensable in sandwich
production, also, any vegetable used in salads may also be used
in sandwiches.
Miscellaneous
Fruits, fresh or dried, jelly, peanut butter, hard cooked
egg, and nuts.
Most popular sandwich fillings combinations
 Chicken Salad
 Egg and Cheese
 Chicken and Bacon
 BLT – Bacon Lettuce and Tomato (also contain eggs)
 Cheese and Onion
 Prawn mayonnaise
 Chicken and Ham
 Cheese and Ham
 Salmon and Cucumber
 Tuna and Cucumber 159
 Pimiento Cheese
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 Peanut Butter and Jelly
 Egg and Bacon
 Ham and Egg
 Corn Beef and Cheese
 Cream Cheese and Bacon
 Chicken Caesar
 Chicken and Stuffing
 Apple Slaw- mix mayonnaise, lemon juice, cheese, apple ,
onions.
 Cream Cheese with finely chopped celery and grated carrots

Spreads
Purposes of Spreads
1. To protect the bread from soaking up moisture from the filling.
2. They add flavor.
3. They also add moisture.

 Butter
Butter protects the bread from moisture, used soft
butter to
spread on bread. You may soften butter by whipping in a mixer
or by simply letting it stand at room temperature. You may use
margarine as a substitute or a flavored butter.

 Mayonnaise
Mayonnaise is often preferred to butter as a spread
because it contributes more flavor but sandwiches made with
mayonnaise should be served immediately or refrigerated at
once and kept refrigerated until
served.

Review of Lesson 1 (Learning Outcome 2)

A. Can you Name Me?

DIRECTION: Identify the types of bread being

described below. Write your answer in your test notebook.

1. The most commonly used bread for

sandwiches. 160
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2. Classic bread is nutritionally
superior to wheat
bread, more compact and brown in color.

3. Stronger tasting bread.

4. Made from flattened, often

unleavened bread.

5. Are excellent choice for sandwich

that comes in
all sizes, shapes and textures.

6. A flat bread with pocket that is

perfect for
stuffing.

7. A very thin flat bread that is used

for burritos and
tacos.

8. Breads raised by chemical

action of baking
powder.

9. Unleavened cornmeal baked on a

hot stone.

10.A flat Italian bread cut into squares

split and file.

Preparing Sandwiches
The preparation of sandwiches requires great deal of hand
works.
Whether you are making sandwiches in quantity or by order, your
goal is to make the production as efficient and quick as possible.
Tips:
1. Preparation of Ingredients – prepare everything ahead of time,
so nothing is left to do but assembles the ingredient. It
includes, mixing fillings, preparation of spreads, slicing
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bread, meats, vegetable and cheese, separating
lettuce, preparing garnishes and other ingredients.
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Needed Tools/Equipment:
1. Storage equipment for ingredients includes refrigeration
equipment for cold ingredients and a steam table for hot
ingredients.
2. Hand tools included spreading, spatulas, cutting board
and knives, including a serrated knife and a sharp chef’s
knife for cutting the finished sandwich. Also a slicer is
necessary.
3. Portion control equipment includes scoops for fillings and
a portion scale for other ingredients.
4. Cooking equipment includes griddle, grills, broilers and
deep fryers, microwave ovens are good for
cooking.

Show that you learned something by doing this activity

A quick review of the lesson on preparing sandwiches.

Demonstrate by following the given procedures.

B. Try Me

MAKING SIMPLE COLD SANDWICHES (Ham Sandwich)

Steps:
1. Prepare and assemble all Ingredients: sandwich breads,
spreads, fillings

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2. Assemble necessary equipment, including wrapping
materials.

3. Arrange bread slices in rows on the

table top.

4. Portion filling with a scoop or spoon onto alternate

rows of bread.

5. Spread fillings evenly and neatly on alternate slices,

leaving the other slices plain. Fillings should not hang
over the edges of the bread. If the filling is spreadable
spread it evenly to the edges. Follow spreading
techniques with three quick strokes.

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6. Spread all bread slices to the edge with desired
spread.

7. Arrange lettuce or other vegetable accompaniments

on top of filling.

8. On top of this place ham or any desired

filling.

9. Top the filled slices with the plain bread

slices.

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10. Stack two or three sandwiches and cut with a sharp
serrated knife as desired.

11. Place sandwich on sandwich bags or wrap in plastic

wraps to maintain freshness.

12. Refrigerate until

service.

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Tips:
To maintain the good quality of a sandwich perform any of the
following:
1. Wrap separately in plastic, waxed paper or sandwich bags.
2. Place in storage pans, cover tightly with plastic wrap and
cover with clean damp towels. The towels must not touch
the sandwiches, their purpose is to provide a moisture
barrier to help prevent drying.
3. Refrigerate immediately and hold until served.

Your output and performance will be rated using the rubric

P E R F O R M A N C E L E V E L
below.
Dimension

No
Very Attem Point
Excellen Satisfactor Needs
Satisfactor pt s
t (4 y (2 Improveme
y (3 pts.) (0 pt.) Earne
pts.) pts.) nt (1 pt.)
d
1. Use of Uses tools and Uses Uses tools and Uses tools and No
tools and equipment tools and equipment equipment attem
equipment correctly equipment correctly incorrectly and pt
and confidently at correctly and but less confidently
all times and less most of the time
confidently confidently
most of the sometimes
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understandi of the step-by- the step- by-step pt
procedures the step- by-step n g of the step procedure procedure
procedure step- by- but sometimes seeking
step seeks clarification most
procedure clarification of the time

Works Works Works Works No

independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease and confidence from others most
times confidenc sometimes of the time
e most of
the
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completen Task is Task is Task is nearly Task is started No
es s of Task completed completed completed but not attem
following the following following the completed pt
procedures in the procedures in the following the
the activity procedures project plan procedures in
improvement/ in the the
innovatio ns project plan project plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time
TOTAL POINTS
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 LM- Grade
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Other sandwich preparations you can choose from.
Make hot sandwiches:

HAMBURGER
1. Prepare and assemble all ingredients; sandwich breads like
hamburger buns, sliced cheeses, vegetables and meats.

2. Assemble necessary tools, equipment oven, and

toaster.

167
 LM- Grade
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3. Toast the bread lightly and place it on a clean sheet with
the cut side up.

4. Put two slices of cheese on the bread like cheddar, Swiss,

mozzarella or any cheese combination desired.

5. Cover the cheese with your choice of meat like roast

beef, turkey, sliced ham.

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 LM- Grade
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6. Top the meat with another slice of
cheese.

7. Add your choice of vegetable like red onion, tomatoes, red

peppers.

8. Sprinkle a bit of spice, fresh basil or parsley and dried spices

like chili or turmeric powder.

9. Finish the sandwich with another piece of bread and put it

in a pre- heated 350 F oven for about 5 minutes.

Enrich your learning… practice… practice…

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To prepare and present clubhouse sandwich
Clubhouse Sandwich
INGREDIENTS:
3 White
slices bread
Mayonnais
2
leaves e Lettuce
2 slices Tomatoes
2 slices Cucumber
1 slice Ham
1 slice cheese
scrambled egg

Procedure:
1. Place the 3 slices of bread on a clean work surface, spread
the tops with mayonnaise.

2. On the first slice, place 1 lettuce leaf, then 2 slices of

tomatoes and cucumber.

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 LM- Grade
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3. Place the second slice of toast on top, spread side
down.

4. Spread the top with

mayonnaise.

5. On top of this, place the ham then the other

lettuce leaf.

6. Add scrambled
egg.

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 LM- Grade
Cookery 9
7. Top with the third slice of toast, spread side
down.

8. Placed frill picks on two sides of the

sandwich

9. Cut the sandwich from corner to corner onto triangles.

Each triangle will have a pick through the center to hold
together.

10. Place on a plate with the

points up.

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Grilled Cheese Sandwich Making

Materials/Ingredients Needed:

1 slice cheddar cheese / quick melt cheese

2 slices white
bread Butter

Procedure:

1. Place the slice

of cheese
between the
slices of bread.

2. Butter the outsides of the sandwich and place on the

griddle.

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 LM- Grade
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3. Cook until golden brown on one side. Turnover and cook until
the second side is golden brown and the cheese starts to melt.

4. Remove the sandwich from the griddle.

5. Cut in half diagonally and serve immediately

Pinwheel Sandwich

Materials/Ingredients:

5 Slices of
white bread, cut
lengthwise
5 pcs of Ham / any
spread

Procedure:
1. Assemble bread and toppings/
spread

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 LM- Grade
Cookery 9

2. Remove the crusts from the

bread.

3. Flatten pieces of bread with rolling pin. Roll once

or twice.

4. Spread or place toppings on each slice of

bread.

5. With two hands, roll up each slice to create the

pinwheel.

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 LM- Grade
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6. Insert a toothpick if it won’t stay rolled together

on its own

.
7. Wrap tightly in either plastic wrap or grease proof
paper and refrigerate.

8. Slice them ½ Inch thick and fasten with toothpicks before

serving on platters with pieces of fruit or salad vegetables
artfully displayed.

Chicken BLT Wrap

Ingredients:
1 tortilla
1 oz. mayonnaise
1 oz. Lettuce leaves
3 pcs thinly slices
tomatoes
1 oz. cooked bacon,
crumbled
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 LM- Grade
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2 oz. chicken breast, in thin slices
Procedure:
1. Spread the tortilla with the mayonnaise, leaving ½ inch
border around.
2. Arrange the lettuce leaves in the center of the tortilla,
leaving a border of about 2 inch uncovered.
3. Arrange the tomato, bacon, and chicken on top of the
lettuce.
4. Roll the tortilla tightly. The mayonnaise on the edge of the
tortilla helps seal it closed.
5. Serve whole or cut in half diagonally.

SUBMARINE SANDWICH
Materials/Ingredients:
1 Submarine roll
2 tbsp. mayonnaise

1 oz. salami cut in thin

slices 1 oz. ham, cut in
thin slices
1 oz. bologna cut in thin
slices
1 oz. provolone cheese
cut in thin slices
2 tomato slices
2 onion slices, very thin
3 green bell pepper rings

Procedure:
6. Split the roll horizontally, but
leave it hinged on one side.
7. Spread the roll with
mayonnaise.
8. Arrange the meats and cheese
in the sandwich in layers. If the
slice meats are too wide to fit,
fold them in half. 177
9. Arrange the tomato, onion and
pepper slices on top of the meats
and cheese.
 LM- Grade
Cookery 9

Learning Outcome 3
Present a Variety of Sandwiches

At the end of the lesson, you are expected to:

1. portion and control sandwiches and sandwich
ingredients; and
2. present sandwiches attractively

Portion Sandwiches and its Ingredients

Portion Control is necessary to proportionate the weight,

scoop and slice of food items, like ham and roasted beef. Other
ingredients can be portion control, by slicing the meat thinly and
correctly. You will need a good meat slicer and a scale to weigh your
meat.
For sandwich fillings you can use scoops and make sure
it does not exceed the scoop edges. The scoop is made so you can
proportionately apportion the amount of food, no more or no less.
Sliced items are portioned by count and by weight. If
portioning is by count, take care to slice to the proper thickness.
If done by weight, each portion can be placed on squares of waxed
paper or stacked in a container.

1 2 3
. . .

Creative sandwich preparation

Sandwiches should be attractively served on plates for
individual serving or on platters for multiple serving. The plate
or platters can be decorated with suitable ingredients to
enhance the overall presentation.
Attractive presentation makes a garnish tray more
appealing so you should learn the techniques for creating
a balanced, colorful and 178
 LM- Grade
Cookery 9
appetizing buffet arrangement. Garnishes that complement
sandwiches such as a variety of olives, peppers and pickles add
color and texture to the tray. Arranging a bed of greens offers a
festive and inviting cold tray presentation for any kind of event.
- Spread leaf lettuce on a tray, decorate the tray edges
with the top curly part of the leaves the base of the
leaves point toward the center of the tray. This creates a
decorative bed for the sandwiches and garnishes.
- Spear the center of each sandwiches with a long
toothpick if the sandwiches are layered, such as club
sandwiches or slices of submarine sandwiches. The pick
keeps the sandwich together on the tray and makes
them neater for guests to select, so the sandwich
won’t fall apart when someone picks it up.
- Arrange the sandwiches by the filling, with the contents
exposed to make sandwich selection more obvious.
- Sandwich quarters should be arranged with cut edge
of the sandwich pointing up at the viewer.
- Arrange finger sandwiches in a spiral, or setting up the
sandwiches in rows in the tray, with a row of garnishes
between each row of sandwiches.
- Place vegetarian sandwiches on a separate tray from
sandwich made with meat products.
- Handle food picks carefully. Remove food picks before
giving sandwiches to children or impaired adult.
- Plate pinwheel sandwiches in a circular design on a platter
with the pin wheel filling facing upward to show off
the colors of the ingredients.

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 LM- Grade
Cookery 9

Sample sandwich presentations:

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 LM- Grade
Cookery 9

Review of Lesson 1 (Learning Outcome 3)

A. Prepare and present sandwiches attractively using suitable
garnishes, condiment and service wares.
P E R F O R M A N C E L E V E L
Dimension

No
Very
Excellen Satisfactor Needs Attem Point
Satisfactor
t (4 y (2 Improveme p s
y (3 pts.)
pts.) pts.) nt (1 pt.) t Earne
(0 d
pt.)
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understandi of the pt
procedures the n g of the the step-by- step- by-step
step- by- step- by- step procedure
step step procedure seeking
procedure procedure but clarification most
sometimes of the time
seeks
clarification
Works Works Works Works No
independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease and confidence from others most
times confidence sometimes of the time
most of the
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completen Task is completed Task is Task is nearly Task is started No
es s of Task following the completed completed but not attem
procedures in the following following the completed pt
activity the procedures in the following the
improvement/innov procedures project plan procedures in
atio ns in the the project plan
project
plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed181 (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time
 LM- Grade
Cookery 9
TOTAL POINTS

Learning Outcome 4
Store Sandwiches
At the end of this lesson, you are
expected to:
1. store sandwiches hygienically at the proper
temperature; and
2. keep sandwiches in appropriate conditions to
maintain freshness and quality.

Proper storage for sandwiches

Storing sandwiches is one of the most important

activities after preparation wherein they are to be kept properly
to avoid spoilage. The most important principles for sandwich
safety are keeping temperatures cool and avoiding cross
contamination. Remember the basic formula 4-40-140 which
means perishable foods should spend no more than 4hours at
a temperature between 40 and 140°F. By the end of 4 hours
bacteria may have multiplied to unsafe levels, so food that
has sat out at room temperature for two hours and then been
returned to the refrigerator has only another two hours of room
temperature shelf life left unless it has been cooked again.

- Some sandwich ingredients and fillings should be cooked,

covered in a separate airtight container, refrigerate until
ready to use.
- Keep bread tightly wrapped and in moisture proof
wrapping. This stops it from drying and guards
against picking up odors. It should be away from ovens
and hot equipment.
- If bread must be kept more than one day, it may be
frozen thaw, without
182 unwrapping.
- Wrap sandwiches with wax paper, paper napkins plastic
wraps or aluminum foil to keep them in good condition.
 LM- Grade
Cookery 9
- To keep a number of unwrapped sandwiches just place a
damp towel in a shallow pan and cover with wax paper.
Arrange layers of sandwiches with wax paper between
each layer. Put wax paper over the sandwiches and
cover it with a damp towel. Keep the sandwiches in the
refrigerator until serving time.
- Refrigerate sandwiches for as long as possible if there
will be a time between making and serving. Cover each
tray with wax paper or cling wrap to prevent the
sandwiches from drying out.
- All sandwiches should be stored at
recommended chill temperatures 0.5°C, soon after
packing
- Packing must be clearly labeled with the product
description, use by date and storage requirement.

Storing Techniques
1. Wrapping – to draw, fold and cover a sandwich
2. Packaging Material – used to package sandwich like box,
plastic, container
3. Cold Storage – the process of preserving Perishable food on a
large scale by at a low temperature or above the freezing
point (00C or 320F)
4. Chilling – to refrigerate or to reduce the temperature of food
5. Freezing – Subjecting food to temperature below
freezing point (00C or 320F)
6. Refrigeration – Subjecting food to temperature (40C or 400F)

Review of Lesson 1 (Learning Outcome 4)

A. Direction: Identify the storing techniques being described in the
following statements. Write your answers on your test notebook.
7. It is used to package sandwich.
8. Process of preserving perishable food on a large scale by
means of refrigeration
9. To draw, fold in order to cover
10.Application of low temperature that changes the state of
water in the food from liquid to solid ice.
11.To keep cold or cool.
12.To refrigerate or to reduce the
183 temperature of food

B. Package Deal
 LM- Grade
Cookery 9

Situation: Your friend will be celebrating her birthday. She ordered

50 pieces of a variety of sandwiches. Perform the job order from
the preparation of materials and ingredients, actual preparation,
presentation and storing.

Below is the rubric to evaluate your

performance.
P E R F O R M A N C E L E V E L
Dimension

No
Very Point
Excellen Satisfactor Needs Attem
Satisfactor s
t (4 y (2 Improveme pt
y (3 pts.) (0 pt.) Earne
pts.) pts.) nt (1 pt.)
d
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understandi of the step-by- the step- by-step pt
procedures the step- by-step n g of the step procedure procedure
procedure step- by- but sometimes seeking
step seeks clarification most
procedure clarification of the time

Works Works Works Works No

independently independe independently independently but attem
with ease and ntl with ease and with assistance p
confidence at all y with confidenc from others most t
times ease e of the time
and sometime
confidenc s
e
most of
the time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completen Task is Task is Task is nearly Task is started No
es s of Task completed completed completed but not attem
following the following following the completed pt
procedures in the procedures in following the
the procedures the project plan procedures in
activity in the the project
improvement/innov project plan
atio ns plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time 184
TOTAL POINTS
 LM- Grade
Cookery 9

Post Test

B. Direction: Read the statement carefully and choose the

answer that best describes the statement. Write your answer
in your test notebook.
1. It is the most important principle for sandwich safety after
a. 4 – 40 - to avoid spoilage. c. 140 – 4 -
preparation
140 40
b. 4- 140 – d. 40 – 140
2. Which40 tool is used to measure in- 4
serving of soft foods, such as
filling ice cream, and mashed potato?
a. potato c. scoops or
masher dipper
b. scooper d. baster
3. There are many kinds of kitchen knives, each with a special
use. Which one is used to cut thick sandwiches?
a. Butcher c. Deli knife
knife d. Sandwich
b. Paring knife knife
4. A small flat, round bladed utensil that is serrated on one
side and smooth on the other, used to apply food spreads
over bread slices.
a. Cutting Board c. Sandwich
b. Measuring Spatula
spoons d. Serrated Knife
5. A plastic, serrated edge knife that is designed to slice
lettuce without causing the edges to turn brown.
a. Lettuce c. Bread
Knife Toaster
b. Mixing d. Grill
Spoon
B. Direction: Identify the following statements and write your
answer on your test notebook.
1. A knife with a sharp edge that has saw like
notches or teeth used to slice bread, fruits and
vegetables.
185
 LM- Grade
Cookery 9
2. It comes in wood and plastic, use to protect the
table while slicing bread.
3. Pyrex bowls that are large enough to hold the
ingredients while they are being mixed.
4. Used to combine ingredients.
5. A set of individual measuring spoons used to
measure small quantities of ingredients.
6. Are flat heated surface or wheel food is cooked
directly.
7. A typically small electric kitchen appliance
designed to toast multiple types of bread products.
8. A machine used to chill sandwiches and often foods.
C. Direction: Give one type of sandwich that you know. Describe
it briefly and write how it is being prepared by completing
the open ended statement below. Write your answer on your
test notebook.

1. The type of sandwich I know is

.
2. This type of sandwich is
.
3. This type of sandwich is being prepared by:
a.
b.
c.
d.
c.

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Quarter IV
Lesson 1
PREPARATION OF DESSERT

At the end of the lesson, you are

expected to:
1. perform Mise en place;
2. prepare desserts and sweet
sauces;
3. plate/present desserts; and
4. store desserts.

Dessert is usually sweet course or dish (as

exemplified by pastry or ice cream) usually served at the
end of a meal.

Pre – Test
A. Direction: Read the following statements carefully and
choose the answer that best describes the statement.
Write the letter of your answer on your test notebook.

5. The purpose of storing desserts is to

a. increase its volume
b. soften food tissues
c. improve the palatability
a. col c. hot
d. enhance freshness and quality
d fudge
b. ligh d. rich
6. Which of these sauce is best for a simple dessert?
3. Thet following are thickening agents used in the preparation
of sauce, EXCEPT
a. baking c.
powder cream
b. cornstarch d. egg
4. Which of the following is considered the simplest
dessert?a. custar c. gelatin
d d.
b. fruits puddings

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 LM- Grade
Cookery 9
5. All of the following are characteristics of good fruit desserts,
EXCEPTa. appetizing aroma c. simple and
b. slightly chilled attractive
temperature d. moderately sweet
6. What is the process of putting your product into containers
for easy distribution?
a. Packagin c.
g Wrapping
b. Labeling d. Storing
7. This term refers to packaging in large standardized
containers for efficient shipping and handling
a. asepticall c. packaging
y d.
b. bulk containerization
8. Which of the following material is made from wood pulp
and used for flexible packaging of goods?
a. Cellophan c.
e metal
b. Glass d.
9. A thin and transparent material that is made of cellulose
paper
and contains variable amount of water and softener.
a. cellophan c.
e metal
b. glass d.
10. This packaging material is transparent
paper and able to
withstand heat treatments such as pasteurization and
a. cellophan
sterilization. c.
e plastic
b. glass d.
11. Which of the following tools ismetal
used for whipping eggs or
butter, and for blending gravies, sauces and soups?
a. grater c. whisks
b. spatul d.
a scraper
12. Which of the following cannot be used as garnishing in
dessert? a. frui c.
t chocolate
b. nut d. flower
13.Which of the following guidelines should not be practiced
in plating dessert?
a. Layer flavors and texture
b. Make garnishes edible
c. Don’t crowd the plate
d. Use monotype plate

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 LM- Grade
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14.Which of the following sanitary practices is not true in storing
desserts?
a. Wash utensils and equipment thoroughly
b. Keep away from food when you are ill
c. Store foods and ingredients in a dry place
d. Safeguard the food during distribution

15.In plating and presenting food, which among the following

statement is related to texture?
a. Enhances plate presentation
b. Plays important part in plate presentation
c. Adds visual interest to the food
d. Serves as frame of the presentation
16. Which of the following tools is used for measuring
a. measuring
small quantity of cup
ingredientsc.like salt, baking powder and
b. measuring
others. funnels
17. Which spoon
of the following toolsd.and equipment is used to
chop, blend, mix, whip, puree,spatula
grate, and liquefy foods?
a. blende c.
r grater
b. mixer d.
range
B. Directions: Complete the procedures in making a Gelatin
Dessert. Write your answers on your test notebook.
Boil sugar
and
gulaman in
two cups
water

Picture of
gelatin
dessert

When
partly
jelled,
arrange
fruits in
mold and
add
remaining
gulaman

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Cookery 9

Learning Outcome 1
Perform Mise’en Place
At the end of the lesson, you are expected to:
1. identify tools and equipment needed in preparing
dessert;
2. give the importance of dessert in a meal;
3. classify dessert according to types of ingredients used;
and
4. give the characteristics of desserts.
Tools, Equipment, and Utensils needed in preparing desserts/sweets
Everyone should be familiar with the tools, equipment and
utensils needed in preparing desserts. Every pastry chef must
have these tools, utensils, and equipment for efficient preparation
of desserts. Each tools is designed to perform a specific job in the
kitchen.
1. Measuring cup and spoon.. Individual
measuring cup for dry ingredients, glass
measuring cup for liquid and measuring
spoon for ingredients used in small
quantity.

2. Mixing bowl. Use for mixing ingredients. It

comes in different sizes. Small,
medium, and large

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 LM- Grade
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3. Cans opener use to open food
containers

4. Cutting board a wooden or plastic board

where
fruits and vegetables are cut.

5. Double boiler – used when temperatures must be kept below boiling,

such as for egg sauces, puddings, and to keep foods warm
without overcooking.

6. Funnels – used to fill jars, made of various sizes of

stainless steel, aluminum, or of plastic

7. Graters used to grate, shred, slice and

separate foods such as carrots,
cabbage and cheese.

8. Kitchen Knives often referred to as cook's or

chef's knife. Use for peeling and slicing
fruits and vegetables

 Fruit and salad knife - used to prepare

salad greens, vegetables, and fruits

 Spatula – used to level off ingredients

when measuring and to spread frostings

 Citrus knife – used to section citrus fruits.

The blade has a two-sided, serrated edge

 Paring knife – used to core, peel, and

section fruits and vegetables. Blades are
short, concave with hollow ground

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 LM- Grade
Cookery 9
9. Kitchen Shears They are practical for opening
food packages, cutting tape or string to
package foods or simply to remove labels or
tags from items.

10. Scraper- a rubber or silicone tools to

blend or scrape the food from the bowl;
metal, silicone or plastic egg turners or
flippers

11. Spoons – solid, slotted, or perforated. Made of stainless steel or plastic,

the solid ones are used to spoon liquids over foods and to lift foods,
including the liquid out of the pot

12. Temperature Scales - used to measure

heat intensity. Different thermometers are
used for different purposes in food
preparation – for meat, candy or deep-fat
frying.

13. Vegetable peeler. Used to scrape vegetables,

such as carrots and potatoes and to
peel fruits. The best ones are made of
stainless steel with sharp double blade
that swivels.

14. Whisks for Blending, Mixing used for whipping

eggs or batter, and for blending gravies,
sauces, and soups. The beaters
are made of looped steel piano wires
which are twisted together to form the handle

15. Wooden spoons continue to be kitchen

essentials because of their usefulness for
used for creaming, stirring, and mixing.
They should be made of hard wood

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 LM- Grade
Cookery 9

16. Baking pan. One cannot bake without bakeware.

. Baking pans like loaf pans, cake pans, pie
plates, baking sheets and so on are
necessary for baking.

Equipment
More complicated tools are called equipment. They may
refer to a small electrical appliance, such as a mixer, or a large,
expensive, power- operated appliance such a range or a refrigerator.

1.Refrigerators/Freezers
are necessary
in preventing bacterial infections from
foods.

2. Range a kitchen appliance used

for cooking food.

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 LM- Grade
Cookery 9
3. Mixers. Used for mixing, creaming,
beating and whipping ingredients.
The ultimate mixer for anyone who
bakes is, of course, a stand mixer.

4. Blenders are used to chop,

blend, mix, whip, puree, grate,
and liquefy all kinds of food. A
blender is a very useful appliance.

.
Note: As a rule, never use a piece of equipment until you are
thoroughly familiar with its operation and features.

Review of Lesson 1 (Learning Outcome 1)

A. Name the Tool
Direction: Identification type. Write the correct name of the
tool/equipment given its uses and function below. Write your
answers on you test notebook.

Tools/Equipment Uses and Functions

1. Use for measuring small quantity of ingredients
like salt,
baking powder, baking soda
2. Use to grate, shred, slice and separate foods such
as
carrots, cabbage and cheese.

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 LM- Grade
Cookery 9

3. Use for whipping eggs or butter, and for blending

gravies,
sauces, and soups.
4. Used to fill jars, made of various sizes of
stainless steel, aluminum, or of plastic
5. They are practical for opening food packages,
cutting
tape or string to package foods or simply to
remove labels or tags from items
6. are used to chop, blend, mix, whip, puree,
grate, and
liquefy all kinds of food
7. Used for mixing, creaming, beating and
whipping
ingredients
8. chef's tools, use for all types of kitchen tasks, from
peeling an onion and slicing carrots, to carving a
roast or turkey

9. Used for creaming, stirring, and mixing. They

should be
made of hard wood
10. A kitchen appliance used for cooking food.
Reasons for eating desserts and sweets
 Dessert balances out a meal and gives “closure” to the
meal.
 Eating dessert is an opportunity to experience different
flavors and textures that you cannot get in other
foods like vegetables, meats, and fruits.
 Dessert can be an opportunity to be creative. You can
make interesting mixtures that you otherwise may not
have thought of.

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Classification/types of desserts and their characteristics
A. Fruits

The simplest dessert and one of the best are fruits because
they are nutritious, appetizing, and easy to prepare and serve.

Characteristics of good fruit desserts:

 appetizing aroma
 simple
 slightly chilled

B. Cheese

Cheese is another excellent dessert that is ready to serve. It is

made in all parts of the world from a variety of milks from cow,
goat and sheep. Cheese differs depending on the kind of milk
used, the kinds of cheese- making procedures, the seasonings
and the ripening processes also distinguish its variety. Each
variety has a definite character, a special appeal and particular
uses.
The three general types of cheese based on consistency are:

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1. Soft
a. unripened
cheese
b. ripened by
bacteria
2. Semi – hard
a. ripened by mold
b. ripened by
bacteria
3. Hard
a. with gas holes
b. without gas
holes
C. Gelatin Dessert

These are easily prepared, economical and vary in many

ways. Gelatin is marketed in two forms. First, the
unsweetened, granular type that must be softened in water
before use, and the fruit gelatin to which flavor, color, and
sugar have already been added.

D. Custard

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Baked and soft custards vary in so many ways. Creamy,
delicate, baked custards may be served in their baking cups or
may be unmolded and served with fruit garnishes or with dessert
sauces.
Characteristics of baked custard
 firmness of shape
 smooth, tender texture
 rich and creamy consistency
 excellent flavor

Characteristics of soft custard

 velvety smooth texture
 rich flavor
 has pouring consistency of heavy cream

E. Puddings

Puddings are relatively simple to prepare and vary with

sauces. These are classified as:

1. Cornstarch pudding, sometimes called blancmange

2. Rice pudding
3. Bread pudding

Characteristics of Pudding
 attractive appearance
 excellent consistency
 well – blended flavor
 firmness of shape
 an accompanying sauce to add interest

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F. Fruit Cobblers

These are not fruit pies. They have a depth of two or three
inches and are topped with biscuit dough rather than being made
with pie crust. They may be served either hot or cold.

G. Frozen Desserts

1. Ice cream- smooth frozen mixture of milk, cream,

sugar, flavorings and sometimes eggs.

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2. Sherbet and Ices – made from fruit juices, water and
sugar. American sherbet contains milk and cream and
sometimes egg white. The egg whites increase smoothness
and volume. Ice contains only fruit juice water, sugar and
sometimes egg white.

3. Frozen Soufflés and Frozen

Mousses

Made like chilled mousses and Bavarians, whipped cream,

beaten egg whites or both are folded to give lightness and
allow to be still frozen in an ordinary freezer.

B. Direction: Give an example for each type of dessert. Write your

answer on your test notebook.
1. Frozen Desserts
2. Fruit
cobblers
3. Pudding
4. Fruit
5. Custard
6. Gelatin
7. Cheese

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Learning Outcome 2
Prepare desserts and sweet sauces

At the end of this lesson, students are

expected to:
1. identify ingredients for desserts;
2. select and prepare sweet sauces;
3. prepare variety of desserts and sauces using
sanitary practices; and
4. follow workplace safety procedures.

There are a wide variety of ingredients that may be used in

the preparation and cooking of cold and hot desserts. Some of the
most common ingredients include:
Ingredients needed in preparing desserts and sweet sauces

Sugar
The common element linking virtually all desserts is sugar. It
may be used to sprinkle over fruit, beaten into egg yolks for
custard or into whites for a meringue. Many desserts use sugar
syrup, which involves boiling sugar and water to the desired
temperature.

Gelatine
Gelatine is used to set many cold moulded desserts. It is the
basis for jellies and is also used to set creams and mousses.

Egg yolks
Egg yolks may be mixed with flavourings, sugar and
cream or milk to make custard or they may be whisked
together over hot water to create a sabayon.

Egg whites
When raw egg whites are beaten, air is trapped in the
mixture in the form of bubbles. Egg whites beaten to soft
peaks will support soufflés and mousses while whites
beaten to firm peaks are suitable for meringues.

Fruit
Ripe perfect fruit provides the basis for many
desserts, with very little effort needed to make an attractive
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Fruit may be pureed, baked or poached and can then be used
for pies, soufflés and puddings.

Cream
This ingredient is often used as a decoration or
accompaniment for both cold and hot desserts, but may also
be used as one of the recipe ingredients.
Whipped cream may also be used as an effective layer for
trifle.
Cream may be combined with rice, sugar and milk to make a
delicious rice pudding.

Batters
This simple mixture of flour and water is used to make
crepes and pancakes. Batter is also used to coat fruit for
fritters.

Nuts
Nuts are available whole, ground, roasted or caramelised.
They are an important part of dessert cookery as they provide
flavour for creams and ice creams.

Chocolate
Chocolate may be melted to easily blend into fillings and
batters. It can also be poured over desserts such as cakes and
puddings. When melted chocolate is cooled it can be shaped
and moulded into many attractive decorations.

Quality
Many recipes will specify the type and quality of the ingredients
required. It is important that you observe these requirements if you
are to achieve quality desserts
Ingredients Quality points
Quality points to look for when selecting dessert ingredients
Sugar  Granulated sugar is used in most recipes.
 Castor sugar is best for meringues and some cakes
because it dissolves more easily.
 Confectioner's sugar or icing sugar is used mostly for
dusting the tops of desserts.
 Brown sugar is commonly used in hot sauce as it
produces a

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lovely rich caramel flavour.

Gelatine

 Many desserts are prepared using commercial leaf or

powdered gelatine.

Gelatines may be plain or flavoured and coloured for
effect.

Egg yolks  Take eggs out of the refrigerator prior to use so they are
at room temperature. This way they will whisk up better
and incorporate more air.

Egg whites  Egg whites should be fresh and grade a quality.

 They may be purchased in bulk frozen or you may freeze
them in small quantities if you have excess.
 If egg whites have not been cleanly divided and contain
traces of yolk, they will not whip up to satisfactory foam.
A pinch of salt helps the whites to whip up better.

Cream  The characteristics of cream will differ according to

whether it is pure cream, double cream, reduced cream
or cream that has had a stabiliser or gelatine added to
it to make the texture seem thicker and improve the
whipping qualities.
 Creams vary in taste and texture so choose according
to recipe specifications.
 Used only pasteurised cream.
 Pay particular attention to use-by dates.

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Batters  Batters should be made up from the fresh ingredients.

 Batter is often rested at room temperature after it is
made to reduce its elasticity so that it flows more freely
over the pan.
 Batters can be flavoured with vanilla and other spices.

Nuts  Nuts may be purchased natural or blanched

 Freshness is always important. Keep nuts well wrapped
and store in refrigerator to prevent the oils in the nuts
becoming rancid.
 If you require toasted nuts, toast them yourself to ensure
the nuts are fresh in the first place.

Chocolate
 Chocolate is available in various types, namely bitter
sweet, semi sweet, white, dark and milk chocolate.
 Milk and white chocolate because of their milk content
are more difficult to work with than dark chocolate.

Sweet Sauces
sauce - a flavored liquid blend of ingredients that adds flavor and
enhances the appearance of the food.
fudge - a soft confection made of butter, sugar, chocolate.
Sauces can give an entirely different appearance, flavor,
color, and moisture to desserts.
Kinds and Varieties of Sauces

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1. Rich sauce is well suited to a simple dessert.
2. Light sauce is suited to a rich dessert.
3. Hot fudge is a delightful contrast to a cold cornstarch
pudding or to vanilla ice cream.
4. Hot sauces are made just before they are to be used.
5. Cold sauces are cooked ahead of time, then cooled,
covered and put in the refrigerator to chill.

Thickening Agents for Sauces

Thickening agents improve the quality of the sauces.
1. starch 5. grains
2. cream 6. cornstarc
3. eggs h
4. rice
flour
Most dessert sauces fall into one of three categories:
1. Custard Sauces
Vanilla custard sauce, Chocolate or other flavor may be
added to create varieties.
2. Fruit Purees
These are simply purees of fresh or cooked fruits,
sweetened with sugar. Other flavorings and spices are
sometimes added.
3. Syrups
Includes such products as chocolate sauce and caramel
sauce.

Guidelines in Preparing Vanilla Custard Sauce

1. Use clean, sanitized equipment and follow procedure.
2.When combining the egg yolks and sugar, whip the
mixture as soon as the sugar is added. Letting the sugar and
egg yolks stand together without mixing creates lumps.
3. Scald milk before combining with the yolks.
4. Slowly beat the hot milk into the beaten eggs and sugar.

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5. Place bowl with egg mixture in a pan of simmering
water and stir constantly to prevent curdling.
6. To test for doneness, the mixture lightly coats the back of
the spoon.
7. Immediately cool the sauce by setting the pan or bowl in
ice water. Stir occasionally to cool evenly.
8. If the sauce curdles, immediately stir in one (1) to two (2)
ounces cold milk, transfer the sauce to a blender, and
blend at high speed.

Storage of Sauces
Sauces should be kept in airtight containers and stored in a
cool dry place away from moisture, oxygen, light and pests. Food
made with starches that contain egg, milk, cream and other dairy
products are prone to bacterial contamination and to food- borne
illness. Sauces made with these ingredients should be kept out of
the temperature danger zone. Thickened sauce should also be
prepared, served and stored with caution. These products should
be stored in the refrigerator and never left to stand at room
temperature too long.
Review of Lesson 1 (Learning Outcome 2)
A. Identify the ingredients described in the following statements.
Write your answers on your test notebook.
1. Simple mixture of flour and water is
used to make crepes and pancakes. It is also used to
coat fruit for fritters.

2.These ingredients are available whole, chopped

or ground, roasted or caramelized. They are an important part
of dessert cookery as they provide flavour for creams and ice
creams.

3.Melted to easily blend into fillings and butters. It

can also be poured over desserts such as puddings. When
melted and cooled it can be shaped and moulded into many
attractive decorations.

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4.The common element for all desserts. It may
be used to sprinkle over fruit, beaten into egg yolks for
custard or into whites for a meringue. It serves as
sweeteners.

5.This is used to set many cold moulded desserts.

It is the basis for jellies and is also used to set creams,
mousses and glazes.

. Direction: Read the following statements carefully and choose the

letter that best describe the statements. Write your answers on your
1. This is a flavored liquid blend of ingredients that adds
test notebook.
flavor and enhances the appearance of the food.
A. Appetiz C.
er Dessert
B. Sauce D. Stock
2. Which of the following sauces is suited to a simple
A. cold sauce
dessert? C. light
sauce
B. hot fudge
sauce D. rich
3. This is a delightful contrast tosauce
a cold cornstarch pudding or
vanilla ice cream.
A. Hot C. Rich
fudge sauce
B. Hot D. Light
sauce sauce

4. The following are thickening agents for sauce,

EXCEPTA. baking C.
powder Cream
B. cornstarch D. egg
5. Which of the following containers is used to store
A. airtight jar
sauces? C. Medium-sized
bowl
B. Plastic
bottle D. Small plastic bag

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TO prepare variety of desserts and sweet sauces

C. Make a Fruit Dessert (Fruit Cocktail)

Equipment/tools needed:
casserole
gas or electric
stove knife
chopping board
measuring cup
measuring
spoon wooden
spoon
refrigerator/chil
ler
Materials/Ingredients
needed:
2 c ripe papaya, peeled and
cubed 1 t citric acid
1 t calamansi juice
1 tbsp almond
extract 1 tbsp
honey
4 slices canned pineapple,
tidbits 2/3 c sugar
1 c water
Procedure:
1 c singkamas
1 Cook cubed papaya in syrup made of 2/3 c. sugar ½
. and water. Add ½ tsp. citric acid. c.
2. When cooked, add ¼ almond extract.
3. Cook singkamas similarly. Combine all the fruits and
mix well.

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4. Chill before serving. For dressing, honey- juic
use mixture. calamansi e
5. Add mixture to fruits before serving

Gelatin dessert
Equipment/tools needed:
casserole
gas or electric
stove knife
chopping board
measuring cup
measuring
spoon wooden
spoon molder
refrigerator/chil
ler
Materials/ingredients
4 slices ripe mangoes (scoop the flesh)
needed
2 bars gulaman, torn into
½ cup pieces diced pineapple
½ c. milk (evaporated milk or
1 pc. fresh)
2 cup banana ( lakatan) neatly
cut) water
PROCEDURE:
1. Boil sugar and gulaman in two cups water.
2. Remove from fire, strain through a sieve.
3. Add milk and put half of the mixture in a wet mold.
4. Put in a cool place to jell.
5. When partly jelled, arrange fruits in mold and pour the
remaining gulaman.
6. Chill until firm. Serve cold

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Soft custard
Purpose: To make a soft custard
TOOLS AND
EQUIPMENT:
sauce pan
double boiler
measuring
cups wooden
spoon egg
beater spoon
for testing

INGREDIENTS
Materials/
QUANTITY
3 pcs ingredients eggs, slightly beaten (or 6 yolks)
3tbps.needed sugar
2cups milk, scalded
1tps. whipped cream
pinch ( optional) salt
of
PROCEDURE:
1. Scald the milk in a sauce pan over low fire
2. Combine the eggs, salt and sugar.
3. Gradually stir in the milk and cook on top of the double
boiler for 5 minutes. Stir constantly to avoid scorching.
4. Test with a spoon to see if done. If done, the spoon is
well-coated with the custard. Add vanilla and cool quickly.
5. Serve in well-chilled glass dish or tall glass. Top with
whipped cream, if desired.
Note: If you accidentally overcook the custard and it curdles, set
the pan in
cold water and beat smoothly with an egg beater.

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 LM- Grade
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Maja Blanca
TOOLS AND EQUIPMENT:
casserole

gas or electric
stove knife
chopping board
measuring cup
measuring
spoon wooden
spoon Carajay

Materials/ingredients needed
INGREDIENTS
QUANTITY DESCRIPTION
4 cups coconut cream
10 pcs. young corn on the cob
-or-creamed
1 cup corn cornstarch
sugar
1 cup coconut finely
3 cups grated
4 cups

PROCEDURE:
1. Scrape corn kernels from the cob.
2. Pound or put through a food
processor.
3. Strain and squeeze through
cheesecloth.
4. Mix with coconut cream and
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Cookery 9
5. Add 2 cups sugar and cook in a saucepan.
6. Stir continuously until thick.
7. Pour into a mold.
For topping, toast grated coconut in a frying pan. Add remaining
cup of sugar and cook until golden brown. Sprinkle over pudding.
*Note: Skip steps 2-3 if using creamed corn.

CHOCOLATE MOUSSE

TOOLS AND EQUIPMENT:

w
eighing scale
mixing bowl
utility tray
rubber
scraper
electric
mixer
QUANTITY DESCRIPTION
500 g. r
bittersweet chocolate
efrigerator/
125 g.
chiller butter
180 g. egg M
aterials/
250 g. yolks
ingredients
75 g.
needed egg
250 ml. whites
sugar

PROCEDURE: heavy
cream
1. Melt chocolate over hot water.
2. Remove from heat and add butter. Stir until the butter
is melted

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and completely mixed in.
3. Add the egg yolks one at a time. Mixed in egg yolk
completely before adding the next.
4. Beat the egg whites until they form peaks. Add the
sugar and
beat until the egg whites form stiff but moist peaks. Do
not over beat.
5. Fold the egg whites into the chocolate.
6. Whipped the heavy cream until it form soft peaks. Fold it
into the chocolate mixture.
7. Spoon the mousse into serving dishes or use a pastry
bag fitted with a star tube.
8. Chill the mousse well before serving.

CHOCOLATE SAUCE
TOOLS AND EQUIPMENT:
casserole
g
as or electric
stove knife
c
hopping board
measuring cup
measuring
spoon wooden
spoon skillet
QUANTITY DESCRIPTION
4squares (4 oz.) M unsweetened chocolate
1½
aterials/ingredients sugar
cups
needed2 hot
cups water
1T corn
light syrup
2T cold
2T water
1T cornstarc
1½ t h butter
Pinc vanilla
h salt

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 LM- Grade
Cookery 9
PROCEDURE
1. Cut the chocolate into small pieces. Melt on top of the double
boiler.
2. Gradually add the hot water, stirring until the mixture is well
blended.
3. Dissolve the cornstarch in cold water and combine with the
chocolate mixture.
4. Add sugar, corn syrup and salt. Mix until well blended.
5. Boil for 10 minutes or until the starch is thick and smooth.
6. Add butter and vanilla.
7. Let cool. Place in a covered jar and store in the refrigerator

STRAWBERRY SAUCE

TOOLS AND EQUIPMENT:

casserole
gas or electric
stove knife
chopping board
measuring cup
measuring
spoon wooden
spoon skillet

Materials/ingredients
needed
INGREDIENTS
QUANTITY DESCRIPTION
¾ cup Sugar
1 ½ tbsp.. cornstarch
1 cup strawberries, pitted, crushed

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 LM- Grade
Cookery 9
2tbsp. lemon juice

PROCEDURE
1. Combine the sugar and cornstarch.
2. Stir in the crushed fruit.
3. Bring to a boil and stir constantly. Cook until clear.
4. Remove from fire. Add lemon juice and serve hot or cold.
5. This sauce may be stored in a covered jar and placed
in the refrigerator.

Note: Any fruit or fruit juice may be substituted for

strawberries Your product and performance will be rated
using the rubric below. P E R F O R M A N C E L E V E L
Dimension

No
Very Point
Excellen Satisfactor Needs Attem
Satisfactor s
t (4 y (2 Improveme pt
y (3 pts.) (0 pt.) Earne
pts.) pts.) nt (1 pt.)
d
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understandi of the step-by- the step- by-step pt
procedures the step- by-step n g of the step procedure procedure
procedure step- by- but sometimes seeking
step seeks clarification most
procedure clarification of the time

Works Works Works Works No

independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease and confidence from others most
times confidence sometimes of the time
most of the
time
3. Safety Observes safety Observe Observes Most of the time No
work habits precautions at all s safety safety not observing attem
times precaution precautions safety p
s most of sometimes precautions t
the time
4.Completen Task is Task is Task is nearly Task is started No
es s of Task completed completed completed but not attem
following the following following the completed pt
procedures in the procedures in the following the
the activity procedures project plan procedures in
improvement/ in the the
innovatio ns project project plan
plan
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 LM- Grade
Cookery 9
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time
TOTAL POINTS

Learning Outcome 3
Plate/present desserts

At the end of this lesson, students are

expected to:
1. identify the accompaniments of
desserts;
2. present desserts attractively; and
3. identify factors to consider in
plating and presenting desserts.

Accompaniments, Garnishes and Decorations

for Desserts
Dessert Syrup
Flavored simple syrup use to moisten cakes. Flavorings
maybe extracts like vanilla, liquors like rum. Add flavorings after
the syrup has cold, flavor may lost if added to hot syrup. Lemon or
orange rind may also add flavor to syrup.
Cream Anglaise
Stirred vanilla custard sauce; consist of milk, sugar, egg
yolks and vanilla stirred over low heat until lightly thickened.

Pastry Cream
Contains starch as well as eggs, resulting in a much
thicker and more stable product. It is used as a cake and pastry
fillings for cream pies and pudding. With additional liquid, it is
used as custard sauce.

Custards 216
Consist of milk, sugar, eggs and flavorings. (Whole eggs are
used for greater thickening power). Used as pie fillings, as a dessert
by itself and as a basis for many bake puddings.
 LM- Grade
Cookery 9
Art of Dessert Plating
Desserts should turn heads in the dining room. Garnishing and
plating desserts shouldn't be an afterthought. It should be an
integral part of how you build your recipe.

4 Garnishes that add attraction

1. FRUIT GARNISH

2. NUT GARNISH

3. CHOCOLATE GARNISH

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4. COOKIE GARNISH

Guidelines in plating dessert:

1. Make garnishes edible. Everything on the dessert plate
should be edible and delicious.

2. Keep it clean and simple. Don't crowd the plate. If your dessert
is beautiful, it shouldn't need a lot of garnishes. And keep
the rim of the plate clear, so the servers aren't
touching the food when they place the desserts in
front of the customers.

3. Make your garnishes relate to the dessert on the plate. The only
time you should garnish with fresh mint is if you're
serving mint ice cream. Don't put it on there just
because you think the dessert needs color. If you
have a brown dessert, like apples in puff pastry, then
make sure all of those elements are executed well—puff
pastry should look beautiful and crisp.

4. Layer flavors and textures in your dessert. Textures and flavors

hit the palate at different times. Ask yourself, "How can I
make this better?" If the answer is a little lemon zest, then
add it as a garnish. All the components on the plate should
build on the dessert, making it better.

5. Try different plates—various sizes and shapes. The

right plate can add or enhance the theme really well.

Plating and presenting tips and techniques)

There are many factors and techniques to consider in food plating
that affect the overall appearance of a dessert. Applying one of the
tips may enhance presentation.
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 LM- Grade
Cookery 9
1. The plate – when plating desserts, the choice of plate is
critical to the final presentation. Remember, the plate
is the frame of the presentation. There are many sizes,
shapes, and colors available. Choosing the right size of
plate is important because food should not be crowded
onto the plate.

2. Color - always consider color as an important part of

plate presentation. Always try to have a variety of
colors on the plate.

 Green is fresh and cool, and can be soothing.

 Red is passion and excitement.
 Black is sophisticated and elegant.
 Blue is a natural appetite suppressant, since it
can make food look unappetizing.
3. Texture - texture is critical to food presentation, as well
as enjoyment. Contrasting hard and soft, smooth and
coarse, adds visual interest to your food, and
it will enhance your customers' enjoyment to the
food.
4. Keep things clean
Remember that neatness counts. Food should be
contained within the rim of the plate, yet it should not
be crowded in the center. Take a look at the plate and
ask yourself if it is pleasing to the eye. It should not
look sloppy and dirty.
5. Garnish to Impress
Garnishes and decorations can enhance your
plate presentation. Choose garnishes that are
appropriate to the ingredients. For example, using a
chocolate curls for chocolate cake.

Here are some other techniques to keep in mind when

garnishing:

 Never decorate a plate with something inedible

 Ensure the garnish complements and enhances the dish.
 Choose garnishes that are the correct size; they should be
easy to eat.

Review of Lesson 1 (Learning Outcome 3)

219
A. Think and Pair
 LM- Grade
Cookery 9
Direction: Answer the following questions and
discuss your answer with your seatmate.
1. What are the important factors to be considered
in plating and presenting desserts?
2. How do you plate desserts?
3. Why do we do the proper plating of desserts
before presenting them to the guest?

Learning Outcome 4
Store desserts
At the end of the lesson, students
are expected to store/package
desserts
Storing cold and hot desserts
As many desserts contain egg and dairy products, they present a
potential health hazard if not stored properly.
Remember: proper storage means cooled desserts must be covered with
plastic or placed in lidded containers before storing in the cool room.
Observe the following guidelines:
 Desserts containing uncooked eggs should be handled with extreme care,
as raw egg is a medium in which dangerous bacteria such as salmonella
can thrive. This means you need to be really careful with foods like
chocolate mousse and uncooked cheesecakes that contain egg whites for
aeration.
 Egg custards contain protein, which provides good food for bacteria. If
custards are not heated and cooled properly and quickly, bacteria that
are present in the custard can grow quickly to dangerous numbers.
 Any dessert that is not required for immediate consumption must be
cooled rapidly and stored in the cool room until required.
 If you plan to keep a pre-prepared dessert hot until service, make sure
that the temperature of the food is over 65oC. Never leave an egg mixture
in a Bain-Marie for any length of time. Any dessert that has been kept hot
in the Bain-Marie for a while should be discarded at the end of service.
 If milk and cream are used in desserts like trifle and custards, they must
not be left to stand at room temperature for any length of time. They
should be kept in the refrigerator until the last possible moment to
prevent the risk of food poisoning.
220
 Many desserts have a limited storage life. Make sure you check with your
supervisor and follow organisational requirements.
 LM- Grade
Cookery 9

Packaging Materials for Storing Desserts

1. glass container
2. plastic container
3. plastic/cellophane
4. aluminum foil
5. packaging tapes
6. boxes

Equipment
7. chiller
8. freezer
9. refrigerator

Sanitary Practices When Storing Desserts

10.Handle the food properly to prevent spoilage and
contamination.
11.Wash utensils and equipment thoroughly.
12.Keep away from food when you are ill.
13.Store foods and ingredients properly.
14.Safeguard the food during distribution and service.

Storage Techniques
15.Refrigerate – to keep cold or cool below 400F
16.Cold Storage – the process of storing
food by means of refrigeration at 23 C 0

17.Chilling – to refrigerate or to reduce the temperature of

food below
80C

Review of Lesson 1 (Learning Outcome 4)

A. Live It On
Your school will be celebrating its 50th Founding Anniversary and
your class was tasked to prepare desserts for the occasion. Prepare
at least two types of desserts.

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 LM- Grade
Cookery 9

Your product and performance will be rated using the

rubric below.
P E R F O R M A N C E L E V E L
Dimension

No
Very Point
Excellen Satisfactor Needs Attem
Satisfactor s
t (4 y (2 Improveme pt
y (3 pts.) Earne
pts.) pts.) nt (1 pt.) (0 pt.)
d
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of
confidentl the time
y most of
the times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding of attem
of understanding of understandi of the step-by- the step- by-step pt
procedures the step- by-step n g of the step procedure procedure
procedure step- by- but sometimes seeking
step seeks clarification most
procedure clarification of the time

Works Works Works Works No

independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease and confidence from others most
times confidence sometimes of the time
most of the
time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s sometimes precautions
most of
the time
4.Completen Task is completed Task is Task is nearly Task is started No
es s of Task following the completed completed but not attem
procedures in the following following the completed pt
activity the procedures in the following the
improvement/innov procedures project plan procedures in
atio ns in the the project plan
project
plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time
TOTAL POINTS

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Lesson 2
Package Prepared Foods

At the end of this lesson, you are expected to perform the

following:

1. select packaging materials;

and 2 package food items.

This lesson describes the skills and knowledge required to

package and label prepared foodstuffs for storage and
transportation. It requires the ability to check the quality of food
and select correct packaging materials.

Learning Outcome 1
Select Packaging Materials
At the end of the lesson, you are expected to:
1.give the meaning of packaging, its importance and
functions; and
2. select appropriate packaging material.

Food packaging - is enclosing the food in a material for

physical, chemical, biological protection and tampering
resistance. It
provides nutrition information on the food being
consumed.

The main aims of packaging are to keep the food in

good condition until it is sold and consumed, and to
encourage customers to purchase the product. Correct
packaging is essential to achieve both these objectives.

 Packaging should provide the correct environmental

conditions for food starting from the time food is
packed until the time of consumption. A good package
should therefore perform the following functions:
 Provide a barrier against dirt and other
223
contaminants thus keeping the product clean
 LM- Grade
Cookery 9
 Prevent losses. For example, packages should be
securely closed to prevent leakage
 Protect food against physical and chemical damage.
For example the harmful effects of air, light, insects,
and rodents. Each product has its own needs
 Package design should provide protection and
convenience in handling and transport during
distribution and marketing
 Help the customers to identify the food and instruct
them how to
use it correctly
 Persuade the consumer to purchase the food
 Cluster or group together small items in one package
for efficiency. Powders and granular materials need
containment.
 Marketing - The packaging and labels can be used
by marketers to encourage potential buyers to
purchase the product.
 Correct packaging prevents any wastage (such as
leakage or deterioration) which may occur during
transportation and distribution.
Types of Packaging materials

In many developing countries the most commonly used food

packaging materials include:

 Leaves
 vegetable fibres
 wood
 papers, newsprint
 earthenware
 glass
 plastics
 metals

Leaves

Banana leaves are often used for wrapping certain types of

food (e.g. suman). Corn husk is used to wrap corn paste or
unrefined block sugar, and cooked foods of all types are wrapped in
leaves. They do not however protect the food against moisture,
oxygen, odors or micro-organisms, and therefore, not suitable for
long-term storage.
224
Vegetable Fibres
 LM- Grade
Cookery 9
These include bamboo, banana, coconut, and cotton fibres. These
natural materials are converted into yarn, string or cord which will
form the packaging material. These materials are very flexible,
have some resistance to tearing, and are lightweight for handling
and transportation. Being of vegetable origin, all of these materials
are biodegradable and to some extent re-usable.

As with leaves, vegetable fibres do not provide

protection to food which has a long shelf-life since they offer no
protection against moisture pick-up, micro-organisms, or insects
and rodents.

Vegetable fiber basket

Wood

Wooden shipping containers have traditionally been used for

a wide range of solid and liquid foods including fruits, vegetables,
tea and beer. Wood offers good protection, good stacking
characteristics and strength. Plastic containers, however, have a
lower cost and have largely replaced wood in many applications.
The use of wood continues for some wines and spirits because
the transfer of flavour compounds from the wooden barrels
improves the quality of the product.

Wooden crate

Paper

Paper is an inexpensive packaging material. It is

however highly absorptive, fairly easily torn, and offers no
barrier to water or gases.

The degree of paper re-use will depend on its former use,

and therefore paper that is dirty or stained should be rejected.
Newsprint should be used only as an outer wrapper and not be
allowed to come into direct contact with food, as the ink used is
toxic.

Earthenware

Earthenware pots are used worldwide for storing liquids and

solid foods such as curd, yoghurt, beer, dried food, and honey.
Corks, wooden lids, leaves, wax, plastic
225 sheets, or combinations of
these are used to seal the pots.
 LM- Grade
Cookery 9

Glass

Glass has many properties which make it a popular choice as a

packaging material:

 Glass is able to withstand heat treatments such as

pasteurization and sterilization.
 Does not react with food.
 Protects the food from crushing and bruising
 Resistant to moisture, gases, odors and microorganisms
 Re-usable, re-sealable and recyclable
 Transparent, allowing products to be displayed.
Coloured glass may be used either to protect the food
from light or to attract customers.

Disadvantages of using glass as packaging materials

 glass is heavier than many other packaging materials and

this may lead to higher transport costs
 it is easy to fracture, scratch and break if heated or
cooled too quickly
 potentially serious hazards may arise from glass
cracks or fragments in the food.

Preparation of glass containers

 Inspection
 Washing.
 Rinsing..
 Sterilization.
 Sealing and capping
 Cooling

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 LM- Grade
Cookery 9

Plastics

The use of various plastics for containing and wrapping food

depends on what is available. Plastics are extremely useful as they
can be made in either soft or hard forms, as sheets or containers,
and with different thickness, light resistance, and flexibility. The
filling and sealing of plastic containers is similar to glass containers.

Flexible films are the most common form of plastic.

Generally, flexible films have the following properties:

 Cost is relatively low.

 Good barrier properties against moisture and gases.
 Heat sealable to prevent leakage of contents.
 Have wet and dry strength.
 Easy to handle and convenient for the manufacturer,
retailer, and consumer.
 Little weight to the product.
 Fit closely to the shape of the product, thereby
wasting little space during storage and distribution.

Metal

Metal cans have a number of advantages over other

types of containers:

 Metal cans provide total protection of the

contents.
 Metal cans are tamper proof.
 Metal cans are convenient for presentation.

Disadvantages of metal food packaging materials:

 heavier than other materials, except glass, and

therefore have higher transport costs
 the heat treatment associated with the use of metal
cans is not suitable for small-scale production.

227
 LM- Grade
Cookery 9

Learning Outcome 2
Package Food items

At the end of the lesson, you are expected to:

1. package food items in compliance with Occupational
Health and Safety Procedures;
2. adopt appropriate packaging method according to
enterprise standards; and
3. label foods according to industry standards.

Food Safety on Storing and Transporting Foods

Food Packaging has been defined by Paine (1962) as the “art
science and technology of preparing goods for transport and sale”.
More specifically, it is a way of making sure that a product reaches
the end user in good condition at the least cost to the producer. In
effect, a packaging material provides the means of transporting a
product from one place to another with maximum protection at
the least cost
Food is packed in terms of quality, shelf life, microbial
condition and portion control. Spoilage of food is caused by poor
packaging of food. Below are some other factors in the spoilage of
food:
a. pH of food- This simply indicates the inverse
amount of hydrogen ion available in the food
system. This is oftentimes associated with acidity
of food. Thus, foods with high amounts of
hydrogen ion have low pH and this is considered to
have acidic taste. For instance, green mangoes
have generally lower pH (Ph below 4.0) and
therefore have high acidity.

b. Moisture content – This is related to the physical

state of the food itself. Products with very high
moisture could be those in liquid form, while those
with very low free moisture could be dried or
frozen. This product component is very important
relative to food spoilage.
228 The higher the moisture
content, the greater the chances for microbial
growth and chemical changes.
 LM- Grade
Cookery 9

c. Amount and nature of fat content – The

chemical processes also accelerate breakdown of
fats on food. Thus, products with high fat
content like oils, butter, soft cheese, fried
foods and the like tend to spoil fast when
inadequately packaged. Exposure to
the atmosphere causes rapid oxidation
breaking down the fat into free fatty acids in food.
The faster the breakdown, the greater
the chances of development of rancidity.

d. Enzyme system –It is a chemical processes

like fermentation and hydrolysis which occur
in high moisture food, especially in the
presence of oxygen of ambient tropical
temperature. When foods undergo these processes,
they change in texture, flavor, odor and
color. Under these conditions, the product may
already be considered spoiled.

e. Initial Microbial load – This is the number of

microorganism already present in food prior
packaging.

Classification of packaging according to use:

As a primary package – This type of package is meant to
directly contain the product. Hence, it gets in direct contact
with the goods. Thus, this package is expected to meet all
the requirements for safety and protection of the
consumers like tetra packs or canned food packages
As a secondary package – This is utilized to contain a
specified number of unit packs. Thus, it may contain a
dozen tetra packs or 2 dozens of tin cans or a gross of
candies and so on. Its major function is to allow for the unit
packs to be carried in bulk.
As a tertiary package – When transporting in bulk, the
secondary package may have to be packed again for greater
protection and for bulk transfer. Use of tertiary package is
normally for bulk transport or storage in large warehouses.
Occupational and health safety
229procedures in packaging foods
Steps on how to package meat before freezing.
1. Divide your meat into your set serving sizes
 LM- Grade
Cookery 9
2. Get a plastic zip bag big enough to hold the portion
size plus a little extra room for the meat to expand from the
freezing process.
3. Put the meat into the bag, then flatten.
4. Squeeze as much of the air as you can get out, then close
the zip.
5. Date the bag so you know how long it's been in your freezer

Methods of Food Packaging

Home Canned Foods - one of the oldest and most common
methods of food packaging in homes is the use of home
canning. Fruits and vegetables are placed in glass jars and
sealed in the jars by heating the jars and then placing a
rubber stopped jar top on the jar. The seals also need to be
airtight to prevent the growth of bacteria.
Freezing and chilling food - another common method of
packaging food is freezing and chilling .Freezing can be
done with a variety of methods. Most often, it is vegetables
that are frozen, although berries and other fruits can also lend
themselves to being frozen.
Canned foods - canning foods as a method of food processing
have been around, foods that are canned commercially are cooked
prior to being placed in the can in order to prevent E. coli
contamination. Canned foods come in a wide variety, ranging from
meat to vegetables to fruit.
Foil Packaging - one of the innovative methods of
commercial food packaging is foil wrapping. Foil wraps are often
pouches that are filled and then the bottom and top of the pouch
is sealed with a heat seal similar to those used with commercial
frozen packaging. Foil packaging allows the foods to be sealed in
the package without losing any residual moisture that may still be
in the food. The best foods to package in this manner are usually
dried fruits, baked goods or grain products.
What must appear on the label?
The following must appear on the label:
 name under which the product is sold
 list of ingredients 230

 quantity of certain ingredients

 net quantity
 LM- Grade
Cookery 9
 date of minimum durability
 any special storage instructions or conditions of use
 name or business name and address of the manufacturer or
packager, or of a seller within the European Union
 place of origin of the foodstuff if its absence might mislead the
consumer to a material degree
 instructions for use where necessary
 beverages with more than 1.2% alcohol by volume must
declare their actual alcoholic strength

Review of Lesson 2

A. Seal It On

Prepare a dessert for a birthday party. Prepare

all the materials and ingredients, perform
actual preparation,
presentation, packaging and storing of the dessert.
Your output and performance will be rated using the
rubric below. P E R F O R M A N C E L E V E L
Dimension

No
Very
Excellen Satisfactor Needs Attem Point
Satisfactor
t (4 y (2 Improveme pt s
y (3 pts.)
pts.) pts.) nt (1 pt.) (0 pt.) Earne
d
1. Use of Uses tools and Uses tools Uses tools and Uses tools and No
tools and equipment and equipment equipment attem
equipment correctly and equipment correctly and but incorrectly and pt
confidently at all correctly less confidently less confidently
times and sometimes most of the time
confidently
most of the
times
2. Manifests very Manifest Manifests Manifests less No
Application clear s clear understanding understanding of attem
of understanding of understandi of the p
procedures the n g of the the step-by- step- by-step t
step- by- step- by- step procedure
step step procedure seeking
procedure procedure but clarification most
sometimes of the time
seeks
clarification
Works Works Works Works No
independently with independe independently independently but attem
ease and ntl y with with ease and with assistance pt
confidence at all ease 231 confidence from others most
times of
 LM- Grade
Cookery 9
and sometimes the time
confidenc
e most of
the time
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attem
times precaution precautions safety pt
s most of sometimes precautions
the time
4.Completen Task is completed Task is Task is nearly Task is started No
es s of Task following the completed completed but not attem
procedures in the following following the completed pt
activity the procedures in the following the
improvement/innov procedures project plan procedures in
atio ns in the the project plan
project
plan
5. Time Work completed Work Work completed Work completed No
manageme ahead of time completed (mins./ (mins./ attem
nt within hours/day s) hours/day s) pt
allotted beyond beyond
time
TOTAL POINTS

Post Test

A. Directions: Read the following statements carefully and choose

the answer that best describes the statement. Write
the letter of your answers on your test notebook.

1. The purpose of storing dessert is to

a. increase its volume
b. soften food tissues
c. improve the palatability
d. enhance freshness and quality

2. Which of these sauce is best for a simple dessert?

a. col c. hot
d fudge
b. ligh d. rich
3. Thet following are thickening agents used in the preparation
of sauce, EXCEPT
a. baking c.
powder cream
b. cornstarch d. flour
4. Which of the following is considered the simplest
a. custar
dessert? c. gelatin
d d.
b. fruits puddings
5. All of the following are characteristics of good fruit desserts,
a. appetizing aroma
EXCEPT c. simple and
b. slightly chilled attractive
temperature d. moderately sweet
232
 LM- Grade
Cookery 9

6. What is the process of putting your product into containers

for easy distribution?
a. Packagin c.
g Wrapping
b. Labeling d. Storing
7. This term refer to packaging in large standardized
containers for efficient shipping and handling
a. asepticall c. packaging
y d.
b. bulk containerization
8. Which of the following material is made from wood pulp
and used for flexible packaging of goods?
a. Cellophan c.
e metal
b. Glass d.
9. A thin and transparent material that is made of cellulose
paper
and contains variable amount of water and softener.
a. cellophan c.
e metal
b. glass d.
10. This packaging material is man-made
paper polymers of
very high molecular weight.
a. cellophan c.
e plastic
b. glass d.
11. Which of the following toolsmetal
is used for whipping eggs or
butter, and for blending gravies, sauces and soups?
a. grater c. whisks
b. spatul d.
a scraper
12. Which of the following cannot be used as garnishing in
dessert?a. frui c.
t chocolate
b. nut d. flower
13.Which of the following guidelines should not be practiced
in plating dessert?
a. Layer flavors and texture
b. Make garnishes edible
c. Don’t crowd the plate
d. Use monotype of plate

233
 LM- Grade
Cookery 9
14.Which of the following sanitary practices is not true
in storing desserts?
a. Wash utensils and equipment thoroughly
b. Keep away from food when you are ill
c. Store foods and ingredients in a dry place
d. Safeguard the food during distribution
15. In plating and presenting food, which among the
following statement is related to texture?
a. Enhances plate presentation
b. Plays important part in plate presentation
c. Adds visual interest to the food
d. Serves as frame of the presentation
16. Which of the following tools is used for measuring small
quantity of ingredients like salt, baking powder and others.
a. measuring cup c.
b. measuring funnels
spoon d.
spatula
17. Which of the following tools and equipment is used to
chop, blend, mix, whip, puree, grate, and liquefy foods?
a. blende c.
r grater
b. mixer d.
range

234
 LM- Grade
Cookery 9
C. Directions: Complete the procedures in making Gelatin
Dessert. Write your answer on your test notebook.

Boil sugar
and
gulaman in
two cups
water

Picture of
gelatin
dessert

When partly
jelled,
arrange
fruits in
mold and
add
remaining
gulaman

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 LM- Grade
Cookery 9
Summative Assessment

A. Directions: Read the following questions carefully and

choose the letter that best describes the statement. Write
your answer on your test notebook.
1. A sweet course or dish which is usually served at the end of a
meal. a. Sauce c. Stock
b. Desser d.
2. All of tthe following are characteristics of good fruit desserts,
Appetizer
EXCEPT a. appetizing aroma c. simple and
b. slightly chilled attractive
4. What temperature
is the process of putting yourd.product
moderately
into sweet
containers
for easy distribution?
a. Packagin c.
g Wrapping
5. Which of the following sanitaryd.practices
b. Labeling Storing is not true in storing
desserts?
a. Wash utensils and equipment thoroughly
b. Keep away from food when you are ill
c. Store foods and ingredients in a dry place
d. Safeguard the food during distribution
6. In plating and presenting food, which among the following
statement is related to texture?
a. Enhances plate presentation
b. Plays important part in plate presentation
c. Adds visual interest to the food
d. Serves as frame of the presentation
7. It is the most important principle for sandwich safety after
a. 4 – 40 -
preparation to avoid spoilage.c. 140 – 4 -
140 40
b. 4-of140
8. Which the –following considerations ared.essential
40 – 140in
choosing 40 ingredients for high quality salads?-4
a. quality and c) freshness and
quantity variety
b. texture
9. Which and colorguidelines is not
of the following d) crispiness
included and
in making
vegetable salad. taste
a. Cooked to a firm, crisp texture and good color
b. Cooked until completely tender and overcooked
c. Thoroughly drained and chilled before using
d. Marinated or soaked in a seasoned liquid

236
 LM- Grade
Cookery 9
10.Which of the following procedures for quantity green salad
production is the last step to do?
a. Arrange salad plates on worktables
b. Add dressing before serving
c. Prepare all ingredients
d. Refrigerate until serving
11.Which of the following appetizers are made out of thin slices
of bread in different shapes.
a. Relish c. Hors D’
b. Cockta Oeuvres
12. Aling Pelita
il finds it hard to remove tough soils from the used
d. Canapé
pots and pans, it does not respond to different cleaning
agents she used, if you will help her which of the following
will you recommend that will surely solve her problem?.
a. Abrasives c. Detergents
b. Acid d. Solvent
13.Your younger
Cleanerssister accidentally swallowed
Cleanerspoison. What
first aid treatment should you do?
a. Read the label of the poisonous material.
b. Remove anything remaining in the mouth.
c. Give her a glass of water or any fruit juice.
d. Give her a spoonful sugar or any kind of sweets.
14.Which of the following is the proper order in washing the
dishes?
a. chinaware, utensils, silverware, glassware
b. utensils, silverware, glassware, chinaware
c. silverware, chinaware, glassware, utensils,
d. glassware, silverware, chinaware, utensils
15.Which of the following is the proper order/steps in
cleaning kitchen premises.
a. Rinse all surfaces with cold to hot waterto remove
thoroughly all remaining chemical solution and food soil
residues.
b. Remove residual food soils from equipment surfaces
c. Scrape and Pre-rinse
d. Rinse all equipment surfaces with sanitizing agent
a. 2 4 13 b. 3 1 4 2 c. 3 2 1 4 d. 1 2
34

237
 LM- Grade
Cookery 9
F. Directions: Identify the following tools and equipment in
column B. Write your answers in column A with a short
description of the uses or functions. Write your answers on
your test notebook. (2pts. each)
A B

1.

2.

3.

4.

5.

238
 LM- Grade
Cookery 9

6.

7.

8.

9.

10.

239
 LM- Grade
Cookery 9
G. Directions: Arrange the following steps in preparing
hamburger in proper sequence. Use A for the first step, B
for second and so on. Write your answers on your test
notebook.
1. Cover the cheese with meat like roast beef, turkey, or
sliced ham.
2. Sprinkle a bit of spice, fresh basil or parsley and dried
spices like chili or turmeric powder.
3. Assemble necessary tools, equipment, oven, and
toaster.
4. Top the meat with another slice of cheese.
5. Toast the bread lightly and place it on a clean sheet
with the cut side up.
6. Add your choice of vegetable like red onion,
tomatoes, red peppers.
7. Finish the sandwich with another piece of bread and
put it in a pre- heated 350 F oven for about 5 minutes.
8. Put two slices of cheese on the bread like
cheddar, Swiss, mozzarella or any cheese
combination desired.
9. Prepare and assemble all ingredients; sandwich
breads like hamburger buns, sliced cheeses,
vegetables and meats.

H. Directions: Arrange the following steps in cleaning and

sanitizing range in proper sequence. Use A for the first
step, B for second and so on. Write your answer on your
test notebook.
1. When cool, wash top of range
2. Before replacing, rub with oil-damped cloth
3. Remove all burnt sediments and wipe grease from
top of range after each use.
4. Clean oven by removing grates, scraping off
food deposits, washing and drying.
5. Run oiled cloth over top of range
240
6. Scrape grease from curbs and openings hinges.
 LM- Grade
Cookery 9
7. Keep burners clean. Gas burners can be soaked
and scrubbed with stiff brush while electric burners
should be cleaned with a brush or with a damp cloth.

I. Directions: Draw/illustrate the structure of a plated salad

and label its parts. Write your answers on your test
notebook.

Your answer will be rated using the rubric

below.
SCORE CRITERIA
5 Very creatively done and able to label all the parts correctly
4 Very creatively done and able to label 2-3 parts correctly
3 Creatively done and able to label 2-3 parts correctly
2 Less creatively done and able to label 1 part correctly
1 Untidy done and no label

241
 LM- Grade
Cookery 9
Synthesis
The knowledge, skills, and values learned from this
Cookery

Learner’s Material served as an eye opener to what is to be done in

the real workplace.

To become successful chef someday or successful

entrepreneur in line with food or cooking, you should continue

to assess and develop your Personal Entrepreneurial

Characteristics (PECs), grab every opportunities for business, take

into practice the proper observance of cleanliness in the

kitchen, the proper ways on how to prepare appetizers, salads and

dressings, sandwiches, desserts and the proper storage of the

products. Ability to apply the safety measures in the workplace

should always be practiced. Bear in mind that being a successful

entrepreneur in the field of cookery requires you to always come up

with quality and most satisfying products or services.

242
 LM- Grade
Cookery 9
Glossary of terms
A bain-marie - also known as a water bath or double boiler
Aeration- (whisking) Air is incorporated into a
produces a considerable increase in
mixture, which
This method
volume. may be used for cold
soufflé or mousse
Bake – to cook in an oven.
Baking – involves applying dry heat to a food
Bain-marie- item bath)cooking containers of mixture
(water
are placed in a larger baking tray half full of
water to be cooked in the oven. This allows
for a more gentle cooking process to avoid
curdling mixtures.
Basic meringue -
a light foamy mixture of whipped egg
white and caster sugar, which is baked in
Barbeque – the oven and served cold.
to cook food by grilling it over a wood or
charcoal
Batter – fire.
a mixture of dry and liquid ingredients
Blancmange- with a pouring consistency
a French milk pudding or custard usually
Blend flavored with milk or cream and sugar
– thickened with gelatin, cornstarch or Irish
moss
Boiling - to mix two or more ingredients
together until uniformly combined.
Bread –
the temperature of the liquid is
brought up to 100oC and maintained to
Broil - cook the food item
food product made of flour, sugar,
Brush – shortening, salt and liquid leavened by the
action of yeast.

Butter– cooking food with a radiant heat

source place above the food.

Canapés – to use a brush to spread a thin coat of

butter or oil on food.
a semi-solid fat made by churning
cream and contain 80% of milk fat.
243
hors d’oeuvres consisting of a small piece
of bread or toast, often cut in a decorative
slope, garnished with a savory spread or
 LM- Grade
Cookery 9
Chiffonade – a finely shredded usually lettuce.
Chill – to refrigerate to reduce the temperature of food.
Cold Storage – the process of preserving perishable food on a
larger scale by means of refrigeration.
Contamination – the state of being contaminated.
Cooling/chilling - some cold desserts need to be refrigerated prior
to service to set the item and enhance taste
and appearance. Such desserts may include
mousse, trifle, crème caramel and jellies

Creaming - Beating together sugar and fat until the mixture is

creamy in colour with a fluffy texture. This method
is used for sponge-based puddings and some
Cut– cheese fillings
to divide food material with a knife or
scissors in any desired sheet.
Dusting -
icing sugar, caster sugar or cocoa powder may
be finely sprinkled over the surface of a dessert
to improve the appearance.
Dessert - the last course of a meal; usually sweet such
as pies, cakes, chocolates, puddings, and
Deep Fry – fruits.
Egg based - submerging stuff in hot oil or fat
these desserts use an egg custard base, e.g.
bread and butter pudding. Zabaglione is another
Egg custard - example of an egg- based dessert that uses yolks,
sugar and marsala.
Filling- milk is thickened with egg yolks to form firm
custard on baking. This dish is served cold.
Filling – Fruit, nuts, cheese or other mixtures may be
used to fill
Flans -
pies, tarts, fruits, crepes or dariole moulds
mixture of ingredients placed between slices of
Freeze – bread.
tins are lined with sweet short pastry, which is
244
filled with fruit and topped with a fruit glaze.
to render water in the food from liquid to solid.
 LM- Grade
Cookery 9
Fruit based - any dessert where fruit is the main
ingredient, for example, fruit salad, fruit
compote or fruit flummeries.
Fry – to cook food in a small amount of fat.
Garnishing wrapping – to draw, fold a cover
sandwich.
Glazing - this process results in an attractive shiny
surface. To do this you can brush over a
thin layer of heated jam, thickened fruit
juice, sugar syrup or gelatine solution
Grate – to shred food into small pieces with the
use of a grater
Grill – cooking food over direct heat.
Hot soufflés - these desserts are based on a firm
meringue base and may incorporate
chocolate, fruit or cheese and is further
flavoured with alcohol or vanilla
Hygiene –
conditions and practices followed to
maintain health including
sanitation and personal cleanliness.
Jellies - made from fruit juice,
sugar.
Layering - placing in layers over or under another
Loaf – bread. a term used to describe a piece
Mayonnaise – of bread.
an emulsion of oil, egg yolk, vinegar ,
mustard and sometimes seasoning, used as
Mix – a dressing, a spread or bases for additional
sauces.
Mis’en place - to combine ingredients so as to blend
them together.
(pronounced meez en plas) is a French
phrase which means "putting in place", as in
set up. It is used in professional kitchens to
refer to organizing and arranging the
ingredients (e.g., cuts
of meat, relishes, sauces, par-cooked
items, spices, freshly chopped vegetables,
and other components) that a cook will
require for the menu items that he or she
245
expects to prepare during his/her shift.
 LM- Grade
Cookery 9
Molding – forming into desired shapes.
Moulded creams - a cold custard cream is mixed with other flavours
to form the basis of a moulded dessert.

Moulding - Placing the mixture into a particular shape or

form

Packaging method – used for making packages.

Pancakes and crepes - a basic batter mixture, which when pan-fried,
Pan frying – large
can beto served
medium sizea item
with cook
sauce in a pan or
or filling.
skillet with a little bit of fat.
Peeling- Apples, pears and pineapple that may be used
for a pie or tart need to be peeled in preparation
for the final product
Pies and tarts - these pastry cases are often filled with fruit or
may be filled with nuts such as pecan pie.
Perishable liable to fast decay.
– Piping – trimming edges.
Piping- Egg white is beaten stiffly to form a firm peak,
which may then be piped into shapes such as
shells or nests. The mixture must be firm enough
to hold its shape on the tray when baked. This
Poaching - method is used for meringues.
the temperature of the liquid is maintained
Poach – just below boiling point.
to cook something in a liquid 160-180 °F.
Portioning
dividing into serving
– Pour –
sizes. to pour a mixture
Portioning -
into a pan
if you are making a number of desserts from a
large quantity of mixture, it is important to
portion the mixture accurately so that each
pudding looks the same.
Cold desserts that may be portioned include
individual jellies, mousses, crème caramels and
Provolone- summer puddings. Hot desserts that may be
portioned include soufflé, individual pies or
puddings or fillings for crepes and pancakes.
246 that originated in Casilli,
is an Italian cheese
shapes varying from 10 to 15 cm (3.93–5.90
in) long.
 LM- Grade
Cookery 9
Pureeing - A food processor, blender or sieve is used
to transform fruit into a smooth pulp or
sauce. This method is used for the fillings
of flans and fruit based coulis (sauces).
Refrigerate – to keep cool.

Roll – to dredge.

Roast – a method of dry heat cooking

Sanitati uncovered. the maintenance of a
on –
clean food preparation
environment by healthy food workers in
Sabayon - order to prevent food borne illness and food
contamination.
Sandwich –
is an Italian dessert, or sometimes a
Shred/ Grate – beverage, made with egg yolks, sugar,
and a sweet wine one or two pieces of
bread with a filling.
Shredded
to rub food against a grater in a circular
– Slice – motion or back and forth to cut into fine
Slicing- pieces.
to cut into fine strip.
Sponge based - to cut across flat pieces, to cut into even
slices.
Fruits such as apples, pears and peaches
may be sliced before being placed into a
pie.
Spread – to cover with a thin layer, as to spread
desserts
butter or which have aon
mayonnaise sponge
bread.base can
be steamed or baked and can be
Spreading – spreading butter
flavoured with or mayonnaise
a variety on bread
of ingredients
including
when chocolate,
making jam, honey, lemon,
sandwiches.
orange, cheese, fruit pulp, or a syrup
Steaming - involves placing a covered basin of mixture
such as treacle.
above boiling water so that steam may be
used to cook the product
Stir to move a spoon round and round in a bowl
- to mix ingredients.
Stuffed – to fill sandwiches with various fillings.

247
 LM- Grade
Cookery 9
Toast – to brown by direct heat as to toast bread.
Trifle - sponge cake soaked in fruit juice or sherry,
layered with fruit salad and custard. Trifle may
be decorated with whipped cream, glace
cherries or nuts.
Trim - to remove the parts of a food that are not
needed for preparation.
Turning out or de-moulding - this involves turning the dessert out of
a mould or basin. When turning out the dessert,
take care to not damage the shape of the food
item.
Whisking- Incorporating air into the mixture to make it
lighter and fluffier, e.g. a hot soufflé.
Wraps – made with soft flat breads folded or wrapped.

248
 LM- Grade
Cookery 9

References

 Payne, June et.al (2010). Thesis; Introduction to Food

service, South Asia, Pearson Education PTE. LTD,

 Wayne, Gisslen, (2007). Professional Cooking, John Wiley &

Sons Inc.

 De Leon, Gatchalian, M. S.Y., Introduction to Food

Technology
pp. 336-374

 Chavez, Libia L., et.al., (2006). Basic Foods for Filipinos, 4th
edition.

 De Leon, Sonia Y. et al, (1999). Basic FOODS for Filipino, pp.

495-500

 Sandoval, Maria Teresa G., (1993). Culinary Arts 3 and 4,

pp. 85-86.

 De leon, Sonia Y., Ph. D. et al, (1999). Basic Foods for

Filipinos 3rd Edition,
pp. 420-429

 Llgas, Avelina I., et al., Home Technology Food

Management and Service I,
pp. 62-63.

 De Leon, Sonia Y. et al, (1999). Basic FOODS for Filipino,

pp. 420- 432.

 Lewis, Dora S., et al., (1955). Family Meals and Hospitality,

pp. 41-48.

 De Guzman, Ines Alcantara, Suratos, Ceasar P.,

Technology and Home Economics Third Year, pp 86 -89.
Saint Bernadette Publications, INC. 1997

 http://www.mahalo.com/appetizers/
 http://www.fsai.ie/legislation/food_legislation/labelling_of_food.
html#ap 249

pear
 LM- Grade
Cookery 9
 http://www.bhg.com/recipes/how-to/cooking-basics/how-to-wash-fruits-and-vegetables/
by Wini Moranville

 (http://www.kraftfoodservice.com/
 (http://www.fao.org/Wairdocs/X5434E/x5434e0g.htm#TopOfPage
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiavlWBB
RQC8A
N7O1Rwx.?p=channel+knife&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://www.jamieshomecookingskills.com/pdf
s/fact-
sheets/Superb%20salads.pdf

 http://www.nfsmi.org/documentlibraryfiles/PD
F/20100210101314.pdf

 http://www.ehow.com/info_8548772_list-differ
ent-types-appetizers.html

 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiHIddhB
RJzwA2
k.1Rwx.?p=potato+masher&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiHDx5B
FR.jgAh
hS1Rwx.?p=CRACKERS&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiHO.5xF
RiyYAC
ZK1Rwx.?p=TOAST+CUTOUTS&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiZcX6R
FRYQY
AJti1Rwx.?p=BUTTER&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiHMK6x
FRiyYA
Xcq1Rwx.?p=CANAPES&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiHHME
BNRyzA
AfQ.1Rwx.?p=crab+canapes&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiHGwE
hNRhwk
ADq.1Rwx.?p=pickles&fr=yfp-t-711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiHBxH
RNR6Sk
250
Abq.1Rwx.?p=raw+vegetables&fr=yfp-t-
711&ei=utf-8&n=30&x=wrt
 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiaB5Mh
 LM- Grade
Cookery 9

 http://www.tasteofhome.com/Recipes/Gingered-Lime-Gelatin

 http://addapinch.com/cooking/2013/01/09/loaded-smashed-pot
atoes/

 http://www.bellanaija.com/2009/07/21/lose-weight-with-ease/

 http://www.weightwatchers.com/food/rcp/RecipePage.aspx?reci
peId=1
08251

 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKi
HFQFfV
RLX0Akg.1Rwx.?p=pictures+of+lettuce&fr=yfp-t-711&ei=utf-
8&n=30&x=wrt

 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKi
HFXFvV
RyE4AYvS1Rwx.?p=pictures+of+spinach&fr=yfp-t-
711&ei=utf- 8&n=30&x=wrt

 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiH
MFKvV
R_xIAPCm1Rwx.?p=pictures+of+mangoes&fr=yfp-t-
711&ei=utf- 8&n=30&x=wrt&tab=organic

 http://ph.images.search.yahoo.com/search/images;_ylt=A2oKia
DQLvV
ROHwAGU61Rwx.?p=pictures+of+green+salads&fr=yfp-t-
711&ei=utf- 8&n=30&x=wrt&tab=organic


http://ph.images.search.yahoo.com/search/images?p=pictures
+of+sal
ad+bar&n=30&ei=utf-8&fr=yfp-t-711&tab=organic&ri=2


http://ph.images.search.yahoo.com/search/images;_ylt=A2oKi
aHlOfV
RPTwAzhS1Rwx.?p=pictures+of+salads&fr=yfp-t-711&ei=utf-
8&n=30&x=wrt&tab=organic


251
http://ph.images.search.yahoo.com/search/images;_ylt=A2oKi
HM1P_
VRaR8A.iO1Rwx.?p=storing+ans+packaging+salad&fr=yfp-t-
 LM- Grade
Cookery 9
 http://www.hsc.csu.edu.au/hospitality/hosp_240/food_bev/SITH
CCC00
4A/clean_maintain/THHBKA04A007.html
NOTE: all pictures here are copied from the internet. Please redraw

252
 LM- Grade
Cookery 9
KEY TO CORRECTION
Diagnostic Test
A. Multiple Choise
1. B
2. B
3. A
4. C
5. C
6. A
7. C
8. B
9. B
10. D
11. D
12. B
13. D
14. C

B.
1. Scoops or dippers – used to measure serving of soft foods
such as fillings, ice cream and mashed potato
2. Whisks – used for whipping eggs or butter, blending
gravies, sauces and soups
3. Kitchen shears – used for opening packages, cutting tape or
string or for removing labels or tags from items.
4. Scraper – a rubber or silicone tool used to blend or scrape
the food from the bowl, metal, silicone or plastic egg
turners or flippers
5. Potato masher – used for mashing cooked potatoes, turnips,
carrots or other soft cooked vegetables
6. Grater – used to grate, shred, slice, and separate foods
such as carrots, cabbage and cheese
7. Kitchen knives – used for all types of kitchen tsks
8. Oven – a chamber or compartment used for cooking,
baking, heating or drying
9. Refrigerator – used for storing foods to prevent bacterial
infections
from foods
10.Fruit and salad knife – used to prepare vegetables and fruits

253
 LM- Grade
Cookery 9
C.
1. Prepare and assemble all ingredients; sandwich breads like
hamburger buns, sliced cheeses, vegetables and meats.
2. Assemble necessary tools, equipment oven, and toaster.
3. Toast the bread lightly and place it on a clean sheet with
the cut side up.
4. Put two slices of cheese on the bread like cheddar, Swiss,
mozzarella or any cheese combination desired.
5. Cover the cheese with your choice of meat like roast
beef, turkey, sliced ham.
6. Top the meat with another slice of cheese.
7. Add your choice of vegetable like red onion, tomatoes,
red peppers.
8. Sprinkle a bit of spice, fresh basil or parsley and dried spices
like chili or turmeric powder.
9. Finish the sandwich with another piece of bread and put it
in a pre- heated 350 F oven for about 5 minutes.

D.
1. Remove all burnt sediments and wipe grease from top of
range after each use.
2. Scrape grease from curbs and openings hinges.
3. When cool, wash top of range
4. Run oiled cloth over top of range
5. Clean oven by removing grates, scraping off food deposits,
washing and drying.
6. Keep burners clean. Gas burners can be soaked and
scrubbed with stiff brush while electric burners
should be cleaned with a brush or with a damp cloth.
7. Before replacing, rub with oil-damped cloth.
E.

1. Garnish
2. Dressing

3. Body

4. Base

254
 LM- Grade
Cookery 9
Quarter I
Lesson 1
Pre-Test
A.
1. S
a
n
i
t
i
z
e
2. E
q
u
i
p
m
e
n
t
3. C
l
e
a
n
i
n
g
4. K
i
t
c
h
e
n
5. C
h
e
m
i
c
a
l 255
6. A
p
p
 LM- Grade
Cookery 9
LO 2
A. Create and Post ( Scoring Rubric will be used in rating
learners’ output)
B. Skills Trial ( Scoring Rubric will be used in rating
learners’ output)
Lesson 2

Review of Lesson 2
LO 1
C. Pick and Tell
1. Cutting
board –
used for
cutting
fruits
and
vegetabl
es

2. Paring
knife -
used for
trimming
and
paring
fruits
and
vegetabl
es

3. Spatula -
used to
scrape
off
contents
of bowls

4. Ball Cutter - sharp edged scoop for cutting out balls of

fruits and vegetables
5. Wire whip - used for mixing thinner liquids
6. Rubber scraper - used to scrape off contents of bowls
256
7. Zester - used to remove zest or citrus peels in thin strips
8. Chiller - for keeping cold foods chilled for service
 LM- Grade
Cookery 9
C. Take Me In
1. Canape Base
Toast cut-
outs
Crackers
Tortilla chips
Tiny biscuits
Bread cut-
outs
2. Canape Spread
Softened
butter Cream
cheese
Butter and cheese
mixture Chopped Meat
Chopped Fish
3. Canape
Garnish
Pickles
Pimiento
Parsley
Tomatoes
Olives
LO 2
A. Research and Piled Up( Scoring Rubric will be used in rating
learners’ output)
B. Make It for Me( Scoring Rubric will be used in rating learners’
output)
LO 3
A. Pose and Dispose( Scoring Rubric
257 will be used in rating
learners’ output)
 LM- Grade
Cookery 9
LO 4
A. Complete Me
1. Antipasto
2. Tapas
3. Caviar
4. Amuse Bouche
5. Bruschetta

B. Prove it More( Scoring Rubric will be used in rating learners’

output)

Post Test
A.
1. S
a
n
i
t
i
z
e
2. E
q
u
i
p
m
e
n
t
3. C
l
e
a
n
i
n
g
4. K 258
i
t
c
 LM- Grade
Cookery 9
Quarter II
Lesson 1
Pre – Test
A.
1.
C
2. C
3.
C
4.
D
5.
B
6.
C
7.
B
8.
C
9.
B
10.
A
11.
B
B.
1. Kni
fe
2. Pee
ler
3. Sal
ad Types of salad Characteristics
ser It is large enough to serve as a
full meal and should contain a
ver
substantial portion of protein.
4. Cut Meat, poultry and seafood salads
tin as well as egg salad and cheese
Main Course
g Salad
are popular choices.
boa Main course salads should offer
rd enough variety of flavors and
5. Sal textures in addition to the
ad protein and salad platter or
spi fruits.
nn 259
er
6. Gril
l
 LM- Grade
Cookery 9
It stimulate appetite which has
fresh, crisp ingredients; tangy
flavorful dressing; and
attractive, appetizing
Appetizer appearance.It looks
appealing because of flavorful
foods like cheese, ham, salami
shrimp and crabmeat. Crisp raw
or lightly cooked vegetables can
also be added.
Side dish salads should be light
and flavorful, not too much
vegetable salads are often
good choices. Heavier salads
Side Dish Salad such as macaroni or high
protein salads containing
seafood, cheese are less
appropriate, unless the main
course is light.
It is usually sweet and may
contain items such as fruits,
Dessert Salad sweetened gelatin, nuts and
cream.

It must balance and harmonize

with the rest of the meal, like
any other side dish. Don’t serve
potato salad at the same meal
Accompaniment Salad at which you are serving
french Fries or another starch.
Sweet fruit salads are
rarely appropriate as
accompaniment except with such
items as ham or pork.

B. Organize your learning( Scoring Rubric will be used in

rating learners’ output)

260
 LM- Grade
Cookery 9
LO 2
A. Fill Me In
1. Drained

2. Harmonize

3. Acid

4. Cooled

5. eye appeal

6. crisp

7. nutrients

8. bottom

9. plated

10.Lump

B. Do It Now( Scoring Rubric will be used in rating learners’

output)
C. Prepare Something for me( Scoring Rubric will be used in
rating learners’ output)
LO 3
A. 1. Garnish

2. Dressing

3. Body

4. Base

261
 LM- Grade
Cookery 9

LO 4
A. Fix and Parade( Scoring Rubric will be used in rating learners’
output)

Post Test

A.
1. C
2. C
3. C
4. D
5. B
6. C
7. B
8. C
9. B
10. A
11. B
B.
10.Kn
ife
11.Pe
ele
r
12.Sa
lad
ser
ve
r
13.Cu
tti
ng
bo
ar
d
14.Sa
lad
spi
nn
er
15.Gr
ill
pa
n 262
16.Cit
ru
s
 LM- Grade
Cookery 9
6. grills/
griddles
7. bread
toaster
Open ended statement ( Scoring Rubric will be used in
C. 8. chiller
learners’ output) rating

Review of Lesson 1
LO 1
A. Recognize Me?
1. Condiments
2. Meats
3. Fish and
shellfish
4. Spreads
5. Condiments
6. Breads
7. Vegetables
8. Cheese

B. Hot or Cold
sandwich
1. Cold
sandwich
2. Cold
sandwich
3. Cold
sandwich
4. Hot sandwich
5. Hot sandwich
6. Hot sandwich
7. Hot sandwich
8. Cold
sandwich
9. Hot sandwich
10.Hot
sandwich

C. Portrait of
You( Scoring
Rubric will be
used in rating
learners’
output)

LO 2
D. Can You Name 263
Me?
1. Yeast bread
2. Whole wheat
 LM- Grade
Cookery 9
B. Try Me
Make sample cold sandwich( Scoring Rubric will be used
in rating learners’ output)

LO3
A. Preparing and presenting sandwich( Scoring Rubric will be
used in rating learners’ output)
LO4
A. Package Deal( Scoring Rubric will be used in rating learners’
output)

Post Test
A.
1. C
2. C
3. C
4. D
5. A
B.
6. ser
rat
ed
kni
fe
7. cu
tti
ng
D. Open ended statement ( Scoring Rubric will be used in
bo
learners’ output)
ar rating
d
Quarter
8. miIV
Lesson 1
xin
Pre – g
Test bo
A. wl
9. mi
1. xin
D
2. gD
3. sp
C
4. oo
A
5. nB
6.
10.mC
7. ea
C
8. su
D
9. rin
A
10.gB
sp 264
oo
ns
11.gri
 LM- Grade
Cookery 9
11.
C
12.
D
13.
D
14.
C
15.
C
16.
B
17. Boil sugar and
gulaman in two
A cups water

Add milk and put half

B. of the mixture in a
wet mold

Picture of gelatin
dessert
Remove
from
fire,
strain
through
a sieve.

Chill until firm. Serve

cold When partly
jelled, arrange
fruits in mold Put in a cool place to
and add jell.
remaining
gulaman

265
 LM- Grade
Cookery 9
Review of Lesson
LO 1
A. Name the
Tool
1. Measuri
ng
spoon
2. Grater/
shredde
r
3. Whisks
4. Funnels
5. Cans,
bottles,
cartoon
s
opener
6. Blender
7. Mixer
8. Kitchen
knife
9. Woode
n spoon
10.Range

LO 2
Review of Lesson 1
A.
11. Butter
12. Nuts
13. Chocolate
14. Sugar
15. Gelatin
B.
16. B
17. D
18. A
19. A
20. A
C. Make a Fruit Dessert( Scoring Rubric will be used in rating
learners’ output)
266
LO 3
Review of Lesson
 LM- Grade
Cookery 9
LO 4
Review of Lesson
A. Live It On( Scoring Rubric will be used in rating learners’
output)
Lesson 2
LO 1
LO 2
A. Seal It On( Scoring Rubric will be used in rating learners’
output)

Post Test
A.
1. D
2. D
3. C
4. A
5. B
6. C
7. C
8. D
9. A
10. B
11. C
12. D
13. D
14. C
15. C
16. B
17. A

267
 LM- Grade
Cookery 9
B.

Boil sugar and

gulaman in two
cups water

Add milk and put half

of the mixture in a
wet mold

Picture of gelatin
dessert
Remove
from
fire,
strain
through
a sieve.

Chill until firm. Serve

cold

Put in a cool place to

When partly
jelled, arrange jell.
fruits in mold
and add
remaining
gulaman

268